Search Documents

By F. F. Aplan

INTRODUCTION Coal is a solid combustible mineral substance resulting from the alteration of vegetable matter largely in the absence of air. It occurs in nature with varying percentages of mineral matter associated with and incorporated into the coalified material. If the amount of this inorganic mineral matter is sufficiently small, and if selective mining can be practiced so as to avoid the incorporation of ash- bearing material from adjacent strata and/or parting seams, the coal can be used as-mined. Otherwise, it must be given a preparation treatment. In 1980 the bulk of the approximately 525 coal preparation plants were located in the eastern half of the U.S., largely in the Appalachian and to a lesser extent in the midwest coal fields (1). Only 17 of these preparation plants were located in the west; these were in Colorado, New Mexico, Utah, Washington and Wyoming. In the past, however, a great many more preparation plants were operated in these and other western states. The upsurge in both the domestic and world- wide demand for quality coking and steam coal will certainly lead to an increase in the number of preparation plants in the west. In fact, there has been a massive development of coal mines and their associated preparation plants across our northern border in Alberta and British Columbia, largely to serve the export coking and steam coal market. Most of the tremendous increase in newly-mined coal in the western U.S. has come from thick seams of inherently low-sulfur, low- ash coal, easy to mine selectively without significant contamination with ash-forming minerals and requiring no preparation. Because of

Jan 1, 1983

TO THE BOARD OF DIRECTORS AND MEMBERS OF THE AMERICAN INSTITUTE OF MINING AND METALLURGICAL ENGINEERS GENTLEMEN: Submitted herewith are the report of the Treasurer for the year 1939 and reports for the same year of the following standing committees: Admissions, Membership, Papers and Publications, Mining and Metallurgy (Magazine), Library, Speakers for Local Sections and Student Societies, and Student Relations. These reports present additional details. Membership.-For the second year in Succession membership reached a new high level for all time, as indicated in the accompanying tabulation in which "Members" includes all categories except Student Associates. [END 1938 END 1939 NET GAIN Members9, 57 610, 163 587 Student Associates 2,898 3,760 862 12,474 13,923 1,449] Net gain in membership (aside from Student Associates) was 587 compared with 744 in 1938, despite the fact that applications received in 1939 exceeded those received in 1938 (1271 against 1162). The smaller net gain is accounted for in three ways: (1) A greater lag in enrollment of those elected in the last quarter of the year; (2) an increase in the number of applications involving change of status from Junior Member to Member; and (3) an increase of 167 in the loss by death by resignation and by suspension in 1939 as compared with 1938. Experience shows that at the end of a year of less prosperous conditions in the mineral industries, and, therefore, among engineers engaged in these industries, resignations and suspensions are more numerous. Business and industrial indexes all show 1938 to have been somewhat less prosperous than 1937; but the improvement in 1939 should be reflected in the record for 1940.

Jan 1, 1940

By Claudia Gasparrini

Silver occurs in nature in major, minor and variable amounts in a very large variety of minerals and in several mineral species in the same ore. Because these minerals may respond differently to the same flotation or leaching agents, detailed studies to establish the correct silver mineralogy become essential for optimum recoveries in those situations where the silver is treated as a primary product. On the other hand, fine grain sizes, which often affect gold recoveries, are not generally as critical in silver metallurgy, due to the lower market price which allows for more of the element to remain In the tailings before incurring in economical losses.

Jan 1, 1984

By Edward A. Loria

Vanadium is one of the materials being considered for use in fast-breeder nuclear reactors. It is a good heat conductor and nearly transparent to radiation, properties regarded as ideal for nuclear fuel containers. The problem has been the metal lacks ductility needed for forming. In our program at Reno Laboratory the effects of the U.S. Bureau of Mines (previous affiliation) the effects of oxygen, nitrogen, and carbon have been reported21,22 nd most recently the effects of boron and boron with carbon.23 The continuing study by the Ames Laboratory of the effects of hydrogen, the most subtle and fugitive element in its relationship to structure and properties, is commendable. The solubility of oxygen, nitrogen, and hydrogen in vanadium (and other bcc metals as well) is related to material purity. With the available limit on metal purity and the interaction (clustering) of hydrogen with the other interstitial and substitutional elements present in their base metal, would the authors comment on the tolerance of hydrogen in relation to oxy- gen that will avoid intergranular fracture and above what content or how seriously harmful in oxygen at various carbon levels? Understanding the true effects of hydrogen (and other interstitial impurities) in vanadium depends on knowledge of the amount present under various conditions and its distribution between various possible positions. Significant amounts of hydrogen may be in "thermo-dynamic" solution, but not as individual atoms in interstitial positions. It may be in grain boundaries, in subgrain boundaries, in vacancies, or in dislocations. Some of the hydrogen may be paired or in complexes with impurities in substitutional solid solution in vanadium. This makes the analysis of the effect of hydrogen vastly more difficult. It should not be expected that hydrogen in grain boundaries will affect slip in the same manner as hydrogen in interstitial positions, nor will the complexes react to heat treatment the same way as hydrogen in dislocations. It is gratifying that the authors have quoted results from two of our inestiations,' but neglected one2' which applied the Petch theory to electrorefined vanadium of high purity and analyzed the effects of oxygen, nitrogen, and carbon on the ai and ky values obtained by the extrapolation and grain size methods. Details can be found in the paper. Briefly, we obtained a ui value of 10,300 psi (t = 5150 psi) at 273°K. The metal also exhibited profuse twinning with high ductility at 123" and 77°K. Nitrogen was more effective than oxygen in increasing ui, the increase being about twice as much for the same impurity level. Carbon additions resulted in only minimal changes in Ui. The corresponding ky increased as oxygen and nitrogen increased, with nitrogen being more effective. Carbon additions resulted in little change. Although the difference in yield strength of vanadium was explained on the basis of the Cottrell-Bilby model of the tearing away of dislocations from the impurity atoms,

Jan 1, 1970

By Wilfrid R. Foster

The industrial importance of the sillimanite group of minerals depends upon the beneficial properties exhibited by porcelains and refractories in which substantial amounts of these minerals are utilized as raw materials. The presence of "sillimanite" (now known to be the closely related mineral, mullite) in conventional porcelains and refractories has been known since before the turn of the century. As early as 1906 German investigators observed a direct correlation between the "sillimanite" content of a porcelain and its electrical and mechanical properties. Acting upon this discovery, U. S. Bureau of Standards investigators during World War I developed improved pyrometer tubes and spark plug porcelains, by increasing substantially the amount of "sillimanite" at the expense of quartz. The success of these experiments, first reported in 1918, at once aroused a lively interest in the location of natural sources of sillimanite and its related minerals. As a result of diligent search, the large andalusite deposits in California were discovered in 1919. Within the next several years large deposits of kyanite and sillimanite in India and kyanite in the United States had been reported. The search for these minerals in quantity, by both private and governmental agencies, has continued unabated during the ensuing forty years. A number of domestic deposits of kyanite have been worked during the past 30 years. Of these, only the Virginian and South Carolinian deposits are currently in substantial production. The only commercial andalusite production in the United States has been in California and Nevada. A dumortierite deposit in Nevada, known since 1917 but ignored for want of a commercial use, began production in 1925. A topaz occurrence in South Carolina has yielded a small production since about 1940. Domestic production of andalusite, dumortierite and topaz had virtually ceased by 1950. There has never been any commercial development of domestic sillimanite deposits. Kyanite has been mined almost continuously in India since about 1922. The remoteness of the large deposits of Indian sillimanite had caused it to be neglected until 1949. In that year sillimanite production began, and it has continued to the present. South African andalusite has been marketed from the 1930's until the present time. From 1944 to 1955 Kenya, British East Africa, was an important producer of kyanite. Commercial deposits of kyanite in Ontario, Canada should soon be in production. The first production of kyanite in Europe began in Austria in 1953. No commercial deposits of mullite are known anywhere in the world. It is of interest to note that synthetic mullite, which as "sillimanite" first elicited interest in the A12O3-rich aluminosilicate refractories, has enjoyed a marked increase in production in recent years. This is a result of the gradual depletion of known deposits of high-quality kyanite and related minerals."' Composition The sillimanite group includes kyanite, andalusite, and sillimanite, all having the same chemical composition (A12O3•SiO2) but different physical properties. Two other minerals, dumortierite and topaz, are also included in

Jan 1, 1960

By James B. Macelwane

THE Mineral Industry Education Division of AIME has long been interested in geophysical education. Organized in 1938, a Committee on Geophysical Education presented a number of reports in succeeding years. The AIME is an engineering society; hence it might be expected that the interest of the Mineral Industry Education Division would have centered about the relation of courses in geophysics to engineering education. However, this was not the case. The burden of the discussion held under the auspices of the Committee on Geophysical Education bore on geophysics in general and particularly on its relation to geology. In the decade that has passed since those meetings much water has flowed under the bridge. Not only have the geophysical sciences developed at an extraordinarily rapid rate but the practical importance and the range of their applications have spread in ever widening circles and have even assumed a very prominent place in research programs of the military, the Army, the Navy and, particularly, the Geophysical Research Directorate of the Air Force at Cambridge, Mass. So enormously have the geophysical sciences as such grown in scope and in degree of specialization that no one man in a lifetime of study can hope to master the theoretical and experimental complexities or even to follow intelligently in the published literature all the varied accomplishments of basic research in these 'fields. As in the other sciences, most of the results of geophysical research have potential economic value and are being applied to a wider and wider range of human needs. Here we see a parallel with the older sciences and their relation to engineering. Whenever the applications of scientific results required the special experimental background, the economic outlook, and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering grew up in the colleges and universities. In the words of the "Report of the Committee on Adequacy and Standards of Engineering Education" in the. January 1952 number of the Journal of Engineering Education: "Engineering education in America was not developed after a preconceived plan. It evolved in parallel with the needs of a growing country, a country engaged in the development of a vast industrialization. From the first it filled a practical need, and its design emanated largely from an evaluation of the professional requirement." The advent of the railroad created a need for scientifically trained engineers and the response was the curriculum in civil engineering. The development of steam power created the demand for a curriculum in mechanical engineering. Neither of these types of engineers was trained to cope with the requirements of electrical power, and so there came to be a curriculum in electrical engineering. The advent of radio communication and of electronics during the first World War and in the years that followed resulted in the establishment of electronics engineering, sometimes within the curriculum in electrical engineering and sometimes independent of it. The complexities of industrial management have created an ever increasing demand for industrial engineers and the consequent building up of a curriculum in industrial engineering. The wide industrial application of chemical processes required a type of engineer whose background was training in chemistry but who was able to design processes and plants on an industrial scale; hence we have the curriculum in chemical engineering. The advent of the airplane created an entirely new set of problems which were solved by the training of aeronautical engineers. Many of these have called for more and more science and mathematics. Such was the history of the older engineer-

Jan 1, 1952

By R. Grierson, R. N. Parkins

The m.echanica1 properties, at high lzomologous temperatures, of the intermetallic compounds InzBi and Mg17A112 were measured as a .function of temperature, applied strain rate, previous thermal and mechanical history, and composition. Mgl,Al12 was investigated ilz compression, whereas Zn,Bi was investigated in tension. A decrease inflow stress with increasing strain was observed jor both alloys. The results obtained are discussed in terms of the dislocation-multiplication processes in these materials. MANY intermetallic compounds are reported to undergo a brittle-ductile transition at high homologous temperatures.' There is evidence in the literature that some of these compounds exhibit a large yield drop when plastically deformed.'j3 Both of these forms of behavior are shown by the covalent elements germanium and silicon4,5 and also by certain ionic compounds.8 The present work is a study of the deformation, at high homologous temperatures (>2/3 Tm), of two intermetallic compounds, In2Bi and Mg17Al12. InzBi has a disordered hexagonal structure7 (c/a = 0.598) and a solubility range of 32.3 — 33.2 at. pct Bi.8 It has a melting range from 72° to 89°C. Mg17Al12 has an ordered bcc (A12 type)7 structure and exists over the range 50 to 60 at. pct Mg8 with a melting range from 437° to 462°C. We have been unable to find any reference to previous investigations of the mechanical properties of BiIn,. Novikovg has reported that cast samples of Mg17A112 show ductility, when bend-tested, at temperatures above 380°C. EXPERIMENTAL Ingots of In2Bi and Mg17Al12 were melted under an argon atmosphere and cast, in situ, in a graphite crucible. The materials used were of 99.99 pct purity. The alloys prepared contained 66.9 at. pct In in the case of In2Bi and 58.4 at. pct Mg in the case of m17A112. The ingots were homogenized and then extruded. Two-in.-diam Mg17Al12 ingots were extruded at 375°C to give 3/8-in.-diam rod. The rate of formation of this rod was 0.25 in. per min. One-in.-diam InzBi ingots were extruded at 20°C, using a rate of 1 in. per min, to give 1/8-in.-diam rod. In both cases the extruded rod had a recrystal- lized, fine-grain, structure. (For Mg17Al12, d = 11.2 µ; for BiIn2, d = 22 µ.) Mechanical-property determinations were made in a hard-beam machine, in tension in the case of In2Bi and in compression with Mgl7Al12. The tensile tests were on specimens having a gage length of 1.1/2 in. and a diameter of 1/8 in. The compression tests on Ml7A112 were on specimens of 3/8 in. diam by 3/8 in. high and the ends were coated with poly-tetrafluorethylene to minimize friction. RESULTS In2Bi. Fig. 1 shows, particularly at the higher applied strain rates, that In2Bi exhibits a marked yield drop as the deformation increases to about 2 pct, after which the material shows neither hardening nor softening up to 15 pct strain. The magnitude of the yield drop, the stress in the region of flow under constant stress (the stress plateau), and the 0.5 pct proof stress were all dependent upon the applied strain rate according to an expression of the form

Jan 1, 1965

By J. B. Macelwane

Historically whenever application of scientific results to a new problem required the special experimental background, the economic outlook and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering based on the professional requirement grew up in the engineering colleges. This is precisely what is happening now in geophysical engineering. THE Mineral Industry Education Division of AIME has long been interested in geophysical education. Organized in 1938, a Committee on Geophysical Education presented a number of reports in succeeding years. The AIME is an engineering society; hence it might be expected that the interest of the Mineral Industry Education Division would have centered about the relation of courses in geophysics to engineering education. However, this was not the case. The burden of the discussion held under the auspices of the Committee on Geophysical Education bore on geophysics in general and particularly on its relation to geology. In the decade that has passed since those meetings much water has flowed under the bridge. Not only have the geophysical sciences developed at an extraordinarily rapid rate but the practical importance and the range of their applications have spread in ever widening circles and have even assumed a very prominent place in research programs of the military, the Army, the Navy and, particularly, the Geophysical Research Directorate of the Air Force at Cambridge, Mass. So enormously have the geophysical sciences as such grown in scope and in degree of specialization that no one man in a lifetime of study can hope to master the theoretical and experimental complexities or even to follow intelligently in the published literature all the varied accomplishments of basic research in these fields. As in the other sciences, most of the results of geophysical research have potential economic value and are being applied to a wider and wider range of human needs. Here we see a parallel with the older sciences and their relation to engineering. Whenever the applications of scientific results required the special experimental background, the economic outlook, and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering grew up in the colleges and universities. In the words of the "Report of the Committee on Adequacy and Standards of Engineering Education" in the January 1952 number of the Journal of Engineering Education: "Engineering education in America was not developed after a preconceived plan. It evolved in parallel with the needs of a growing country, a country engaged in the development of a vast industrialization. From the first it filled a practical need, and its design emanated largely from an evaluation of the professional requirement." The advent of the railroad created a need for scientifically trained engineers and the response was the curriculum in civil engineering. The development of steam power created the demand for a curriculum in mechanical engineering. Neither of these types of engineers was trained to cope with the requirements of electrical power, and so there came to be a curriculum in electrical engineering. The advent of radio communication and of electronics during the first World War and in the years that followed resulted in the establishment of electronics engineering, sometimes within the curriculum in electrical engineering and sometimes independent of it. The complexities of industrial management have created an ever increasing demand for industrial engineers and the consequent building up of a curriculum in industrial engineering. The wide industrial application of chemical processes required a type of engineer whose background was training in chemistry but who was able to design processes and plants on an industrial scale; hence we have the curriculum in chemical engineering. The advent of the airplane created an entirely new set of problems which were solved by the training of aeronautical engineers. Many of these have called for more and more science and mathematics. Such was the history of the older engineer-

Jan 1, 1953

By J. B. Macelwane

Historically whenever application of scientific results to a new problem required the special experimental background, the economic outlook and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering based on the professional requirement grew up in the engineering colleges. This is precisely what is happening now in geophysical engineering. THE Mineral Industry Education Division of AIME has long been interested in geophysical education. Organized in 1938, a Committee on Geophysical Education presented a number of reports in succeeding years. The AIME is an engineering society; hence it might be expected that the interest of the Mineral Industry Education Division would have centered about the relation of courses in geophysics to engineering education. However, this was not the case. The burden of the discussion held under the auspices of the Committee on Geophysical Education bore on geophysics in general and particularly on its relation to geology. In the decade that has passed since those meetings much water has flowed under the bridge. Not only have the geophysical sciences developed at an extraordinarily rapid rate but the practical importance and the range of their applications have spread in ever widening circles and have even assumed a very prominent place in research programs of the military, the Army, the Navy and, particularly, the Geophysical Research Directorate of the Air Force at Cambridge, Mass. So enormously have the geophysical sciences as such grown in scope and in degree of specialization that no one man in a lifetime of study can hope to master the theoretical and experimental complexities or even to follow intelligently in the published literature all the varied accomplishments of basic research in these fields. As in the other sciences, most of the results of geophysical research have potential economic value and are being applied to a wider and wider range of human needs. Here we see a parallel with the older sciences and their relation to engineering. Whenever the applications of scientific results required the special experimental background, the economic outlook, and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering grew up in the colleges and universities. In the words of the "Report of the Committee on Adequacy and Standards of Engineering Education" in the January 1952 number of the Journal of Engineering Education: "Engineering education in America was not developed after a preconceived plan. It evolved in parallel with the needs of a growing country, a country engaged in the development of a vast industrialization. From the first it filled a practical need, and its design emanated largely from an evaluation of the professional requirement." The advent of the railroad created a need for scientifically trained engineers and the response was the curriculum in civil engineering. The development of steam power created the demand for a curriculum in mechanical engineering. Neither of these types of engineers was trained to cope with the requirements of electrical power, and so there came to be a curriculum in electrical engineering. The advent of radio communication and of electronics during the first World War and in the years that followed resulted in the establishment of electronics engineering, sometimes within the curriculum in electrical engineering and sometimes independent of it. The complexities of industrial management have created an ever increasing demand for industrial engineers and the consequent building up of a curriculum in industrial engineering. The wide industrial application of chemical processes required a type of engineer whose background was training in chemistry but who was able to design processes and plants on an industrial scale; hence we have the curriculum in chemical engineering. The advent of the airplane created an entirely new set of problems which were solved by the training of aeronautical engineers. Many of these have called for more and more science and mathematics. Such was the history of the older engineer-

Jan 1, 1953

By S. G. Epstein

Electromigration has been measured in dilute liquid alloys of lead in antimony and antimony in lead. In these alloys antimony migrates with the electron current; lead migrates in the opposite direction. These results, which contradict the mass criterion, were predicted by the electron drag model for electromigration in liquid alloys. The existing experimental data are shown to correlate with the difference in electrical resistivities of the alloy components. FOR many years investigators have attempted to relate observed electromigration phenomena in liquid alloys to the physical properties of the alloy components. The most successful correlation was found by Angus et' al.,1 who in 1959 proposed an empirical criterion for predicting the relative direction of motion of the components of a liquid alloy in an electric field: the component with the smallest atomic mass concentrates at the cathode. While this criterion is obeyed in nearly all the alloy systems which had been investigated, the physical basis for such an effect was not understood. It was also disturbing that the mass criterion predicted the wrong sign for the Haeffner effect; observations with pure liquid metals revealed that in every instance the lighter isotope was transported to the anode.2 Klemm3 explained these isotopic separations by suggesting that the lighter isotopes were more mobile and more easily carried to the anode with the electron stream. Additionally, several deviations from the mass criterion have been found in liquid alloys, notably involving transition metals such as chromium, nickel, palladium, and zirconium, which migrate to the anode in liquid bismuth.4'5 Recently, a model has been proposed6 in which electromigration in liquid alloys is attributed primarily to the interaction between the electron stream and the metal ions. In essence, this model predicts that the component with the greater electron-ion scattering cross section will be preferentially transported to the anode, displacing the other component to the cathode. The electrical resistivity of each pure component at its melting point is taken as the measure of its scattering cross section. This model was developed from the results of systematic studies with various solutes in liquid mercury,7'8 bismuth,9 and sodium.10 In every alloy, the component with the greater resistivity has centrates at the anode. Coincidentally, in every instance the component with the greater resistivity has also the greater mass, apparently satisfying the mass criterion. In order to differentiate between electron-ion coupling and atomic mass as the relevant physical prop- erty influencing electromigration, measurements were made with Pb-Sb alloys. Lead has an atomic mass nearly twice that of antimony, but lead has an electrical resistivity of 91 microhm-cm while antimony has a value of 113.5 microhm-cm at their respective melting points. The mass criterion predicts that in an alloy of the two antimony will concentrate at the cathode; the electron drag model predicts that antimony will concentrate at the anode. EXPERIMENTAL To conclusively determine the relative motion of lead and antimony in each other, solute electromigration was measured in dilute liquid alloys of antimony in lead and lead in antimony. Both starting materials were 99.999+ pct pure. The measurements were made with the same capillary-reservoir technique previously used for measuring electromigration in liquid bismuth alloys.11 Several changes in the experimental apparatus were necessary, however, to accommodate liquid antimony, which has a higher melting point than bismuth. The modified apparatus is depicted in Fig. 1. In each experiment four quartz capillaries were filled with the molten alloy. A direct current was passed through two of the capillaries; the electrode in one of these capillaries was made the cathode, and the electrode in the other was made the anode. The remaining two capillaries sampled the alloy in the reser-

Jan 1, 1969

By J. B. Macelwane

Historically whenever application of scientific results to a new problem required the special experimental background, the economic outlook and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering based on the professional requirement grew up in the engineering colleges. This is precisely what is happening now in geophysical engineering. THE Mineral Industry Education Division of AIME has long been interested in geophysical education. Organized in 1938, a Committee on Geophysical Education presented a number of reports in succeeding years. The AIME is an engineering society; hence it might be expected that the interest of the Mineral Industry Education Division would have centered about the relation of courses in geophysics to engineering education. However, this was not the case. The burden of the discussion held under the auspices of the Committee on Geophysical Education bore on geophysics in general and particularly on its relation to geology. In the decade that has passed since those meetings much water has flowed under the bridge. Not only have the geophysical sciences developed at an extraordinarily rapid rate but the practical importance and the range of their applications have spread in ever widening circles and have even assumed a very prominent place in research programs of the military, the Army, the Navy and, particularly, the Geophysical Research Directorate of the Air Force at Cambridge, Mass. So enormously have the geophysical sciences as such grown in scope and in degree of specialization that no one man in a lifetime of study can hope to master the theoretical and experimental complexities or even to follow intelligently in the published literature all the varied accomplishments of basic research in these fields. As in the other sciences, most of the results of geophysical research have potential economic value and are being applied to a wider and wider range of human needs. Here we see a parallel with the older sciences and their relation to engineering. Whenever the applications of scientific results required the special experimental background, the economic outlook, and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering grew up in the colleges and universities. In the words of the "Report of the Committee on Adequacy and Standards of Engineering Education" in the January 1952 number of the Journal of Engineering Education: "Engineering education in America was not developed after a preconceived plan. It evolved in parallel with the needs of a growing country, a country engaged in the development of a vast industrialization. From the first it filled a practical need, and its design emanated largely from an evaluation of the professional requirement." The advent of the railroad created a need for scientifically trained engineers and the response was the curriculum in civil engineering. The development of steam power created the demand for a curriculum in mechanical engineering. Neither of these types of engineers was trained to cope with the requirements of electrical power, and so there came to be a curriculum in electrical engineering. The advent of radio communication and of electronics during the first World War and in the years that followed resulted in the establishment of electronics engineering, sometimes within the curriculum in electrical engineering and sometimes independent of it. The complexities of industrial management have created an ever increasing demand for industrial engineers and the consequent building up of a curriculum in industrial engineering. The wide industrial application of chemical processes required a type of engineer whose background was training in chemistry but who was able to design processes and plants on an industrial scale; hence we have the curriculum in chemical engineering. The advent of the airplane created an entirely new set of problems which were solved by the training of aeronautical engineers. Many of these have called for more and more science and mathematics. Such was the history of the older engineer-

Jan 1, 1953

By J. B. Macelwane

Historically whenever application of scientific results to a new problem required the special experimental background, the economic outlook and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering based on the professional requirement grew up in the engineering colleges. This is precisely what is happening now in geophysical engineering. THE Mineral Industry Education Division of AIME has long been interested in geophysical education. Organized in 1938, a Committee on Geophysical Education presented a number of reports in succeeding years. The AIME is an engineering society; hence it might be expected that the interest of the Mineral Industry Education Division would have centered about the relation of courses in geophysics to engineering education. However, this was not the case. The burden of the discussion held under the auspices of the Committee on Geophysical Education bore on geophysics in general and particularly on its relation to geology. In the decade that has passed since those meetings much water has flowed under the bridge. Not only have the geophysical sciences developed at an extraordinarily rapid rate but the practical importance and the range of their applications have spread in ever widening circles and have even assumed a very prominent place in research programs of the military, the Army, the Navy and, particularly, the Geophysical Research Directorate of the Air Force at Cambridge, Mass. So enormously have the geophysical sciences as such grown in scope and in degree of specialization that no one man in a lifetime of study can hope to master the theoretical and experimental complexities or even to follow intelligently in the published literature all the varied accomplishments of basic research in these fields. As in the other sciences, most of the results of geophysical research have potential economic value and are being applied to a wider and wider range of human needs. Here we see a parallel with the older sciences and their relation to engineering. Whenever the applications of scientific results required the special experimental background, the economic outlook, and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering grew up in the colleges and universities. In the words of the "Report of the Committee on Adequacy and Standards of Engineering Education" in the January 1952 number of the Journal of Engineering Education: "Engineering education in America was not developed after a preconceived plan. It evolved in parallel with the needs of a growing country, a country engaged in the development of a vast industrialization. From the first it filled a practical need, and its design emanated largely from an evaluation of the professional requirement." The advent of the railroad created a need for scientifically trained engineers and the response was the curriculum in civil engineering. The development of steam power created the demand for a curriculum in mechanical engineering. Neither of these types of engineers was trained to cope with the requirements of electrical power, and so there came to be a curriculum in electrical engineering. The advent of radio communication and of electronics during the first World War and in the years that followed resulted in the establishment of electronics engineering, sometimes within the curriculum in electrical engineering and sometimes independent of it. The complexities of industrial management have created an ever increasing demand for industrial engineers and the consequent building up of a curriculum in industrial engineering. The wide industrial application of chemical processes required a type of engineer whose background was training in chemistry but who was able to design processes and plants on an industrial scale; hence we have the curriculum in chemical engineering. The advent of the airplane created an entirely new set of problems which were solved by the training of aeronautical engineers. Many of these have called for more and more science and mathematics. Such was the history of the older engineer-

Jan 1, 1953

By Blake M. Caldwell, Harrold D. Owen

The continued use of permanent-type, we11 completion Iras pointed LIP the need for more powerful through-tubing perforating equipment. A new expendable shaped charge perforator has been developed in which the charges are run through the tubing in a vertical position and then opened out to a horizontal position when at the desired shooting zone. The performance of this new tool is comparable to that of conventional casing type perforators. This paper describes the new tool and its applications. Performance data in targets rind under various actual well conditions are presented. INTRODUCTION The general acceptance and increasing use of pernianent-type well completion by the oil industry has indicated the need for through-tubing perforating equipment with performance comparable to that of conventional casing type perforators.'.' To achieve the performance desired, a new, expendable, shaped charge perforator has been developed with adequate power for effectively perforating both 51/2-in. and 7-in. casing below tubing. This has been accomplished without resulting severe damage to the casing and can he obtained under extremes of pressure and temperature. The design of this new tool is a radical departure from previous concepts of tubing guns since it was felt that the two major limitations imposed by previous designs severely handicapped performance. The first of these limitations was the restriction imposed upon the length of the charges by the necessary small inside diameter of the carrier. This resulted from the necessity for compromises in designing a hermetically sealed gun small enough to allow free passage through 2-in. tubing, yet with sufficient wall thickness to withstand some minimum pressure. In an effort to overcome this limitation, the charges were in some cases placed at an angle with the axis of the well with resulting loss in effective depth of penetration. The second limitation concerned the extreme distance of the charges from the casing when the gun was fired. An example of the latter situation is demonstrated by the fact that a conventional 13/4-in. tubing gun centralized in 51/2-in., 17-lb casing has a clearance of more than 1-9/16-in. on all sides. This means that a considerable portion of the force from each charge must be expended in penetrating this 1-9/16-in. of well fluid before it even reaches the casing. With the gun centered in 7-in., 23-lb casing, the amount of fluid penetration required of each jet is in excess of 21/4-in. In a situation where the 13/4-in. gun is touching one side of the 51/2-in., 17-lb casing, the jets from the charges on the opposite side have more than 3%-in. of fluid to penetrate. A similar situation in 7-in., 23-lb casing necessitates the penetration of more than 4-9/16-in. of fluid. The penetrating effect of the charges is severely impaired in passing through so much fluid. Under such conditions, there is usually insufficient force left to penetrate the casing. Previous studies have shown the decided disadvantage of having to shoot through such an excessive quantity of well fluid.'.' The problem. then, was how to position large powerful charges close to the casing prior to firing and still manage free passage through 2-in, tubing. The solution appeared to be in some method of folding sealed charge units in an open type, expendable. 13/4-in. carrier for travel through the tubing, and unfolding them upon their arrival at the shooting zone in the casing. It was desired to control the mechanism electrically from the surface through the regular shooting cable, making the release of the charges independent of the physical characteristics of the well, yet with a provision to prevent the gun from firing until the

Jan 1, 1955

The early records of coal in Kentucky by Walker and Gist have already been mentioned. Thomas Hutchins was aware of it in 1778, or perhaps several years earlier, as in writing of the Buffaloe, now Green, River, he said, "several persons who have ascended this River, say, that Salt Springs, Coal, Lime and Free Stone etc. are to be found in a variety of places."1 The next record found is an entry to Ellis and Marshall, of 878 acres on Coal Bank Creek, in the, then Fayette County on July 14, 1784.2 The settlement might have been made, or the name given, some time before. Hermeline, in 1783, mentioned iron ore and coal on the Green River,' although he had not been west of the Susquehanna River; his knowledge of coal might have come from Hutchins, although the latter made no mention of iron in that locality. In November 1790, coal was mined on Sturgeon's Creek in Lee County and floated in three barges down the Kentucky River to Cleveland's Ferry, where it was hauled to Lexington. The results were not equal to the expectations, and it was 1793 before the experiment was. repeated 4 In 1791, the estate of Samuel Wharton advertised for sale 31,000 acres "in the county of Jefferson, on the North Side of the Green or Buffaloe river, in the State of Virginia."5 In November 1795 three patents were issued for land in the then Lee County, aggregating 130,000 acres. These patents cover much of Harlan County. The descriptions of these surveys mention passing stone coal. on Rough Branch of Martin's Fork, a "great deal of stone coal" on Blacksnake Branch of Pucketts Creek, and "a quantity of stone coal" probably on Crummies Creek.6 Jedediah Morse, in The American Gazetteer, 1798, said that in Kentucky "in many places there are appearances of potter's clay, and coal in abundance." It is possible that shipments may have been made from near

Jan 1, 1942

V. H. GOTTSCHALK, Rolla, Mo. (written discussion*).-In connection with Mr. Waring's quotation of Urbain's work, attention may be drawn to a remark found in the report of the session of the Société de Chimie Physique,1 held in December, 1909, that, while all blendes contain gallium in larger or smaller quantities, those blendes carrying indium are generally free from germanium, and vice versa. Urbain, furthermore, . expresses his conviction that this behavior, being related to the condi-tions of deposition of the ore, should be an important factor in determining the origin and mode of formation of zinc blende deposits., In. searching the literature for the naturally expected sequel to these remarks, there is found a report on the extraction of germanium from blende, after many months' work, on a commercial scale;2 then a paper3 on some Spanish blendes, all containing cadmium, examined by Urbain's 'method (this paper contains, also, very important work on the com-position and color of blendes, as well as on the occurrence of organic .matter and of inclusions in such blendes), and a second paper on Spanish blendes in general, in which this original point of Urbain's concerning the relative quantities of the three rare elements is taken up.4 Angel del Campo finds that of 68 specimens examined, four only were entirely free of germanium, gallium, and indium;. 38 had small proportions, while 19 were notably, and seven relatively rich in the three rare metals. He found the relative frequency to be: gallium in 60, germanium in, 50, and indium in 38; all three occurred in 29 cases; germanium and gallium together in 18; gallium and indium together in four; germanium and indium together without gallium, in none; four had gallium only, three had germanium only, and one had indium only; in 23 it appeared feasible to extract these elements. Finally, it may be worth mentioning that the discovery of gallium in commercial aluminum5 brought forth two

Jan 1, 1918

IN international affairs, the great event of June was the meeting of representative bankers at Paris -for consideration of the arrangement of a large loan to Germany. The conference dissolved in futility. Following this abortive conference, the delegates to the parley at the Hague assembled there on June 15. America is not represented at the Hague, any more than at Genoa. The British view the conference seriously and have Leslie Urquhart, the highest authority on Russia, attending in an official capacity. The Irish had their election and voted by strong majority in favor of the treaty with Great Britain, which was happy, but the general situation in Ireland is miserable. In China there were spectacular military and political events. Economically, Japan was in trouble. Conditions are becoming better in India, although no yet settled. Egypt has troubles still. Australia has a better chance for welfare, following the overthrow of its labor govern-ment early in April last. In Europe it is hard to discern any improvement except in Great Britain. Business in Great Britain has been slowly widening. The future of Great Britain, which is chiefly an in-dustrial country, depends on finding employment for its, 1,750,000 idle men. Personalities figured largely in June. Lenin's health was represented as having failed so that the govern-ment of Russia has had to be-turned over to a trium-virate. All of this has been denied. It is clear that some. mighty events are transpiring there. The assassination of Doctor Rathenau in Germany is probably also an occurrence of portent. The murder of Field Marshal Wilson, in London, tended to in-crease anger in England against the Irish. In the United. States the attention of Congress was concentrated on the soldier bonus, the tariff bill and the subsidy for shipping. All of these projects are economically bad and are of the same nature, viz., the allotment of a bounty to some classes of people, without consideration to the general national interest and welfare.

Jan 7, 1922

By F. E. Lathe, G. A. Guess

This investigation was started with the idea of determining whether copper-nickel mattes might not have a lower flowing temperature than copper mattes, and thus perhaps aid in accounting for the difficulty so far experienced in attempts at pyritically smelting copper-nickel ores. We have used the term flowing temperature to avoid confusion with the usual melting temperature. The idea at first was that there might be a greater viscosity range in the one matte than in the other. In the early experiments it was in our minds to determine the relative fluidity of the mattes at a given temperature. Looking to this end we tried pouring equal quantities of matte at the same temperature down an inclined graphite slab, and comparing the distances traveled. Results from such experiments were not satisfactory. We next tried pouring equal quantities at the same temperature through a drilled hole in an Acheson graphite crucible, timing the flow with a stop watch, the whole operation being carried out in the muffle. The flowing temperatures of the mattes tried in this way appeared to be about the same, and there was no marked difference in their fluidity when well fused. Oxidation gave some trouble. These experiments finally led to the adoption of the following apparatus which we thought at the time was wholly original with us, but which we have since found was described by W. McA. Johnson.l The tray used was a slab of graphite 8 in. long, 2 in. wide and 1/4 in. thick. It had six holes, into each of which sat a cup of Acheson graphite. Centrally in the bottom of each cup was a vertically drilled hole 3/16 in. in diameter and 1/2 in. long. The mattes to be tested were put into the cups, in a solid piece. The cups were covered with inverted Battersea "A" cups. The tray was put into the muffle of a gas-fired furnace. Supports on each end held the tray about 2 in. from the floor of the muffle. Under

Jan 1, 1917

By G. A. Guess

THIS investigation was started with the idea of determining whether copper-nickel mattes might not have a lower flowing temperature than copper mattes, and thus perhaps aid in accounting for the difficulty so far experienced in attempts at pyritically smelting copper-nickel ores. We have used the term flowing temperature to avoid confusion with the usual melting temperature. The idea at first was that there might be a greater viscosity range in the one matte than in the other. In the early experiments it was in our minds to determine the relative fluidity of the mattes at a given temperature. Looking to this end we tried pouring equal quantities of matte at the same temperature down an inclined graphite slab, and comparing the distances traveled. Results from such experiments were not satisfactory. We next tried pouring equal quantities at the same temperature through a drilled hole in an Acheson graphite crucible, timing the flow with a stop watch, the whole operation being carried out in the muffle. The flowing temperatures of the mattes tried in this way appeared to be about the same, and there was no marked difference in their fluidity when well fused. Oxidation gave some trouble. These experiments finally led to the adoption of the following apparatus which we thought at the time was wholly original with us, but which we have since found was described by W. McA. Johnson.' The tray used was a slab of graphite 8 in. long, 2 in. wide and ¼ in. thick. It had six holes, into each of which sat a cup of Acheson graphite. Centrally in the bottom of each cup was a vertically drilled hole 3/16 in. in diameter and ½ in. long. The mattes to be tested were put into the cups, in a solid piece. The cups were covered with inverted Battersea "A" cups. The tray was put into the muffle of a gas-fired furnace. Supports on .each end held the tray about 2 in. from the floor of the muffle. Udder

Jan 6, 1916

By Sherwin F. Kelly

The Geophysics Education Committee was organized in 1938 and presented its first report at the A.I.M.E. annual meeting in February, 1939, at a session held jointly with the Committee on Geophysical Methods of Exploration. REPORT OF 1939 The first task the Committee set itself was to find out in which universities the subject of geophysics was being taught, and the manner in which such instruction was given. A questionnaire was drawn up and sent out to 147 universities in the United States, Canada, and abroad. Of these 100 replied. Their answers were then tabulated and analyzed, yielding the information summarized in the following pages. Two universities, Colorado School of Mines and St. Louis University, actually maintain departments of geophysics, while 3 Canadian and 31 American universities give courses on the subject. In other institutions, 45 in the United States and 5 in Canada, more or less extended reference is made to geophysics in lectures on other subjects. Altogether, there are at least 86 universities in the United States and Canada at which students may obtain instruction of some kind in geophysics. To enter the courses in geophysics given by 33 American universities, certain prerequisites are demanded, varying with the level at which the subject matter is treated. In analyzing the prerequisites, some assumptions had to be made: one year of college mathematics was taken to mean up to, but not including, calculus, while three years was presumed to embrace a course in differential equations. On this basis, 16 per cent require only elementary college mathematics, 40 per cent require differential and integral calculus, and 31 per cent require differential equations. A few demand even more advanced mathematics, while some list no prerequisite mathematics beyond high school. Evidently a student contemplating the study of geophysics should ground himself in calculus and differential equations. In physics, similar assumptions have been made as to time required in the subject. All of the universities giving geophysics require their students to take physics first, and 34 per cent require a standing in

Jan 1, 1940

By Sherwin F. Kelly

The Geophysics Education Committee was organized in 1938 and presented its first report at the A.I.M.E. annual meeting in February, 1939, at a session held jointly with the Committee on Geophysical Methods of Exploration. REPORT OF 1939 The first task the Committee set itself was to find out in which universities the subject of geophysics was being taught, and the manner in which such instruction was given. A questionnaire was drawn up and sent out to 147 universities in the United States, Canada, and abroad. Of these 100 replied. Their answers were then tabulated and analyzed, yielding the information summarized in the following pages. Two universities, Colorado School of Mines and St. Louis University, actually maintain departments of geophysics, while 3 Canadian and 31 American universities give courses on the subject. In other institutions, 45 in the United States and 5 in Canada, more or less extended reference is made to geophysics in lectures on other subjects. Altogether, there are at least 86 universities in the United States and Canada at which students may obtain instruction of some kind in geophysics. To enter the courses in geophysics given by 33 American universities, certain prerequisites are demanded, varying with the level at which the subject matter is treated. In analyzing the prerequisites, some assumptions had to be made: one year of college mathematics was taken to mean up to, but not including, calculus, while three years was presumed to embrace a course in differential equations. On this basis, 16 per cent require only elementary college mathematics, 40 per cent require differential and integral calculus, and 31 per cent require differential equations. A few demand even more advanced mathematics, while some list no prerequisite mathematics beyond high school. Evidently a student contemplating the study of geophysics should ground himself in calculus and differential equations. In physics, similar assumptions have been made as to time required in the subject. All of the universities giving geophysics require their students to take physics first, and 34 per cent require a standing in

Jan 1, 1940