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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 J. H. Frye, J. W. Caum

ONE of the most important methods of increasing the hardness of metals is alloying. In spite of the widespread use of alloys, the fundamental mechanism of alloy hardening is little understood. This is true even of the simplest form of alloy, the primary substitutional solid solution in which solute atoms substitute for solvent atoms at random in the crystal lattice of the latter. A fundamental understanding of the mechanism of solid-solution hardening would be important, both because of the widespread use of alloys of this type and because of the light that might be thrown on the mechanism of hardening in more complicated alloys. The present investigation covers the hardness of primary substitutional solid solutions of zinc, gallium,, germanium; and arsenic in copper. All of these are B subgroup elements from the third period of the periodic table. Cu, Zn, Ga, Ge, and As are in groups I, II, III, IV, and V, respectively and lie just to the right of the transition elements. Because of their cost, it is unlikely that Ga-Cu and Ge-Cu solutions will ever be of commercial importance, but the intent of this study has been to discover some of the fundamentals of solid-solution hardening and it has been demonstrated that such a study is far more likely to be fruitful if alloys are made up on the basis of position of the constituent elements in the periodic table than if commercially important alloys are used. Many investigations have. been made of the hardness of substitutional solid solutions, but lack of attention to purity of the metals, infrequent grain-size control, and the use of varying testing techniques have virtually invalidated any comparisons. The purpose of most investigations has been to solve immediate problems and not to solve the primary problem: Why do solid solutions usually have a greater hardness than pure metals? PREVIOUS WORK Theories have been advanced to account for the hardness of solid solutions,, but relatively little experimental work has been done. Perhaps the first experimental work of merit was that of Norbury1 on copper alloys. He showed that for several alloys there was a correspondence between the hardness of one atomic per cent solutions and atomic volume of the solutions. More recently Brick, Martin, and Angier2 have investigated the effect of various solute elements on the hardness of copper. They concluded that the hardening effect of these solutes depended "primarily on the difference in atomic volume of solute and solvent or, relatedly, upon the parameter, change of the solvent or the extent of solid solubility." They also observed the effect of these elements on hardness and texture developed by rolling and by annealing of rolled material. Austin3 examined the hardness and response to heat-treatment of various iron solid solutions. Frye and Hume-Rothery4 measured the hardness of a number of silver solid solutions containing approximately

Jan 1, 1943

EDUCATION is a business; and, if the consumer is satisfied with the product, no one has any grounds for complaint. "Pretty well satisfied" about slims up the attitude of the mining industry toward the young graduates presently entering the field. Yet, with amazing regularity the controversy over the five-year curriculum recurs in educational circles. The educational mills grind out their products, some higher grade than others, depending on individual proclivity. The cycle continues almost without interruption. Arthur Taggart, however, takes his bowie knife to some of the sturdiest limbs of the tree of knowledge in his article on engineering education on page 770 of this issue. As all who know him might suspect, the pruning is not restrained. With one swing of the knife, such practically-labeled courses as Mine Design are stricken from the tree and transplanted to the field of Graduate Education. Emphasis on the basic sciences and the study of man through courses in history, economics, and literature are recommended to constitute an undergraduate curriculum. Such courses show the least depreciation and therefore give the student the most for his money. Partial justification for this dramatic departure from tradition is explained by the increasing number of companies giving training courses. Why make the student pay for what he can get paid for learning after graduation, the author argues. Other leading educators espouse this doctrine. Dean S. C. Hollister of Cornell, for the Committee on Adequacy and Standards of Engineering Education, recommended to ECPD in 1951 that emphasis be placed on the basic sciences. "Sifting back through the curriculum, it seems clear that instruction in the basic sciences, if taught in a manner such that knowledge of them makes available working tools, contributes the most sustaining part of the curriculum", reported the committee. Note that he would utilize practical problems from the fields of engineering in teaching the sciences. In our opinion the important thing to learn in college is how to think the engineering approach. Recitation on traditional solutions of classic problems sharpens the memory, not the ingenuity of the student. The engineering schools of the nation recognize the advantage of great emphasis on fundamentals, and the inclusion of cultural courses in the curriculum. However, industry presently requires graduates to have a substantial knowledge of the tools of the trade upon graduation. This means that the colleges are forced to pare to the bone to encompass the required studies in the time allotted. In addition, there is the limitation of student money. College educators also claim that entering freshmen are often improperly prepared in such subjects as writing and mathematics. These considerations make it difficult for the critic of the engineering graduate to make any headway with the educators. Actually with the mounting problems imposed by lower grade and more complex ores, a new breed of engineers is needed. The impetus for this new product must come from industry. If there was a concerted effort from industry for an improved type of engineer, the colleges would modify their aims to meet the demand for the kind of individual desired.

Jan 1, 1952

By Thomas T. Read

Mining, which is at least twenty cen-turies old, was at first, and long, wholly a practical art. Little more than two centuries have elapsed since the inception of the idea that general education and a knowledge of natural science would be of advantage to those engaged in the mining industry. Though schools of mining began to develop in Europe early in the eighteenth century the concept of educational preparation, for technical conduct of the industry was slow in winning general acceptance in the industry itself. John Hays Hammond, in his autobiography, recalls that when he sought employment with a mining company after he had graduated from Yale and Freiberg he had to assure its executive, before being even considered for employment, that he did not consider that he had learned anything about mining. This was as late as 1880. Existence in the industry of a prejudice against education of the academic type is perhaps an explanation why inadequate provision has been made by the mining industry for the continuing education of technical employees after they enter employment, although engineering education prior to engaging in industry has now won general acceptance. I am familiar with the existence of 'loop" courses for engineering graduates in metallurgical plants, of schemes for giving mining graduates "practical experience," and of the interest in vocational courses for workmen which sprang up in the period of labor shortage during and immediately following World War I (but which quickly died when the depression of 1921 again made experienced workmen available in sufficient supply), having been chairman of a committee appointed by the Mineral Industry Education Division to make a survey of existing provisions for post-employment training for engineers in our industry. The results of that survey, reported elsewhere, clearly indicate that it is inadequate as to amount; the aim of this paper is to present evidence for belief that it is also inadequate in quality. To avoid becoming too involved, no reference will be made here to post-employment vocational training for workmen, which is a subject differing so much from post-employment education for engineers as to require separate treatment. Neither will postgraduate education for metallurgical engineers be discussed, becadse a distinction must then be made between training for research work and for plant operation, whereas mining engineers engage almost exclusively in operations. Since the situation in the coal-mining industry has been discussed at several recent meetings, that also will be passed over, and what follows should be taken as a discussion applying exclusively to the metal-mining industry. Professional Development In the operations field (both in mining and metallurgy) the work to which a beginner is assigned is seldom closely related to previous academic education. The contrast is almost as great as between

Jan 1, 1943

By H. W. Graham

AS these annual occasions in honor of Henry Marion Howe continue through the years: there is progressively less likelihood that the lecturer will have had personal knowledge of Dr. Howe. The present speaker is one of those who unfortunately had no opportunity to come under the inspiring presence of this great metallurgist. A review of Howe's work shows it to cover a comprehensive range of interests and to evidence an impressive richness of detail. Not only was Howe at home in the laboratory, but he was familiar with the processes of iron and steel making and had a real understanding of them. His writings include much that is descriptive of processes with a wealth of material that is becoming of increasing historical value. He recorded his studies of the theoretical aspects of processes and published at least two process classifications, one in 1890 that was lengthy and somewhat theoretical, and a second in 1906 that was more of a practical listing. Wide as Howe's field of interest was, it is significant of the circumstances of his time that he gave- little consideration to raw materials or to their effect on iron and steel making processes. In 1933, Waterhouse, Howe lecturer for that year, presented a descriptive summary of the major steel making processes, and in 1946 Joseph discussed the blast furnace process. Otherwise Howe lectures have not dealt with processes as major subjects. In today's lecture, with no effort to describe the mechanical arrangements of iron and steel making facilities, it is proposed to examine the essential technological elements of the processes, to explore the inter-relation of these elements, and particularly to seek recognition and understanding of those factors which determine why certain processes are or are not used. The discussion of this lecture will deal with the major well-known large tonnage processes, with only such attention to processes of minor tonnage and special character as may be warranted for explanation by contrast. Subject to the errors of generalization and the shortcomings of condensation involved in presentation limited to a single hour, it is proposed to examine broadly but intensively those operations which convert raw materials into steel. It is an innovation for a Howe lecturer to discuss the raw materials of the iron and steel industry, but the changing circumstances of passing years intensify the influence of raw materials on processes and require the metallurgist to be alert for the process adjustments that may become advisable or mandatory. For a half century the metallurgical processing of iron and steel has followed a surprisingly straight path, but this does not necessarily mean that there are no curves in the road ahead. Ages ago primitive man came to know iron in its metallic form, not only by the

Jan 1, 1948

By Thomas T. Read

Mining, which is at least twenty cen-turies old, was at first, and long, wholly a practical art. Little more than two centuries have elapsed since the inception of the idea that general education and a knowledge of natural science would be of advantage to those engaged in the mining industry. Though schools of mining began to develop in Europe early in the eighteenth century the concept of educational preparation, for technical conduct of the industry was slow in winning general acceptance in the industry itself. John Hays Hammond, in his autobiography, recalls that when he sought employment with a mining company after he had graduated from Yale and Freiberg he had to assure its executive, before being even considered for employment, that he did not consider that he had learned anything about mining. This was as late as 1880. Existence in the industry of a prejudice against education of the academic type is perhaps an explanation why inadequate provision has been made by the mining industry for the continuing education of technical employees after they enter employment, although engineering education prior to engaging in industry has now won general acceptance. I am familiar with the existence of 'loop" courses for engineering graduates in metallurgical plants, of schemes for giving mining graduates "practical experience," and of the interest in vocational courses for workmen which sprang up in the period of labor shortage during and immediately following World War I (but which quickly died when the depression of 1921 again made experienced workmen available in sufficient supply), having been chairman of a committee appointed by the Mineral Industry Education Division to make a survey of existing provisions for post-employment training for engineers in our industry. The results of that survey, reported elsewhere, clearly indicate that it is inadequate as to amount; the aim of this paper is to present evidence for belief that it is also inadequate in quality. To avoid becoming too involved, no reference will be made here to post-employment vocational training for workmen, which is a subject differing so much from post-employment education for engineers as to require separate treatment. Neither will postgraduate education for metallurgical engineers be discussed, becadse a distinction must then be made between training for research work and for plant operation, whereas mining engineers engage almost exclusively in operations. Since the situation in the coal-mining industry has been discussed at several recent meetings, that also will be passed over, and what follows should be taken as a discussion applying exclusively to the metal-mining industry. Professional Development In the operations field (both in mining and metallurgy) the work to which a beginner is assigned is seldom closely related to previous academic education. The contrast is almost as great as between

Jan 1, 1943

By H. W. Graham

AS these annual occasions in honor of Henry Marion Howe continue through the years, there is progressively less likelihood that the lecturer will have had personal knowledge of Dr. Howe. The present speaker is one of those who unfortunately had no opportunity to come under the inspiring presence of this great metallurgist. A review of Howe's work shows it to cover a comprehensive range of interests and to evidence an impressive richness of detail. Not only was Howe at home in the laboratory, but he was familiar with the processes of iron and steel making and had a real understanding of them writings include much that is descriptive of processes with a wealth of material that is becoming of increasing historical value. He recorded his studies of the theoretical aspects of processes and published at least two process classifications, one in 1890 that was lengthy and somewhat theoretical, and a second in 1906 that was more of a practical listing. Wide as Howe's field of interest was, it is significant of the circumstances of his time that he gave little consideration to raw materials or to their effect on iron and steel making processes. In 1933, Waterhouse, Howe lecturer for that year, presented a descriptive summary of the major steelmaking processes, and in 1946 Joseph discussed the blast furnace process. Otherwise Howe lectures have not dealt with processes as major subjects. In today's lecture, with no effort to describe the mechanical arrangements of iron and steel making facilities, it is proposed to examine the essential technological elements of the processes, to explore the inter-relation of these elements, and particularly to seek recognition and understanding of those factors which determine why certain processes are or are not used. The discussion of this lecture will deal with the major well-known large tonnage processes, with only such attention to processes of minor tonnage and special character as may be warranted for explanation by contrast. Subject to the errors of generalization and the short- comings of condensation involved in presentation limited to a single hour, it is proposed to examine broadly but intensively those operations which convert raw materials into steel. It is an innovation for a Howe lecturer to discuss the raw materials of the iron and steel industry, but the changing circumstances of passing years intensify the influence of raw materials on processes and require the metallurgist to be alert for the process adjustments that may become advisable or mandatory. For a half century the metallurgical processing of iron and steel has followed a surprisingly straight path, but this does not necessarily mean that there are no curves in the road ahead. Ages ago primitive man came to know iron in its metallic form, not only by the

Jan 1, 1947

By H. W. Graham

AS these annual occasions in honor of Henry Marion Howe continue through the years: there is progressively less likelihood that the lecturer will have had personal knowledge of Dr. Howe. The present speaker is one of those who unfortunately had no opportunity to come under the inspiring presence of this great metallurgist. A review of Howe's work shows it to cover a comprehensive range of interests and to evidence an impressive richness of detail. Not only was Howe at home in the laboratory, but he was familiar with the processes of iron and steel making and had a real understanding of them. His writings include much that is descriptive of processes with a wealth of material that is becoming of increasing historical value. He recorded his studies of the theoretical aspects of processes and published at least two process classifications, one in 1890 that was lengthy and somewhat theoretical, and a second in 1906 that was more of a practical listing. Wide as Howe's field of interest was, it is significant of the circumstances of his time that he gave- little consideration to raw materials or to their effect on iron and steel making processes. In 1933, Waterhouse, Howe lecturer for that year, presented a descriptive summary of the major steel making processes, and in 1946 Joseph discussed the blast furnace process. Otherwise Howe lectures have not dealt with processes as major subjects. In today's lecture, with no effort to describe the mechanical arrangements of iron and steel making facilities, it is proposed to examine the essential technological elements of the processes, to explore the inter-relation of these elements, and particularly to seek recognition and understanding of those factors which determine why certain processes are or are not used. The discussion of this lecture will deal with the major well-known large tonnage processes, with only such attention to processes of minor tonnage and special character as may be warranted for explanation by contrast. Subject to the errors of generalization and the shortcomings of condensation involved in presentation limited to a single hour, it is proposed to examine broadly but intensively those operations which convert raw materials into steel. It is an innovation for a Howe lecturer to discuss the raw materials of the iron and steel industry, but the changing circumstances of passing years intensify the influence of raw materials on processes and require the metallurgist to be alert for the process adjustments that may become advisable or mandatory. For a half century the metallurgical processing of iron and steel has followed a surprisingly straight path, but this does not necessarily mean that there are no curves in the road ahead. Ages ago primitive man came to know iron in its metallic form, not only by the

Jan 1, 1948

By W. R. Hibbard, Ming-Kao Yen

Various rationalizations of preferred orientations in cold worked polycrystalline metals have been based on the operation of at least two three2 five, an indefinite number, and all,6 slip systems of the type occurring in single crystals. Pickus and Mathewson3 suggested that the cold rolling texture in face-centered cubic metals could be rationalized on the basis of two or more operating slip directions symmetrically disposed about the direction of flow in such a manner that the resolved shear stress factor is equal for all operating slip systems and lattice rotations cancel each other. The importance of the direction of flow, the necessity for the operation of slip systems capable of producing the required changes in external dimensions, the maintenance of a common surface between adjacent grains and a symmetrical arrangement of the operating slip systems in order to produce an end orientation which is stable under additional deformation lead to the following rationalization of textures based on the type of slip systems operative in single crystals. The rationalization is intended to explain why certain orientations are suitable for deformational flow without a change in orientation and thus are stable end orientations or ideal texture orientations. It does not attempt to explain how the grains of a randomly oriented polycrystalline aggregate will reach this orientation. The rationalization is based on the following four postulates: 1. The ideal textures for polycrystalline aggregates are the result of reorientations of individual crystals toward the same stable end orientation at which no further reorientation will occur even during additional deformation. Since, in simple slip, the relative orientations of the stress axis and the active slip system determine the change in orientation during slip, it is considered that the orientation of the stress axis with respect to the ideal texture determines what slip systems must be active to retain the stable end orientation. Therefore the stable end orientation should be a symmetrical one around the stress axis with respect to the active slip systems such that lattice rotations resulting from slip will cancel each other and prevent a resultant change in orientation. (Rotational symmetry only—not translation, inversion, nor others—is considered here.) Thus a metal under a pure stress should develop a texture consisting of one or more of the crystallographically symmetrical directions, <100>, <110> or <111> for cubic metals or <0001>, <1010> or <1120> for hexagonal close-packed metals, parallel to the stress axis. 2. Since the active slip direction is the direction of glide during simple slip and thus the direction of maximum shear movement, in the ideal texture the active slip

Jan 1, 1949

By E. N. Silverman

Mixtures of&apos; MnS, ZFeO-SiO,, ZMnO.SiO, FeO, and MnO were prepared synthetically and used to study the planes ZFeO. Si0,-ZMnO.SiO,-MnS, FeO-MnO-MnS, and Fe0-MnO.Si0,-MnS in the quaternary system. Because the oxides and silicates studied flux MnS, inclusions in this system are partly liquid during rolling. Also, oxygen can modify subsurface inclusions through the reaction MnS + FeO—FeS + MnO during the soaking of ingots and the reheating of blooms and billets. NONMETALLIC inclusions in steel have long been a subject of study and conjecture because the properties of many steels are known to be affected by the the kind and amount of inclusions present. In free-machining steels, the type of inclusion present has a direct bearing on their machinability; in other steels, cleanliness is important and metallurgists direct their efforts at reducing the amount of non-metallic inclusions. Thus, the accumulation of knowledge about the formation and behavior of inclusions during all stages of steelmaking and processing should aid in improving the quality of steels and decreasing the production costs resulting from rejections. Previous studies of inclusions have contributed greatly to our understanding. The investigators have generally examined inclusions in finished steel. Boulger, Moorehead, and Garvey1 found that in Bessemer steels, low silicon contents results in globular sulfide inclusions with attendant high machin- ability ratings. Van vlack2 also found that low silicon contents favor inclusion morphology that contributes to high machinability ratings. Boquist and Stoll* found that silicon content affected sulfide inclusions and machinability of blooms, billets and bars more than did the finishing temperature in the range between 1775° and 2075°F. Carney and Rudolphy3 studied the distribution of sulfur, manganese, silicon, and carbon in a commercial ingot of resulfur-ized steel and found that silicon was concentrated near the bottom. This helped to explain why bottom cuts had poorer machinability. Klinger and Koch4 developed techniques for extracting inclusions from steel, and the technique devised by Gurry, Chris-takos, and stricker5 for extracting carbides can also be adapted to the study of inclusions. A different approach to the study of inclusions in steel consists of synthesizing the constituents that form inclusions and determining the phase eauilibria in the system that contains the constituents. The resulting phase diagrams can then be used to determine the effect of the various constituents upon each other. In this way, it becomes possible to under-

Jan 1, 1962

By Ming-Kao Yen, W. R. Hibbard

Various rationalizations of preferred orientations in cold worked polycrystalline metals have been based on the operation of at least two three2 five, an indefinite number, and all,6 slip systems of the type occurring in single crystals. Pickus and Mathewson3 suggested that the cold rolling texture in face-centered cubic metals could be rationalized on the basis of two or more operating slip directions symmetrically disposed about the direction of flow in such a manner that the resolved shear stress factor is equal for all operating slip systems and lattice rotations cancel each other. The importance of the direction of flow, the necessity for the operation of slip systems capable of producing the required changes in external dimensions, the maintenance of a common surface between adjacent grains and a symmetrical arrangement of the operating slip systems in order to produce an end orientation which is stable under additional deformation lead to the following rationalization of textures based on the type of slip systems operative in single crystals. The rationalization is intended to explain why certain orientations are suitable for deformational flow without a change in orientation and thus are stable end orientations or ideal texture orientations. It does not attempt to explain how the grains of a randomly oriented polycrystalline aggregate will reach this orientation. The rationalization is based on the following four postulates: 1. The ideal textures for polycrystalline aggregates are the result of reorientations of individual crystals toward the same stable end orientation at which no further reorientation will occur even during additional deformation. Since, in simple slip, the relative orientations of the stress axis and the active slip system determine the change in orientation during slip, it is considered that the orientation of the stress axis with respect to the ideal texture determines what slip systems must be active to retain the stable end orientation. Therefore the stable end orientation should be a symmetrical one around the stress axis with respect to the active slip systems such that lattice rotations resulting from slip will cancel each other and prevent a resultant change in orientation. (Rotational symmetry only—not translation, inversion, nor others—is considered here.) Thus a metal under a pure stress should develop a texture consisting of one or more of the crystallographically symmetrical directions, <100>, <110> or <111> for cubic metals or <0001>, <1010> or <1120> for hexagonal close-packed metals, parallel to the stress axis. 2. Since the active slip direction is the direction of glide during simple slip and thus the direction of maximum shear movement, in the ideal texture the active slip

Jan 1, 1949

By Walter Bonsack

THE CHAIRMAN.-This is the third and last session of the Institute of Metals Division&apos;s Symposium on Secondary Metals, and certainly the best of those that I have attended in the last few years. I would say that the increase in interest in secondary metals is quite noticeable by the steadily increasing attendance at these meetings. We have heard about the necessity of utilizing salvaged materials, but we still speak about them as low-grade, or down-graded materials. We still have the wrong perspective. We must willingly admit that these materials are valuable; we cannot go on using the choicest primary metals as morsels for our economic diet in a war of such unbelievable dimensions. This brings up the question-why are we so selective. The answer certainly is not that we know nothing else will do, but rather that we do not know what else will do. To be honest, we should admit our lack of knowledge concerning our complex alloys. Compared to the organic chemists, we metallurgists are very conservative, and the sooner we realize this and start to overcome it the better, because if we do not eliminate this difference, many customers of the metals business will go over to the plastics. If we take for example the development of aluminum alloys, you will see what I mean. From the binary aluminum alloys of 1920, we have progressed to ternary and quarternary alloys in the 1930&apos;s. We are only now beginning to use more complex alloys as we are forced to learn more about the effect of various elements on existing alloys. The effects of these elements should be studied now. They can be studied by two methods of approach. The usual method is to start from the base alloy and add various elements one by one in increasing amounts and study the resultant changes in properties. This is a tedious, long way. The other method which the smelters frequently use is to take the off-grade heats and study their characteristics. While the producer of primary alloys often has difficulties in alloying certain elements with the alloy under investigation, the smelter often finds them well alloyed in his raw materials and has no difficulties at all. Elements such as lead are difficult to alloy with aluminum and they tend to segregate severely. However, the amount which will remain alloyed in the metal is usually found in some "secondary" aluminum alloys. If one considers such concentration as the saturation, then by dilution with the same type of alloy, but free of such element, one can produce numerous intermediary alloys for investigation. In this fashion one is fairly certain to get uniformly spaced concentrations of the element under investigation. Similar cases probably exist with other metals. Nevertheless, the amount of work necessary to study all possible combinations is still tremendous. Necessity forces us now to utilize alloys which contain more elements than we are accustomed to. It is, therefore, necessary to study carefully the more complicated alloys. In secondary aluminum we are working and using the alloys which contain as many as 6 to 10 elements and we have learned over a period of several decades to balance

Jan 1, 1943

By William Romanoff

As you are no doubt aware, virgin copper, tin and zinc are strategic metals today and little, if any, is available in the manufacture of brass and bronze ingots. The source of alloys used in the manufacture of implements of war are, therefore, from ingots made almost exclusively from the refining of available scrap. It is amusing to hear of the unusual physical properties of various alloys because they mean nothing unless the foundryman is able to produce good sound castings. A discussion therefore means little unless something is said about the relative foundry practice of the various brass and bronze alloys. Among the factors that influence the quality of castings produced are: (I) improper gating, (2) wrong pouring temperatures, (3) poor sand conditions, (4) bad melting practice, (5) faulty pattern equipment, (6) metal. It seems to be the consensus of opinion that about 95 per cent of defective castings can be attributed to the first three causes. Metal while a source of trouble at times, is probably the least responsible for foundry difficulties. As you all know, a molder never makes a bad mold. His first thought is to blame the "damn" metal as this is the path of least resistance. Let&apos;s consider the "damn" metal and how it is made. In the manufacture of ingot, scrap is collected at various sources and is shipped to the refiner either directly or through the scrap dealer or broker. It is usually sorted, although not always. In working toward a specified chemical analysis, weighed amounts of various grades of scrap metals are melted, and then oxidized by blowing air through the molten bath to rid the metal of detrimental impurities or reduce them to within specification limits after which they are skimmed off with the aid of some added fluxes. The bath of metal is then poled with wood, chemically tested before and after additions are made to bring it up to required specifications, and finally poured into ingots, after which a final chemical and physical examination is made. As mentioned above, the impurities have either been eliminated or reduced to the point where they meet the specifications of all Government Agencies or Technical Societies. Therefore, why worry as to whether castings are to be made from strategic virgin metals or secondary ingots from available scrap. Tests have continuously been made and it is a proven fact that physical properties are no better from virgin metals than from secondary ingots of the same composition. It is definitely more fool-proof to make castings from secondary ingot than from virgin metals because if an error is made in weighing the copper, tin, lead or zinc of the latter, the analysis is off balance. If an error is made in weighing secondary ingots, you merely have more or less metal but the analysis remains constant. Furthermore, when pure copper is melted. it is susceptible to reducing gases as well as oxides. Secondary ingot is already alloyed with natural deoxidizers such as zinc, etc., and the volatilization of the latter also tends to eliminate reducing gases mechanically.

Jan 1, 1943

By M. M. Slotnick

IT was once aptly said that a sign of approaching senility is ceasing work on a subject and beginning to talk about it. Perhaps that explains why, after many years in which part of my duties has been the training of college men in various branches of petroleum exploration geophysics, I have now begun to talk about it. In making an outline of what I believe ought to be discussed under the general heading of the title, I found it almost impossible to subdivide the ideas into an ordered set of discrete subjects. Rather, the pertinent remarks seemed to interlock almost everywhere. The consequence is that it will be necessary to start with the conclusions and then try to justify them by jumping back and forth. However, based on the types of men with whom I have had to deal, the subject naturally divides itself into two parts. In the first part, I should like to deal with the case of those undergraduates whose natural bent is toward the physical sciences and who may decide to enter the geophysical fold as a career. The other part will deal with those many men, geologists and engineers for the most part, who have drifted into exploration geophysics by one means or another, and whom it is necessary to train for geophysical work while they are occupied in their routine jobs. Here it may be in point to remark that most men in exploration geophysics at present have been developed from precisely the latter group, and that the problem of training here is of great importance even though, in this paper, it will perforce occupy the secondary place. TRAINING OF A GEOPHYSICIST The outstanding reason for the perplexing problem on the training of a geophysicist is that ideas differ on the answer to the question: "What is a geophysicist?" In any of the scientific "specialties," like physics, for example, it is relatively simple to pigeonhole a man as being qualified to call himself a physicist. That appellation applied to an individual does not mean that he has mastered only the branches of intellectual endeavor usually associated under the broad name of "physics." We expect him also to have a more than mere acquaintance with mathematics and chemistry and some understanding of most of the other sciences. But note this important point-we expect our physicist, whom we have chosen as an example, to be intelligently trained so that, if necessary, he can and will know how and where he can get the proper information on a subject in which he is not a specialist; he will know how to absorb that information and turn it to his uses. It seems to me that this is the outstanding characteristic of a man who can truly call himself a scientist: that he is a specialist in one of the broad branches of science and that he has enough training and discipline in the scientific approach so that, when called upon to do so, he can intelligently absorb knowledge from another bordering science (and all sciences not only border upon one another to some extent, but more often, overlap one another), and

Jan 1, 1941

Open pits and quarries are the major sources of all hard rock tonnages mined today. Normally, ore is fractured from the pit bench face by blasting and then truck-hauled to a primary crusher on the pit rim for conveying to the concentrator; overburden (or waste) is generally truck- hauled from the pit to dump areas. This system of truck haulage of blasted ore and waste accounts for some 25 to 50% of total mining costs in a typical open pit operation and commonly is the largest single cost factor. In an effort to reduce these costs mining companies are continually replacing their older and smaller trucks with larger ones and at the same time are studying conversions to conveyor haulage, since this method of transport seems to offer possibilities of lower costs per ton of material handled. In these studies it seems logical to consider installing these conveyors as close as possible to the mining face for maximum use of conveyors and minimum use of trucks, since a conveyor is much less labor intensive than a trucking system. However, direct loading onto a conveyor near the retreating bench face is impractical because of excessive lump size. Consequently, it is conventional practice to load the blasted rock into trucks at the face for haulage to the crusher. After crushing, the rock is fed onto a conveyor. The closer the crusher is to the mine, or if it is in the mine, the shorter the truck haul and the greater the potential for cost saving. At first appearance, in-pit conveying might seem to be an obvious solution, yet many mining companies have considered such a move while few have implemented it. To determine why, it is necessary to consider the factors influencing such a decision. A conveyor system tends to be capital intensive but can have a lower operating cost per ton than trucks. Trucks, on the other hand, tend to cost less to buy but more to operate; thus, economics tend to favor the conveyor if it can be operated close to capacity and if a sufficiently large tonnage can be passed over the system to mitigate the effect of its high capital cost. In a typical hard-rock, open-pit mine it is necessary for a variety of reasons to mine several faces of both ore and waste at the same time; and any mining system must have sufficient flexibility to permit loading from one face or another at short notice. This makes it impractical to place small mobile crushers and their consequent network of conveyors at each working face. To date no alternative has been found to using trucks for bringing all rock of the same class to some convenient marshalling point from which it may be crushed and conveyed from the pit. Another advantage of trucking when compared to conveying is flexibility. Many mines wish to deliver their shot-rock to different locations, depending on the mineral content. For instance, a typical copper mine may have to simultaneously mine milling ore, leach ore,

Jan 1, 1978

By J. H. Frye, J. W. Caum

One of the most important methods of increasing the hardness of metals is alloying. In spite of the widespread use of alloys, the fundamental mechanism of alloy hardening is little understood. This is true even of the simplest form of alloy, the primary substitutional solid solution in which solute atoms substitute for solvent atoms at random in the crystal lattice of the latter. A fundamental understanding of the mechanism of solid-solution hardening would be important, both because of the widespread use of alloys of this type and because of the light that might be thrown on the mechanism of hardening in more complicated alloys. The present investigation covers the hardness of primary substitutional solid solutions of zinc, gallium, germanium, and arsenic in copper. All of these are B subgroup elements from the third period of the periodic table. Cu, Zn, Ga, Ge, and As are in groups I, 11, 111, IV, and V, respectively, and lie just to the right of the transition elements. Because of their cost, it is unlikely that Ga-Cu and Ge-Cu solutions will ever be of commercial importance, but the intent of this study has been to discover some of the fundamentals of solid-sdstion hardening and it has been demonstrated that such a study is far more likely to be fruitful if alloys are made up on the basis of position of the constituent elements in the periodic table than if commercially important alloys are used. Many investigations have been made of the hardness of substitutional solid solutions, but lack of attention to purity of the metals, infrequent grain-size control, and the use of varying testing techniques have virtually invalidated any comparisons. The purpose of most investigations has been to solve immediate problems and not to solve the primary problem: Why do solid solutions usually have a greater hardness than pure metals? Previous Work Theories have been advanced to account for the hardness of solid solutions, but relatively little experimental work has been done. Perhaps the first experimental work of merit was that of Norbury1 on copper alloys. He showed that for several alloys there was a correspondence between the hardness of one atomic per cent solutions and atomic volume of the solutions. More recently Brick, Martin, and Anger2 have investigated the effect of various solute elements on the hardness of copper. They concluded that the hardening effect of these solutes depended "primarily on the difference in atomic volume of solute and solvent or, relatedly, upon the parameter change of the solvent or the extent of solid solubility." They also observed the effect of these elements on hardness and texture developed by rolling and by annealing of rolled material. Austin3 examined the hardness and response to heat-treatment of various iron solid solutions. Frye and Hume-Rothery4 measured the hardness of a number of silver solid solutions containing approximately 1 References are at the end of the paper.

Jan 1, 1943

By C. R. Dale

The need for instruments to measure the movement of fluids and gas in wells has been recognized by engineers for many years. Information regarding flow in the producing interval has a direct bearing on completion practices in new wells and also provides information on the production characteristics of the well. Many hours of engineering time are spent in planning and completing wells but knowledge as to whether or not the original planning has produced the desired results has not always been complete. Many questions such as the following often arise: Why is it that two wells are completed under supposedly identical conditions, yet one well is a good one and the other is a poor one? Are the sands that look the best on the electric log contributing to the production? These and many other conditions in the producing well need to be under- stood in order to develop more efficient production practices and to improve on methods of completing new wells. It is the purpose of this paper to briefly describe one type of instrument, outline the methods of running the equipment and show the results of surveys made under various conditions. With an understanding of the use of this type of survey its importance can be evaluated in relation to the problems encountered by the operator. DESCRIPTION OF INSTRUMENT The instrument is a velocity recorder employing a clock-controlled 16mm film for recording the rpm of an extremely sensitive rotor which is rotated by the flow of fluids or gas in a well. The helical-vaned rotor and shaft, weighing one-half of one ounce are an integral unit exposed to the well fluids and are the only moving parts not enclosed in the fluid-tight housing. No packing or fluid seal of these parts is necessary and the shaft is mounted top and bottom on special jeweled bearings. Fig. A is the lower part of the instrument showing rotor and shaft with the protecting housing sleeve removed. The rpm of the rotor is recorded on the moving film by a combination electrical and optical system. The record is a series of dashes on the film, each dash and space representing twenty (20) revolutions of the rotor. (Film record of survey made in California well showing station recordings at various depths.) As the movement of the film is controlled by the clock the number of dashes and spaces in one minute of film travel represents the rpm of the rotor. The range of the instrument is from 0 to 2,500 rprn. The barrel or housing is 1-11/16 in. OD and seven feet long. Various types of expanding fluid traps are attached to the lower end of the instrument to direct the flow through the 1 in. orifice containing the rotor. The fluid trap for upward flow is shown in Figs. B and C. This assembly consists of eight arms with light spring

Jan 1, 1949

By D. A. Dukelow, G. Derge

THE Fe0-Mn0-Si0, system has many properties of fundamental interest besides its occurrence in steel-making. The system is the simplest ternary complication of the FeO-SiO, binary whose electrochemical properties have been explored. Therefore, knowledge of the conformance of Fe0-MnO-SiO, melts to Faraday&apos;s laws, as investigated by current efficiency measurements, would be of particular value in interpreting the observed variations of electrical conductivity, while at the same time furthering understanding of this type of molten oxides. Pertinent to the present study are conductivity data of FeO-SiO, and Fe0-Mn0-SiO2, and current efficiency data of FeO-SiO,. Concerning conductivity measurements, Inouye, Tomlinson, and chipman&apos; studied the specific conductivity, a, of molten wüstite as a function of temperature and oxide addition. Liquid FeO in equilibrium with an iron crucible was found to have a o whose magnitude and positive temperature coefficient were undeniably semiconductor in nature (o1400°C = 269 ohm-1cm-&apos;). Additions at 1400°C of 5 mole pct MnO decreased o to 227 while a similar addition of SiO2, dropped o to 125. Additional SiO2 produced an exponential decline of o. It was reasoned that because wüstite is known to be oxygen excess and since there is no pronounced change in oFeO upon melting, that UFeO(L)is p-type semiconduction. Björling2 gives o data for the ternary FeO-MnO-SiO, using fayalite, 2 FeO-SiO,, as the base substance. Upon addition of tephroite, 2 MnO-SiO, he noted a small decrease in o. Taking his data for 1400°C with one-half of the fayalite replaced by tephroite, o shows a decrease of some 40 pct relative to o for fayalite, i.e., 5 ohm-&apos; cm-&apos; to 3. In line with this observation, Mori and Matsushita3 reported that substituting MnO for FeO in the silicate de- creased o slightly except at high SiO, contents where the decrease was somewhat larger. Investigating the ionic nature of FeO-SiO2 melts, Simnad, Derge, and George4, found the anode current efficiency, C,, as calculated from iron anode weight loss, was temperature invariant and in general increased with SiO2 concentration. The authors suggested the possible presence of electronic conduction to explain why C+ < 100 pct. Fig. 4 includes their results as curve (b). EXPERIMENTAL METHOD Apparatus—Fig. 1 is a schematic section of the electrolysis cell used in all the current efficiency runs. The melt was contained in an iron crucible that rested on an alundum ring. A centered silica tube came within 1 in. of the surface of the melt and initially served as a thermocouple well and then as the guide for the anode.

Jan 1, 1961

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