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By Serge Moalli

The Ashlu Creek Hydro-electric project, located north of Squamish, BC, at the confluence of Ashlu Creek and the Squamish River, comprises a 49 MW run-of-river project and features a 4.08 m diameter, 4.4 km power tunnel and a 128 m deep drop shaft. The Ashlu Creek Hydro-electric project is being developed by Innergex under Ashlu Creek Investments Limited. Site civil works are being completed by Ledcor CMI of Vancouver with tunnel construction by Frontier Kemper Constructors ULC under a lump sum design-build contract. Site works got underway in September 2006 with the construction of the tunnel portal and laydown area. These site works required rock slope stabilization over a 50 m rock slope to secure the laydown area as well as the construction of a tail track muck tipping station and structural wall to facilitate TBM excavation and spoil removal. Starter tunnel construction commenced in early 2007 and TBM tunneling started in the late spring of 2007 and is planned to continue until early 2009. The power tunnel is being excavated using a 1,200 kW Wirth open-type hard rock TBM dressed with 31?17' cutters. The TBM featured two fixed mounted rock bolt drills behind the finger shield: these were removed and replaced with jacklegs to improve access. A probe drill at the end of the main beam is also present. The geology along the 4.4 km power tunnel comprises very strong and generally massive granitic bedrock with rock strength greater than 225 MPa. A unique feature of the project is that no subsurface investigations have been completed for the tunnel however extensive bedrock outcrops are present along the Ashlu Creek valley. A historical quarry exists approximately mid-way along the tunnel alignment that has exposed good quality granitic bedrock. TBM tunneling to date has achieved advance rates of 10?20 m/day with a maximum of 23 m and has encountered all of the anticipated six major fault zones where the installation of various standard high capacity tunnel support was successful to facilitate TBM advance through these sections.

By Jeff Reid, Mohamed Maghari, Nicholas Joens

The Burnaby Mountain Tunnel was an integral part of the Trans Mountain Expansion Project. General Contractor, Kiewit Ledcor TMEP Partnership (KLTP), contracted with McNally Construction to build an underground tunnel between the Burnaby and Westridge Marine terminals under Burnaby Mountain. The pipeline was constructed within a 2.6-kilometre tunnel, eliminating the need to run the pipeline over the mountain and minimizing community impacts. The complexities of this Project led to multiple innovations, including the design of a Tunnel Boring Machine (TBM) capable of excavating through mixed-faced conditions concurrently thus allowing the Project team to complete the tunnel with limited geotechnical information.

Jun 23, 2024

By James P. Morris, William H. Hansmire

The U. S. Department of Energy's (DOE) Yucca Mountain Project (YMP) is a scientific endeavor to determine the suitability of Yucca Mountain for the first long term, high level nuclear waste repository in the United States. The status of this long-term project from the construction perspective is described. A key element is construction of the Exploratory Studies Facility (ESF), which is being excavated with a 7.6 m (25 ft) diameter tunnel boring machine (TBM). Development of the ESF may include the excavation of over 15 km (9.3 mi) of tunnel varying in size from 3 to 7.6 m (10 to 25 ft). Prior to construction, extensive constructibility reviews were an interactive part of the final design. The intent was to establish a constructible design that met the long-term stability requirements for radiological safety of a future repository while maintaining flexibility for the scientific investigations and acceptable tunneling productivity.

Jan 1, 1995

By Zamel G. I, Zenari L. P

Technological developments in modem Tunnel Boring Machines (TBMs) and associated back-up equipment are offering significant alternatives for mining operators to consider, in the selection of equipment for coal mine development drifts, roadways, longwall gate roads as well as metalliferous mining declines and development drives.Greater flexibility in handling variable ground conditions, muck disposal and radius of turn as well as advance rates, are just some of the areas where modem TBMs can accomplish the flexibility that mine operators require to achieve cost-effective developments.Compact TBMs are achieving this acceptance because of the fundamental design of a shielded machine containing electrics and hydraulics within the forward shell, ability to achieve tight radius of curvature and grades, and ability to provide highly flexible support systems to meet all possible ground conditions.However, a single TBM design will not suit all mine developments, as each development method - while having common goals with all mine developments - will also require certain unique criteria to be fulfilled.

Jan 1, 1993

By John W. Leonard

The typical tunnel boring machine in use on today's tunnel project uses 15'2-inch diameter cutters at a nominal load of 45 kips per cutter. The cutterhead rotates at a speed of 120 over D revolutions per minute where D is the cutterhead diameter in feet. The typical machine operates about 50 percent of the time. Delivery of a new machine takes 12 to 15 months. The TBM is a specialized tool and not applicable to all jobs. There is a range of job conditions that limit the economic use of a TBM. The machine should provide a thrust per cutter at least twice the compressive strength of rock in psi and up to three times the rock strength is required if in "granitic rocks." The rock strength in psi must be at least three times the cover above the tunnel in feet or the machine may stick. For example, 2,500 feet of cover requires at least 7,500 psi rock to avoid problems. When the RQD's over a significant distance of the project are less than 50, the TBM becomes support-bound. When a large percentage of the time is spent waiting while the ground is supported, the TBM cannot perform well (See Figure 1). This problem increased inversely with tunnel diameter. We are finding that increasing the RPM's does not significantly increase progress. The increased RPM results in a substantial decrease in cutter penetration. The explanation for this decrease appears to be vibration, cutterhead drag, or lack of stiffness in the cutterhead (See Figure 2).

Jan 1, 1981

By M. Rîsteiu

The authors aim to analyze the behavior of smart sensors using Transmission Control Protocol/Internet Protocol (TCP/IP) infrastructure in hazardous applications, because of their advantages regarding safety, expansion and Quality of Service (QoS). Initially, some constraints are discussed for these applications. Then, the possibility is analyzed of using 2.4 GHz TCP/IP based transmission for sending data out of an industrial area. In this setup the authors evaluated the round-trip implementation (which requires a database of packet lengths), related to the delay introduced by the radio transmission algorithms from 802.15.4, and 802.11d/g protocols. Tuning results of different varying time-delays were compared to the constant delay cases from the literature (Deák, 2003; Lincoln, 2003). Both the hardware and software setups are implemented. Based on TinyOS specific software for hardware checking/ initiating communication/ starting/ closing measurements the authors have developed separate/combined procedures for testing the integrated devices. Measured time delay is presented and analyzed, for both beaconed and non-beaconed 802.15.4 transmission, with power optimization criteria. By testing two different implementations (Zhang et al., 2001), (ATmega256 RZAV - 256KB flash memory, the CC2420 IEEE 802.15.4 and ZigBee-compliant RF transceiver core - 128KB flash memory) the authors have found some time delay variations as a result of local processing by the ZigBee controller with an amount of flash memory. The work is also focused on adapting industrial measuring standard systems to the smart sensors, but not only through the 4-20 mA standard.

Jan 1, 2008

By P B. Card

"The website www.economicevaluation.com.au, which had its origins at the Project Evaluation Conference 2009, provides a free way for industry professionals to teach themselves economic evaluation. At its core is a set of fast-moving modules and three worked examples.The website recognises that economic evaluation is a discipline with a hierarchy of three levels:decision-makingevaluating the project/businesshands-on modelling.There are a set of modules for each level that describe the concepts and activities in detail. These emphasise that the most important and rewarding work is the evaluation of Level 2. The economic model created in Level 3 is merely a working tool and should not become a sophisticated ‘trophy’ in Excel that only one or two people can comfortably use.Hands-on modelling contains three sets of practices designed to make any model rigorous and intuitive so that it can be easily understood and used by others in the project team. Even if the model develops into a long, detailed and complex workbook, it should remain easy to follow and be intuitive. The website advocates freedom to devise any architecture that best suits the project under study, but promotes rigour through the following practices:four cash streams and graphsthree architectures – concept, prefeasibility and feasibilitysix principles.The modules in the Level 2 evaluation use conversational language to describe in detail the broad range of activities needed to properly understand and characterise a project/business. It stresses that net present value is nothing more than the mathematical treatment of a whole set of opinions, is not an absolute truth and is only a fraction of the evaluation process. The modules describe in detail the range of economic metrics that should be computed and the full spectrum of equally important characterisations required to make the decision in Level 3.CITATION:Card, P B, 2016. Teach yourself economic evaluation, in Proceedings Project Evaluation 2016, pp 160–171 (The Australasian Institute of Mining and Metallurgy: Melbourne)."

Mar 8, 2016

By Gil Espejo, Denise Duncan

"In Alberta, several initiatives are under way to form partnerships between educators and industry to work together in preparing a skilled and technically competent workforce for the future. One successful initiative is the Teachers in Business program which provides high school teachers one month paid internships in Alberta businesses. Initiated by the Science Alberta Foundation in 1992, this program has offered participating teachers a variety of work experiences and job shadowing tours in industry.A Growing Need of Education and Industry PartnershipsIn our ever evolving world, industry is in a tight race to keep up to date with new technology and to remain competitive. Industry is relying on the education system to provide them with the core base for their future workforce. To accomplish this, the education system needs the support of industry to develop the right focus to prepare its students for the race. What skills will our future workforce need? How can we best prepare our students for these needs?Teaching the latest in technology, especially at the high school level, is a major challenge. It is difficult for educators to keep abreast of the rapid changes in technology. High school graduates need exposure to the latest advancements. And so do their teachers. Students must be prepared to adapt to the challenges of the future, Le. global competition, rapid technological change and an expanding knowledge base."

Jan 1, 1995

By Jochen Petersen

This paper gives an overview of the various strands of postgraduate and undergraduate training offered in the Department of Chemical Engineering at UCT. Since 2003 the Department is offering a formal postgraduate MSc programme in hydrometallurgical engineering aimed especially at graduate work-based engineers, with 5 weeks of intensive course work plus a research dissertation on a work-related project. This programme has now run 5 times over the years and produced some 20 degrees. The paper reflects on the experiences with running the course, especially the difficulties experienced with supervising industry-based external students. Furthermore, through the Department a graduate training program is offered for all junior metallurgists at a major South African minerals company. This 2-year program, which is currently on its 12th cohort, offers 1 or 2 week intensive blocks of course work alternating with longer stints where the candidates are based at various operations. Although primarily focussed on minerals processing, it has a significant element of hydrometallurgy in it and in recent years an advanced hydrometallurgy stream has been introduced. The paper reflects on the development of the program over the years, the benefits it has provided to the company as well as some of the challenges that remain. Finally the paper gives an overview of hydrometallurgy related undergraduate and research-only postgraduate MSc and PhD projects at the university. Some emphasis is placed on the recently launched South African Minerals and Metals Research Initiative (SAMMRI), a joint government-industry programme to support university-based research in the area of applied metallurgy.

Jan 1, 2014

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 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 David Keys

APPLIED geophysics is the youngest child of that old branch of learning, that has been known from Aristotle's time as physics-the constitution and laws of nature. The mother science, with the help of mathematics, has given birth to many children, who, on becoming of age in the scientific sense, wedded more practical applications which later became known as electrical engineering, physical chemistry and acoustical engineering. Some vigorous sons still retain the family name, among which the most recent to take its place as a division of science is geophysics, which deals with the physics of the earth. Geophysics in its broad sense has many departments-meteorology, oceanography and seismology, to mention only three. Within the past 20 years, however, a special interest has arisen in the application of physical principles to, problems in geology, mining and civil engineering, with the consequent rapid growth of what has now been called "applied geophysics." Applied geophysics in this narrower sense is the application of experi-mental and theoretical physics to determine variations: and discontinuities in underground structures that cannot be ascertained from surface inspec-tion. It seems evident, then, that the physics department is the natural place in a university where the principles and methods involved should be taught and developed, for the physicist will also have had the requisite training in mathematics that the proper understanding of many methods now used will require. A knowledge of the procedure and principles, however, is not sufficient for the successful application of geophysical, methods. One may know the dynamics of flight of golf balls and of impact and yet not play a par game of golf ! The proper selection and use of the right club to suit the circumstances of the lay of the ball and an acquaintance with the possibilities and limitations of the strokes as well as the practical execution of the play is essential to a successful game. So, also, in the application of geophysical methods, it is important for the geophysicist to use the best device under the conditions presented, to know the limitations of the conclusions deduced from his physical measurements and to make the proper interpretation of the results. A knowledge of geology will be of great aid in coming to the correct con-

Jan 1, 1938

The teaching of geophysics in Canada at the present time presents a variety of approaches to the subject, and the different paths adopted imply, in turn, an uncertainty in the minds of some educators as to the role this science is to play in the future progress of geology, and a hesitancy to commit themselves to foster its development. The pedagogical attitudes vary from a whole-hearted acknowledgment that the science of geophysics is fundamental to the understanding of terrestrial phenomena (including, of course, geological processes) to a hesitant immersion of the toe to test the water's temperature (which is, of course, essentially a geophysical experiment) before deciding whether or not the time is ripe for total immersion. The present discussion has been organized in the hope that it will help to clarify the roads to geophysics and assist educators in making a more understanding choice of the best paths for them to follow, according to their particular requirements and objectives. Before proceeding further, however, it is necessary to define the term geophysics and circumscribe the field it covers. In the first place, it should be emphasized that geophysics is NOT confined to the art of geophysical prospecting. The popularization of geophysics has unfortunately engendered a general misconception of the word, and consequently a tendency to ignore the wider meaning of the term. Etymologically, geophysics means the physics of the earth. It is so understood by the International Union of Geodesy and Geophysics and the various geophysical societies which adhere thereto. To them, geophysical prospecting is but a very small field indeed, which they consider had best be left to engineering and prospecting organizations.

Jan 1, 1951

By Robinson KJ

Education in Australia now has to respond to a very wide political and policy agenda. The political emphasis is upon increasing participation and retention rates with a view to greater graduation rates in `high-tech' disciplines. There is an implied linkage between `education' and `economic well-being'. Our argument is that equalitarianism in education tends towards mediocrity. In this context many Geoscience educators view the future with pessimism. The argument is that science has been `sold short' and needs revitalising. We contend that Geoscience coursework should be a feature of both secondary and tertiary education in Australia. To this end we propose six policy initiatives to increase the content of Geoscience in education programmes.

Jan 1, 1989

By Juan C. Diaz, Juan P. Carmona, Manuel Z. Salgado, Oscar J. Restrepo

The “Teaching Kids” project is an educational initiative for young people and children from elementary schools. It is carried out by Mining, Geological, and Environmental Engineering students from the SME Student Chapter of the Universidad Nacional de Colombia, Medellin. The primary purpose of the Teaching Kids project is to share knowledge about geosciences and mineral resources in a didactic and attractive way, emphasizing the importance of identifying the use of minerals in daily life and responsible and sustainable mining in our society. Furthermore, this project aims to promote the importance of pursuing geoscience majors in the new generations and improve the mining industry’s public perception. Different methodologies related to early childhood education are implemented, such as gamification, in which the dynamics of games are adapted during the development of workshops to teach and learn in an active and motivated environment. Furthermore, the Montessori Method is used. It implements textbooks, sensory mineral boxes, and presentations to allow learning through experimentation itself (Montessori 2003). The implementation of this methodology has been successful; it has shown high engagement, participation, and retention of the basic concept of geoscience and mining.

Feb 1, 2025

By Elaine T. Cullen

Miners, like many skilled blue-collar workers, are not traditional learners. They have not always been successful in classroom-type settings, preferring to learn on the job in a hands-on environment. U.S. law requires that miners have a minimum of 8 hours of safety training annually, plus 40 hours for underground miners and 24 hours for surface miners when they enter the industry. However, miners rarely view this training time positively. In fact, it has been called “safety jail” by many, who regard it as a time to get a little extra sleep While mining has become far safer in the past 100 years, it is still a dangerous occupation. The Office for Mine Safety and Health Research, a part of the National Institute for Occupational Safety and Health (NIOSH), has funded a project for the past 4 years to address this challenge. The purpose of the research was to find a way to develop effective safety training for these people. Miners are born story tellers. They share “near miss” stories, stories about master miners they have known, and stories about how things used to be. These stories not only pass along information about what will happen if a miner fails to respect the mining environment, they also instruct listeners in the culture of mining and the values that it embraces. Stories, it seems, are a way to get safety messages across to miners, especially inexperienced ones, and using older, wiser miners in these stories is an obvious choice. This paper will discuss how a series of training videos was developed, how “master miners” and story lines were chosen, and how the resulting videos have been received in the mining industry.

By M. Albrecht

In the mining industry and particularly in the processing plants, we use some large and unusual equipment. Understanding what it is and what it does is important to good operations, but how do you teach a new employee. When I started out in this field, the information on the processing equipment was easy to come by. Equipment manufacturers readily supplied it; their salesmen, often engineers themselves, knew how important the availability of this information was. Old engineers used their notebooks to train the new engineers. Over time this has changed. Equipment manufacturers have changed hands or gone out of business, and often the older engineers are gone. As a start in reversing this, this presentation will be an introduction to sizing, selecting, and operation of some of this equipment, in particular gravity separating equipment. Major portions of this have been excerpted from A Mining Engineers Notebook: Mineral processing (2).

Feb 23, 2014

By Arthur E. Morris

The primary market driver for improving process technology is innovation, which requires a skilled and educated workforce. However, many Materials Science and Engineering departments have eliminated extractive metallurgy and chemical thermodynamics from their curricula, yet these topics contain the necessary fundamentals for process innovation. As a result, most MS&E students are ill-prepared for careers in processing. The dearth of processoriented MS&E curricula has prompted some Universities to develop a “shared” effort to offer distance education between multiple institutions [1]. A target audience for a shared process simulation course would not only benefit students, but also be a basis for an on-line course for practicing engineers faced with new or changing career choices. To fill the gap, the basics of a process simulation course was developed in an abbreviated form as series of eleven articles and Excel workbooks published in Industrial Heating magazine between July 2012 and July 2013.

Jan 1, 2014

By O. L. Kowalke

THE measurement and control of temperatures have assumed positions of great importance in many industries. The manufacturers of byproduct coke and carbureted water gas find that proper temperature control helps to produce a better product and economizes in the use of raw materials. In the manufacture of glass, enameled ware, brass, and high-temperature refractories, temperature control is now regarded as being coordinate in importance with the control of materials used. To control such processes as malleablizing cast iron, and hardening, tempering, and annealing of steel in a manner to meet exacting market requirements has, within recent years, involved the installation of large and expensive pyrometer equipments. In many of these installations, it was necessary not merely to measure but also to record the temperatures over a period of time and thus obtain a record of the entire heat treatment and an effective check on the workmen in charge. In view of the importance of temperature measurement and control in such a wide variety of industries and the necessity for proper supervision of the installation and operation of the outfits, the following questions may be pertinent: What instruction is offered by the engineering colleges and what departments in the colleges are responsible therefor? The latest available catalogs of ten prominent engineering colleges east of the Mississippi River showed courses in high-temperature measurements given by the departments of physics. These courses, in general, were described as comprising classroom and laboratory instruction in the theory of high-temperature measurements, together with exercises in the calibration of the various devices used. In some cases it was stated that consideration would be given, in the courses, to the practical applications in the industries. In only one. college was the course required of all engineering students; in most colleges it was optional; in a few colleges, it was required only of certain groups. In colleges offering a course in metallurgical engineering, instruction in pyrometry was always given in connection with metallurgical laboratory work. The students in ceramic,

Jan 8, 1919