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By Arthur S. Huey

AS the end of the collegiate year approaches, the problem of student employment again becomes acute. This subject divides itself into two phases: (1) employment prior to graduation and (2) employment following graduation. "Experience is the best teacher," according to the old adage, and the student needs all that he can get. He is afforded every opportunity to reap from his books the theories and principles of scientific and engineering practice, and occasionally he is privileged to make field trips to observe the practical side of the subject. But it is not enough for one to know the theory and to observe its application; it is also desirable for the student to get the feel of the tools during his training Such opportunities can only be afforded the student if the major companies cooperate with the universities in giving the student part-time and vacation work.

Jan 1, 1932

By James Boyd

THE Bureau of Mines for a number of years has been seeking additional ways and means of improving the efficiency of its operations and increasing its service to the public. It has become obvious that changes in the organization of the Bureau are essential to a more effective accomplishment of its functions and objectives. The old organization was defective in meeting current needs in that the Bureau's field activities were neither sufficiently coordinated with the national program nor were they particularly responsive to local needs of the mineral industries. Further, the traditional organization hampered the efforts of the Bureau to obtain, analyze and provide to the policy-making agencies of the Government essential information and advice in such a form that the requirements of domestic industry could be fully taken into consideration in the development of domestic and foreign policies. Consequently, the Bureau has now modified its organizational structure.

Jan 1, 1949

By E. A. Holbrook

AT the meeting of the Committee on Engineering A Education of the Institute at the New York meeting last February, it was brought out that the number of men graduating in mining engineering from our colleges at the present time is not sufficient to meet the ordinary needs of the mineral industries. Following the meeting, Samuel S. Wyer, consulting engineer of the Fuel-Power Transportation Educational Foundation of Columbus, Ohio, prepared a pamphlet called "Mining Engineering's Appeal to High School Seniors." Under the auspices of this Foundation the pamphlet is being sent to every high school in the United States. The pamphlet does not in any way paint glowing word pictures of the profession; rather it is a statement of the importance of mining engineering in our present-day civilization, together with the requirements in young men who are looking forward to an engineering career.

Jan 1, 1930

By AIME AIME

JANUARY saw the completion of the 237-ft. Upper-Narrows hydraulic debris dam on the main Yuba River in northern California. This project which is the key unit in a series of four similar structures on the Bear, American, and Yuba Rivers, removes the last obstacle to the revival of California's vast hydraulic gold-mining industry. The Upper-Narrows dam is a single-arch type of structure, and embodies the latest developments in that type of construction. One of the principal innovations used is the series of air vents in the crown (that part over which the water spills) which serve to break the vacuum caused by the spilling water, thus reducing vibration to a minimum. Electric strain gages were also embedded in the concrete of the dam, and it is hoped that by careful study of these instruments true stresses can he determined.

Jan 1, 1941

By J. W. Stewart

The aim of this paper is to point out the various ways in which design is taught in standard four-year mining engineering curricula in American colleges and universities; to discuss the reasons apparently justifying the great diversity of procedure that exists along this line; and to indicate possible solutions to the difficulties now attending the teaching of design. A study was made of typical four-year mining engineering curricula in 15 colleges and universities of the United States (Table I). Great diversity in content of the various design courses, if taught as described, became apparent immediately. It appeared that it might be both interesting and instructive if the cause for this colorful variety could be found. Was the cause local mining conditions, departmental individuality, or actual necessity? Study of the school catalogues revealed that the various design courses could be classified into two fairly distinct types; namely, (I) those dealing with mine equipment or structures, and (2) those dealing with underground layout of mine workings. It seemed reasonable to label the first type of course "mining design" and the second type "mine design." Some such distinction must have been in the minds of mining educators, for we find both names (i.e., mine design and mining design) used to designate the design courses included in the various mining curricula Unhappily, the name and the apparent content of such courses do not, in all instances, conform to the classification made here, although in most instances such conformation does obtain (Table I). It is possible that in the exceptional case the method of teaching a design course, and consequently the content of it, may have been changed at some time without change in the name of the course. Apparently only 3 of the 15 schools made an effort to cover both types of design in their curricula (Table I). Two other schools did not list or describe any course of study that could with certainty be taken as a design course. Of the remaining 10 schools, 9 gave a mining-design type of course and one gave a strictly mine-design type. Obviously, the preponderance of design courses afforded are of the mining-design type. Why? To answer this question, it is necessary to make a study of the prerequisites for the two types of design courses taught. In all schools the design courses were taught in the senior year; in eight, design was taught throughout both semesters; in two, it was taught during the first semester only; and in three it was taught during the second semester only. Consequently, excepting the last three cases noted, it is obvious that all prerequisites for a design course should be completed by the end of the junior year PREREQUISITES What are the probable prerequisites for the different kinds of design courses as they appear to be taught? Let us take first the case of the mine-design type of course, having to do with layout of underground workings. Here it would seem that logical

Jan 1, 1943

By H. Landsberg

The curriculum presented here is an outgrowth of discussions by the Committee on Geophysics Courses of the A.I.M.E. in previous years. It had to be a compromise between the desires voiced by employers of geophysicists, professional geophysicists and the possibilities at an average college. There one has to face the questions of the available teaching staff, the inertia of administrators and teachers set in their ways, and the red tape involved in modernizing antiquated curricula. It is, of course, not ideal to have colleges and universities lag Io years behind the times. Rather, instead of being prodded by industry, they should be ahead of industrial needs. There should also be a certain amount of leeway for the student in any college curriculum. All these points had to be considered in drawing up a curriculum, which, instead of being narrowly termed "geology" or "geophysics" was rather called "earth science." It gives the student a chance to specialize in one of the various branches represented by teachers on the faculty of The Pennsylvania State College, giving as options Geology (with subdivisions of Mineralogy and Paleontology), Geophysics, Geography, and Meteorology. Table iA represents the option of geophysics in the curriculum that envisages that a student may want to make his career in any of the fields encompassed by the American Geophysical Union or in geoexploration. This is, of course, only the start of an education that in most cases will have to be followed by graduate work for complete professional training. The outlined curriculum is definitely of an engineering type and is identical for all of the four options mentioned for the first two years. Specialization will start in the junior year but even thereafter the branches are kept as closely allied as feasible in order to permit a student to change from one tO the other (e.g., because of a different aspect in the mployment situation) with a minimum of additional work. Table IB shows the geophysics option according to subject matter, indicating the considerable amount of work in the fundamentals of mathematics, physics and chemistry with a liberal number of geology courses, and some engineering. The courses in the field of geophysics are limited—just two lecture courses as a general introduction and one field course, to permit the student a visualization of the correlation between mathematically analyzed physical data and the geological realities. Thesis work is considered essential to teach the student, while he is still in college, some things S. F. Kelly has mentioned as desirable: (I) following of instructions for somewhat independent work; (2) organizing of material, and (3) producing a readable report. This, together with the personal contact with the advising faculty member, will help in forming a student's personality. The seminar course attempts to get the student into the habit of reading current literature, so that he can keep abreast of the times.

Jan 1, 1946

By H. Landsberg

The curriculum presented here is an outgrowth of discussions by the Committee on Geophysics Courses of the A.I.M.E. in previous years. It had to be a compromise between the desires voiced by employers of geophysicists, professional geophysicists and the possibilities at an average college. There one has to face the questions of the available teaching staff, the inertia of administrators and teachers set in their ways, and the red tape involved in modernizing antiquated curricula. It is, of course, not ideal to have colleges and universities lag Io years behind the times. Rather, instead of being prodded by industry, they should be ahead of industrial needs. There should also be a certain amount of leeway for the student in any college curriculum. All these points had to be considered in drawing up a curriculum, which, instead of being narrowly termed "geology" or "geophysics" was rather called "earth science." It gives the student a chance to specialize in one of the various branches represented by teachers on the faculty of The Pennsylvania State College, giving as options Geology (with subdivisions of Mineralogy and Paleontology), Geophysics, Geography, and Meteorology. Table iA represents the option of geophysics in the curriculum that envisages that a student may want to make his career in any of the fields encompassed by the American Geophysical Union or in geoexploration. This is, of course, only the start of an education that in most cases will have to be followed by graduate work for complete professional training. The outlined curriculum is definitely of an engineering type and is identical for all of the four options mentioned for the first two years. Specialization will start in the junior year but even thereafter the branches are kept as closely allied as feasible in order to permit a student to change from one tO the other (e.g., because of a different aspect in the mployment situation) with a minimum of additional work. Table IB shows the geophysics option according to subject matter, indicating the considerable amount of work in the fundamentals of mathematics, physics and chemistry with a liberal number of geology courses, and some engineering. The courses in the field of geophysics are limited—just two lecture courses as a general introduction and one field course, to permit the student a visualization of the correlation between mathematically analyzed physical data and the geological realities. Thesis work is considered essential to teach the student, while he is still in college, some things S. F. Kelly has mentioned as desirable: (I) following of instructions for somewhat independent work; (2) organizing of material, and (3) producing a readable report. This, together with the personal contact with the advising faculty member, will help in forming a student's personality. The seminar course attempts to get the student into the habit of reading current literature, so that he can keep abreast of the times.

Jan 1, 1946

By Stewart. J. W.

THE aim of this paper is to point out the various ways in which design is taught in standard four-year mining engineering curricula in American colleges and universities; to discuss the reasons apparently justifying the great diversity of procedure that exists along this line; and to indicate possible solutions to the difficulties now attending the teaching of design. A study was made of typical four-year mining engineering curricula in 15 colleges and universities of the United States (Table I). Great diversity in content of the various design courses, if taught as described, became apparent immediately. It appeared that it might be both interesting and instructive if the cause for this colorful variety could be found. Was the cause local mining conditions, departmental individuality, or actual necessity? Study of the school catalogues revealed that the various design courses could be classified into two fairly distinct types; namely, (I) those dealing with mine equipment or structures, and (2) those dealing with underground layout of mine workings. It seemed reasonable to label the first type of course "mining design" and the second type "mine design." Some such distinction must have been in the minds of mining educators, for we find both names (i.e., mine design and mining design) used to designate the design courses included in the various mining curricula. Unhappily, the name and the apparent content of such courses do not, in all instances, conform to the classification made here, although in most instances such conformation does obtain (Table I). It is possible that in the exceptional case the method of teaching a design course, and consequently the content of it, may have been changed at some time without change in the name of the course. Apparently only. 3 of the 15 schools made an effort to cover both types of design in their curricula (Table I). Two other schools did not list or describe any course of study that could with certainty be taken as a design course. Of the remaining 10 schools, q gave a mining-design type of course and one gave a strictly mine-design type. Obviously, the preponderance of design courses afforded are of the mining-design type. Why? To answer this question, it is necessary to make a study of the prerequisites for the two types of design courses taught. In all schools the design courses were taught in the senior year; in eight, design was taught throughout both semesters; in two, it was taught during the first semester only; and in three it was taught during the second semester only. Consequently, excepting the last three cases noted, it is obvious that all prerequisites for a design course should be completed by the end of the junior year. PREREQUISITES What are the probable prerequisites for the different kinds of design courses as they appear to be taught? Let us take first the case of the mine-design type of course, having to do with layout of underground workings. Here it would seem that logical

Jan 1, 1941

By J. W. Stewart

THE aim of this paper is to point out the various ways in which design is taught in standard four-year mining engineering curricula in American colleges and universities; to discuss the reasons apparently justifying the great diversity of procedure that exists along this line; and to indicate possible solutions to the difficulties now attending the teaching of design. A study was made of typical four-year mining engineering curricula in 15 colleges and universities of the United States (Table I). Great diversity in content of the various design courses, if taught as described, became apparent immediately. It appeared that it might be both interesting and instructive if the cause for this colorful variety could be found. Was the cause local mining conditions, departmental individuality, or actual necessity? Study of the school catalogues revealed that the various design courses could be classified into two fairly distinct types; namely, (I) those dealing with mine equipment or structures, and (2) those dealing with underground layout of mine workings. It seemed reasonable to label the first type of course "mining design" and the second type "mine design." Some such distinction must have been in the minds of mining educators, for we find both names (i.e., mine design and mining design) used to designate the design courses included in the various mining curricula. Unhappily, the name and the apparent content of such courses do not, in all instances, conform to the classification made here, although in most instances such conformation does obtain (Table I). It is possible that in the exceptional case the method of teaching a design course, and consequently the content of it, may have been changed at some time without change in the name of the course. Apparently only 3 of the 15 schools made an effort to cover both types of design in their curricula (Table I). Two other schools did not list or describe any course of study that could with certainty be taken as a design course. Of the remain¬ing to schools, 9 gave a mining-design type of course and one gave a strictly mine-design type. Obviously, the preponderance of design courses afforded are of the mining-design type. Why? To answer this question, it is necessary to make a study of the prerequisites for the two types of design courses taught. In all schools the design courses were taught in the senior year; in eight, design was taught throughout both semesters; in two, it was taught during the first semester only; and in three it was taught during the second semester only. Consequently, excepting the last three cases noted, it is obvious that all prerequisites for a design course should be completed by the end of the junior year. PREREQUISITES What are the probable prerequisites for the different kinds of design courses as they appear to be taught? Let us take first the case of the mine-design type of course, having to do with layout of underground workings. Here it would seem that logical

Jan 1, 1941

By J. W. Stewart

The aim of this paper is to point out the various ways in which design is taught in standard four-year mining engineering curricula in American colleges and universities; to discuss the reasons apparently justifying the great diversity of procedure that exists along this line; and to indicate possible solutions to the difficulties now attending the teaching of design. A study was made of typical four-year mining engineering curricula in 15 colleges and universities of the United States (Table I). Great diversity in content of the various design courses, if taught as described, became apparent immediately. It appeared that it might be both interesting and instructive if the cause for this colorful variety could be found. Was the cause local mining conditions, departmental individuality, or actual necessity? Study of the school catalogues revealed that the various design courses could be classified into two fairly distinct types; namely, (I) those dealing with mine equipment or structures, and (2) those dealing with underground layout of mine workings. It seemed reasonable to label the first type of course "mining design" and the second type "mine design." Some such distinction must have been in the minds of mining educators, for we find both names (i.e., mine design and mining design) used to designate the design courses included in the various mining curricula Unhappily, the name and the apparent content of such courses do not, in all instances, conform to the classification made here, although in most instances such conformation does obtain (Table I). It is possible that in the exceptional case the method of teaching a design course, and consequently the content of it, may have been changed at some time without change in the name of the course. Apparently only 3 of the 15 schools made an effort to cover both types of design in their curricula (Table I). Two other schools did not list or describe any course of study that could with certainty be taken as a design course. Of the remaining 10 schools, 9 gave a mining-design type of course and one gave a strictly mine-design type. Obviously, the preponderance of design courses afforded are of the mining-design type. Why? To answer this question, it is necessary to make a study of the prerequisites for the two types of design courses taught. In all schools the design courses were taught in the senior year; in eight, design was taught throughout both semesters; in two, it was taught during the first semester only; and in three it was taught during the second semester only. Consequently, excepting the last three cases noted, it is obvious that all prerequisites for a design course should be completed by the end of the junior year PREREQUISITES What are the probable prerequisites for the different kinds of design courses as they appear to be taught? Let us take first the case of the mine-design type of course, having to do with layout of underground workings. Here it would seem that logical

Jan 1, 1943

By O. P. Chisholm

The most noticeable change in lead smelting over the past few years has been the increase in the smelting rate of lead blast furnaces. For several years a great deal of attention has been paid to the preparation of the blast-furnace sinter charge but more recently the plan has been to incorporate- almost the entire makeup of the blast-furnace charge, excepting coke and scrap iron, at the sintering machines. Formerly, sintering machines were used primarily for removing, sulphur and for agglomerating finely divided material both sulphide and oxide in character. Limestone flux usually was so proportioned that a relatively large amount was added to the furnace charge direct. This procedure was also followed with oxidized ores, which were purposely crushed coarse' so that they would be adaptable for direct smelting on the furnace charge. In later years it has been the tendency in western smelters to include practically all of the limestone and oxidized ores in the sinter charge. This has been somewhat more costly because fine crushing is required for sintering purposes and because these oxidized materials were given additional processing through the sinter plant. The addition of such oxidized materials to the usual charge to be sintered, brought about, in certain instances, a deficiency in heat ordinarily supplied by the sulphide constituents of the charge. This heat deficiency has been remedied by the addition of carbonaceous fuel, in the form of finely crushed coke breeze, or in a few instances by the addition of zinc retort-plant residues. The enhanced gold price has stimulated the mining of crude siliceous ores throughout the Western States and in the smelting of such ores more limestone is required for fluxing. Shipments of gold-bearing pyritic concentrates to Western smelters have increased, and the combination of increased silica, limestone and pyrite has increased the percentage of slag, which, in itself, is an aid in .securing smoother and more rapid smelting in the blast furnace. By the addition of these substances, the percentage of zinc in the slag has been appreciably lowered. at many plants, with resultant benefit to smelting speed at the blast furnace. This increase in slag formation with lowered zinc content has caused also perceptible lessening of the amount of lead on the charge and this has benefited the blast-furnace smelting. Although a satisfactory sinter is fundamental in increased rate of bullion production per furnace, there has been a trend over the list four or five years to decrease the percentage of coke and increase the percentage of scrap iron and limestone on the blast-furnace charge. As a result of these changes in practice certain blast furnaces, without any mechanical change, have doubled or tripled their tonnages. For furnaces whore the volume of air is recorded, records show decidedly larger air volumes with a comparatively small increase in air, pressure, or, none at all.

Jan 1, 1941

By R. S. Shoemaker, F. W. McQuiston

The principle of cyanide recovery or regeneration of cyanide from solution, be it a weak wash or a foul solution, is by acidulation. All or part of the cyanogen is converted thereby into hydrogen cyanide which is fixed by an alkali (generally lime) and returned to the cyaniding system (the Mills- Crowe process). The solution is made acid by bringing it into contact with sulfur dioxide. The acidified solution is stripped in a packed tower by a counter flow stream of air in which the air and the solution are brought into intimate contact. The air leaving the tank charged with hydrogen cyanide is then passed to another tank in which it is mixed with an alkaline solution, the latter absorbing the HCN and leaving the accompanying air clean for reuse in removing more HCN from the acidified solutions. Of the recoverable cyanide, 9770 is usually recovered in a three-unit disperser tower system. When there is a considerable content of copper, the solution is made acid following standard procedure; however, the HCN is not removed until the copper is reduced by regeneration. Copper removal at this point may be as high as 90%. After reduction of the copper, the acidified solution then is contacted with a lime solution which brings down calcium sulfate as a second step. The silver, gold, and copper are recovered in the form of a precipitate which can be shipped to a smelter. At the Hudson Bay Mining and Smelting Company, Ltd., most of the precious metals have been recovered in the copper and lead concentrates, but it has been found profitable to submit the flotation tailings to a scavenger cyanide treatment for the recovery of exposed gold contained in pyrite rejected during flotation. Due to the fine particle size, maximum dissolution is achieved in a four-hour contact period. In the cyanidation plant, the thickened flotation tailing at 70% solids is given a four-hour agitation in weak calcium cyanide solution and filtered. Filter cake is repulped and discharged either to the tailing storage area or to the mine as backfill. Clarification, de-aeration and precipitation of pregnant solutions are carried out in a standard Merrill-Crowe unit. Typical analysis of precipitate is as follows: Au, 0.47%, Ag, 4. 88%; Cu, 46.0%; Zn, 13. 8%. Cyanicides in the form of copper minerals limit the reuse of barren solution. To recover the substantial quantities of cyanogen chemically combined with base metals in this solution, a cyanide regeneration plant is in operation. The barren solution is acidified with sulfuric acid in a spray tower where an upward current of air from a blower sweeps the liberated hydrocyanic acid gas to an adsorption unit where it meets a fine rain of lime suspended in plant solution with which it combines to form calcium cyanide. The lime--water solution carrying calcium cyanide is reused in the cyanide circuit. The return gases are drawn into the blower and back to the disperser tower thus

Jan 1, 1975

By H. Landsberg

THE curriculum presented here is an outgrowth of discussions by the Committee on Geophysics Courses of the A.I.M.E. in previous years. It had to be a compromise between the desires voiced by employers of geophysicists, professional geophysicists and the possibilities at an average college. There one has to face the questions of the available teaching staff, the inertia of administrators and teachers set in their ways, and the red tape involved in modernizing antiquated curricula. It is, of course, not ideal to have colleges and universities lag 10 years behind the times. Rather, instead of being prodded by industry, -they should be ahead of industrial needs. There should also be a certain amount of leeway for the student in any college curriculum. All these points had to be considered in drawing up a curriculum, which, instead of being narrowly termed "geology" or "geophysics" was rather called "earth science." It gives the student a chance to specialize in one of the various branches represented by teachers on the faculty of The Pennsylvania State College, giving as options Geology (with subdivisions of Mineralogy and Paleontology), Geophysics, Geography, and Meteorology. Table IA. represents the option of geophysics in the curriculum that envisages that a student may want to make his career in any of the fields encompassed by the American Geophysical Union or in geoexploration. This is, of course, only the start of an education that in most cases will have to be followed by graduate work for complete professional training. The outlined curriculum is definitely of an engineering type and is identical for all of the four options mentioned for the first two years. Specialization will start in the junior year but even thereafter the branches are kept as closely allied as feasible in order to permit a student to change from one to the other (e.g., because of a different aspect in the employment situation) with a minimum of additional work. Table IB shows the geophysics option according to subject matter, indicating the considerable amount of work in the fundamentals of mathematics, physics and chemistry with a liberal number of geology courses, and some engineering. The courses in the field of geophysics are limited-just two lecture courses as a general introduction and one field course, to permit the student a visualization of the correlation between mathematically analyzed physical data and the geological realities. Thesis work is considered essential to teach the student, while he is still in college, some things S. F. Kelly has mentioned as desirable: (I) following of instructions for somewhat independent work; (2) organizing of material, and (3) producing a readable report. This, together with the personal contact with the advising faculty member, will help in forming a student's personality. The seminar course attempts to get the student into the habit of reading current literature, so that he can keep abreast of the times.

Jan 1, 1941

By J. M. Smith, D. Kunii, P. Adivarahan

Effective thermal conductivities were measured for seven samples of porous rocks through which gases or aqueous salt solution were flowing, parallel and countercurrent to the flow of heat. The results are analyzed in terms of the contributions of the solid and fluid phases to the total energy transfer. The solid contribution for the sandstone samples studied was found to be a Junction of the porosity and an effective thermal conductivity for the solid phase. The fluid contribution was a function of the Peclet number. Based upon the equations presented, the effective conductivity of the system can be estimated from the properties of the fluid, the flow conditions, and the porosity and pore-size distribution of the rock. INTRODUCTION Heat-transfer characteristics of porous media containing fluids are needed for the design and evaluation of thermal methods of petroleum production. The study reported here considers the problem of countercurrent flow of fluid and heat in sandstone rocks, and is a continuation of previous studies concerned with parallel and radial flow of energy and fluid in both rocks517 and beds of fine particles.6,10 In addition to these earlier works, Asaad,1 Kimura,4 Preston,8 Zierfuss and vlietll and waddams9 have reported effective conductivities for systems filled with stagnant fluids. There appears to be no published data on rocks through which fluids are flowing. The purpose of this study was to present such information and, particularly, to investigate the effects of properties of the rock and the flow rate on the results. The rock samples were naturally occurring sandstones from different locations and were similar to petroleum-bearing formations. The properties of the seven samples showing the range in porosities and permeabilities are given in Table 1. The mean pore sizes were calculated from mercury penetration data by averaging the radius with respect to pore volume. The details of this method and comparison with other procedures for estimating 7 are given elsewhere. Four fluids, nitrogen, carbon dioxide, helium and 10 weight per cent sodium-chloride solution were used with each sample. For Bartlesville sandstone, BA-5, runs were made at mean pressures from 15 to 250 psig using nitrogen. The other measurements were carried out at a mean pressure of 100 psig. The maximum temperature range eacountered was 70° to 300°F. The flow rate of fluid ranged from about 1.0 to 130 Ib/(hr)(sq ft), and this corresponded to a modified Reynolds-number range of 5 x 10-4 to 1.0. The variation in Prandtl number was 0.70 to 4.1. EXPERIMENTAL WORK The equipment consisted of apparatus to supply a constant flow of gas, or salt solution, at constant pressure to the bottom of a vertical test section, and metering and flow-regulation apparatus after the test section. The flow of salt solution was

By R. R. Bryan

SINCE the first applications of cyanidation to silver ores about 1906, treatment of ores in the Pachuca district has been entirely by straight cyanidation. Until about the year 1921, Real del Monte removed a sulphide concentrate (largely pyrite) by tabling in the cyanidation grinding circuit. The ores milled prior to the year 1935 were dry ores, ideal for cyanidation, and yielded 90 pct of the silver and 92 pct of the gold. Since 1934 there has been a notable increase in the refractivity to cyanidation of the average ores received by the mill. Tonnages of the former amenable ores have gradually been replaced by tonnages of more refractory ones, so that present average recoveries have fallen to 83 pct of the silver and 90 pct of the gold. During this period there has also been an increase in the content of base metal sulphides' in many of the ores although this increase is not always directly related to the increased refractivity. Since March 1950, the Cia. de Real del Monte has been developing a flotation treatment for some-of its ores before cyanidation. Suitability for flotation is judged not only by the base metal content, but also by the amount of additional recovery of silver and gold made possible by the combined treatment. Selection and segregation of ores most suitable for flotation before cyanidation is a difficult problem for the mines, and the best that can be done is a compromise that leaves much to be desired. Development of Pre-cyanidation Flotation at Real del Monte Much laboratory work has been done on flotation of ores from the Pachuca district, however, the data could not supply reliable information on the many factors connected with the economics of low-base metal-high silver ores. Pilot plant operations would be required. Pilot plant facilities were made available in March 1950, when it became necessary to close down Loreto's 100 ton per day selective flotation plant because of exhausted ore supply. The results of the 100-ton pilot plant tests indicated that a large part of our tonnage of cyanidation ores could be profitably treated by flotation, and a tonnage of 1100 tons per day was selected as the maximum tonnage of ore that the mines were likely to deliver, and because this tonnage fitted with the grinding capacity of this circuit. Equipment was ordered for the production of a single flotation concentrate. The conception of flotation before cyanidation, at that time, was the production of a single concentrate to be shipped to the lead smelter. The 100-ton pilot plant was immediately increased to 350 tons by installing additional flotation cells.. This. plant was operated continuously until the 1100ton plant was put in operation in January 1951. In July 1950, an increase in the quotation for zinc called for an investigation- of the possibilities of producing a zinc concentrate, and laboratory tests on the tailings from the 350-ton plant indicated that a

Jan 1, 1952

By J. S. Marsh

JOSEPH PRIESTLEY prepared oxygen on Aug. 1, 1774, and noted with great surprise "that a candle burned in this air with a remarkable brilliant flame." On Aug. 2, 1774, some ironmaker possibly began to wonder if this substance could be used to increase his rate of production; at any rate, there is no disputing the fact that the notion of using oxygen for steelmaking in concentrations greater than that available in great abundance-as air-has been in existence for years. Action was delayed by the lack of enough oxygen at a cost within reach of the steelmaker. Within the last several years enough has been available to permit large-scale tests of its use for both combustion, with which this paper is concerned, and for decarburization. The literature is now enormous and easily available; it is sufficient here to cite three items of historic- importance in that all are about 25 years old and in that all are remarkably consistent as far as they go, with what is known today.1,2,3 SIGNIFICANCE OF HIGH-TEMPERATURE HEAT The principal 'function of the open-hearth furnace is to supply sufficient, high-temperature heat to melt the charge and then to increase its temperature to a range suitable for tapping, ordinarily in the neighborhood of 2900°F. That heat is required to make steel everybody; however, there seems to be some confusion now and then about the significance of high-temperature heat. Transfer of energy-and heat is energy is always from a point of higher potential to a point of lower potential and, other things being equal, the greater the potential difference, the greater is the rate of transfer of energy. In the open hearth the flame, of course, is the high-potential source. Perhaps the most satisfactory approach is through the notion of theoretical flame temperature; which is the ratio of heat input to the heat content of the combustion products,* the former is composed mainly of heat of combustion of the fuel plus sensible heat of the fuel plus sensible heat of the combustion air. Thus, flame temperature can be increased by increasing the value of the numerator, by decreasing the value of the denominator, or both. The first method is as old as the open-hearth process and, of course, makes use of preheated air; its possibilities have been by no means exhausted. The second method can be put into effect only by changing the composition of the combustion air, since the combustion of a given quantity of fuel produces a definite quantity of product, and since the denominator includes the non-reactive fraction of the air, principally nitrogen. In other words, the denominator consists of the volume of exit gas multiplied by its heat capacity and that volume consists of carbon l is understood by dioxide and water vapor as reaction

Jan 1, 1948

By W. I. Duvall, L. D. Sadwin

Three explosives with different detonation characteristics were tested by studying their cratering ability in a granite-gneiss. The strain wave generating characteristics of these explosives were also studied in the same rock medium. Correlations between the relative performance of three explosives as evaluated by crater studies and other methods of evaluation are indicated. Numerous test methods have been employed to evaluate the output performance of explosives; for example, the underwater explosion method, the airblast method and the ballistic pendulum method.'*' For blasting applications, the study of explosion produced craters and explosion generated strain waves are the most meaningful. This laboratory has employed these techniques extensively for many years and has shown that the detonation properties of explosives and their ability to generate strain waves in rock are related and that the amplitude and shape of the strain wave is related to some of the crater parameters such as slab thickness and fly rock velocity.3'11 However, a good comparison between the relative performance of explosives as determined by the crater and strain wave methods had not been made. The purpose of this investigation was to determine if the relative performance of three explosives as determined by the crater method shows a correlation with the relative performance as determined by the strain wave method. If a good correlation exists between these two sets of relative performance, it should then be possible to relate the detonation properties of an explosive to its ability to break rock in a crater test. In most commercial blasting operations, the diameter of the blast hole remains constant even though the type of explosive may change. In general, it is the explosive volume rather than the weight which remains constant when two or more explosives of different density are compared. Therefore all tests in this investigation were conducted on a constant volume basis rather than on a constant weight basis. TEST SITE AND ROCK PROPERTIES The tests described in this paper were conducted at a granite quarry owned and operated by the Consolidated Quarries Div. of the Georgia Marble Co. at Lithonia, Ga. The tests were performed in an area where the exposed rock surface was nearly horizontal and where the general rock mass had few joints or faults. The rock has an apparent sp gr of 2.6 and a longitudinal propagation velocity of 18,000 fps. The characteristic impedance of Lithonia granite gneiss is 53(lb - sec/in3). EXPERIMENTAL PROCEDURE There are many parameters which must be considered in the study of explosion-produced craters. The role played by each variable in the explosive-rock-crater system can be determined by experimental techniques in which one parameter is varied while others are maintained constant. In this investigation, the crater geometry was studied as the depth was varied for each of three explosives. The explosive volume and rock-type were held constant for all crater tests. The experimental arrangement used in performing the crater tests is illustrated schematically in Fig. 1.

Jan 1, 1965

By J. W. Stewart

THE aim of this paper is to point out the various ways in which design is taught in standard four-year mining engineering curricula in American colleges and universities; to discuss the reasons apparently justifying the great diversity of procedure that exists along this line; and to indicate possible solutions to the difficulties now attending the teaching of design. A study was made of typical four-year mining engineering curricula in 15 colleges and universities of the United States (Table I). Great diversity in content of the various design courses, if taught as described, became apparent immediately. It appeared that it might be both interesting and instructive if the cause for this colorful variety could be found. Was the cause local mining conditions, departmental individuality, or actual necessity? Study of the school catalogues revealed that the various design courses could be classified into two fairly distinct types; namely, (I) those dealing with mine equipment or structures, and (2) those dealing with underground layout of mine workings. It seemed reasonable to label the first type of course "mining design" and the second type "mine design." Some such distinction must have been in the minds of mining educators, for we find both names (i.e., mine design and mining design) used to designate the design courses included in the various mining curricula. Unhappily, the name and the apparent content of such courses do not, in all instances, conform to the classification made here, although in most instances such conformation does obtain (Table I), It is possible that in the exceptional case the method of teaching a design course, and consequently the content of it, may have been changed at some time without change in the name of the course. Apparently only 3 of the I5 schools made an effort to cover both types of design in their curricula (Table I). Two other schools did not list or describe any course of study that could with certainty be taken as a design course. Of the remaining 10 schools, 9 gave a mining-design type of course and one gave a strictly mine-design type. Obviously, the preponderance of design courses afforded are of the mining-design type. Why? To answer this question, it is necessary to make a study of the prerequisites for the two types of design courses taught. In all schools the design courses were taught in the senior year; in eight, design was taught throughout both semesters; in two, it was taught during the first semester only; and in three it was taught during the second semester only. Consequently, excepting the last three cases noted, it is obvious that all prerequisites for a design course should be completed by the end of the junior year. PREREQUISITES What are the probable prerequisites for the different kinds of design courses as they appear to be taught? Let us take first the case of the mine-design type of course, having to do with layout of underground workings. Here it would seem that logical

Jan 1, 1941

By Gerhard Derge

The extension of metallurgical control of steelmaking processes has always made it desirable to have some quick method for determining the oxygen content of molten steel. To meet the practical demands of the steel industry, this method must also be simple enough so that the sampling can be done by the regular furnace crew. This requirement was kept in mind continually in the work to be described. An oxygen value is required for proper control, whether it be of a rimming steel or of a fully killed steel. However, two factors have discouraged the development of such direct methods: i. The reaction C + FeO Fe + CO is rapid enough to make the correct sampling Of the bath a difficult problem. The most generally accepted means of circumventing this difficulty have been the aluminum-killed bomb test of McCutcheon and Rautiol and the aluminum-killed spoon test of Herty.2 The theory of these tests is that all of the oxygen in the iron is converted to Al2O3, which can then be determined by chemical methods. Even when simplified so that the analysis is made by a measurement of turbidity, this method is too slow to be used in routine control. Furthermore, the results obtained have never been entirely satisfactory, and some of the reasons for this will be discussed later in this paper. z. The ordinary chemical methods of analysis for oxygen in steel are not reliable. The only analysis that seems to possess sufficient dependability to be of value is vacuum fusion,3 and the apparatus and technique developed for this have been too complex and slow for routine work. Indirect Methods Indirect methods of estimating the oxygen have been resorted to in mill practice. Generally these depend upon the chemical equilibria involved. The oxygen in the bath is related to other components in the slag or metal that can be analyzed the readily. These methods have many difficulties in common. Steelmaking processes involve a complicated set of interrelated reactions, all of which tend to approach equilibrium at varying rates. The degree to which any particular equilibrium is approached is not well established. Moreover, a proper use of theoretical equilibrium constants requires a more extensive knowledge of the activities of the con- than we now have. This is well illustrated by the irregularities observed when trying to determine the oxygen in the metal by its ratio to the iron oxide in the slag. Equiliblium relations may be used mole readily if they are evaluated by plant experience, but the extent of approach to equilibrium remains an undetermined variable and lack of an entirely satisfactory mean, of determining oxygen for the calibration is felt keenly, For example, the statistical analysis of the relation between carbon and oxygen4.6 illustrates that even iia a single plant wide variations exist under llormal conditions of operation. Never. theless, this is one of the best methods now

Jan 1, 1943

By J. M. Bugbee

The engineer and the conservationist agree that effective water drive is the desirable reservoir production mechanism. Water drive may result either from the expansion of edge water, the reservoir water bordering an oil pool, or from the artesian flow of edge water from the outcrop. Thus, the extent of the reservoir has an important bearing upon both the rate and the ultimate quantity of water influx to an oil pool. Lens-type reservoirs are generally recognizable, but the complete structure of the more important domal types, having possible limitations from crestal and synclinal faulting, is not well understood. The delineation from cores, electrical logs and exploitation phenomena of the crestal portions of reservoirs is increasingly exact. This paper suggests that inference from these factual pictures, combined with the scattered well and geophysical data of the synclines and with consideration of the dynamics of structural formation, may be applied to solving the complete geologic structure. Since faulting on the domes and in the synclines may effectively seal and thus limit the size of a reservoir and bar additional water influx, consideration of geologic structure and its possible effects is essential to complete analysis and prediction of reservoir performance. Introduction Implicit in reservoir studies is the fact that the oil must be displaced from the reservoir rock by some other fluid, either gas or water, and this understanding yields the terms descriptive of the major reservoir production mechanisms, gas expansion and water drive' Three recent papers1-2-3 make clear the economic and conservation preeminence of Water drive as a production mechanism; in fact, the title of the latest of these is " Production under Effective Water Drive as a Standard for Conservation Practice." There appears to be an assumption at times among analysts that the effectiveness of a water drive is solely dependent on the rate of oil production; that is, if water drive appears to be insufficient or lacking, a lower oil-recovery rate would increase or reveal it. This assumption might result from the fact that the analysis has been wholly developed during the period of production curtailment; that is, since 1929. The writer takes it that the recurrent phrase in De Golyer's paper,3 "some degree of water drive," is related to this assumption. In California, an extraordinary phrase, "inactive water drive," is rather common and the connotation of uncertainty regarding our knowledge of reservoir performance is evident. Wyckoff2 speaks of the type of reservoir and performance as follows: "In general, reservoirs may be any one or a combination of domal, faulted, lenticular, or stratigraphic traps. Insofar as the dynamic performance of such reservoirs is concerned, the particular type merely determines whether regional flow is symmetrical as in a uniformly developed domal or lenticular type, or one-sided as in many stratigraphic or faulted traps." But whether the flow is

Jan 1, 1943