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By M. Gensamer

It has been suggested by a number of people that it would be worth while for some one to attempt to summarize or condense the proceedings of this symposium. This task has fallen to me as organizer and co-chairman. Its difficulty will be appreciated by anyone who attempts to read the whole proceedings. It is therefore with trepidation that I offer the following digest. In recent years there has been a renewal of interest in America on this subject of the cohesive strength of materials, and a growing appreciation of the need for a better theory of cohesion failure. The theories of elastic action and plastic action are well developed, particularly the former. The theory of plastic action is still in the course of development, but it is well along. Plastic action is terminated by cohesion failure and what is needed is a theory that will tell us when to expect the cohesion failure. In the past it has generally been assumed that cohesion failure will occur when a critical value of the maximum tensile stress has been reached. Many experiments have shown that this is not strictly true, and this symposium concerns itself with the failures of this simple hypothesis, and with the efforts that have been made to devise a more satisfactory theory. The most active contributor in recent years to knowledge in this field is Dr. McAdam, and he was asked to open the symposium with a summary or condensation of his papers and views. Undoubtedly it is presumptuous to attempt a still greater condensation, but perhaps it will be useful, because even his contribution to this symposium contains no summary, no concise statement of just what his contribution has been. Dr. McAdam makes two main points The first is that the cohesive strength is not a single valued quantity, but that it is a function of all three principal stresses and hence must be represented diagrammati-cally by a surface in a three-dimensional figure, Dr. McAdam has attempted so to delineate the cohesion limit, basing his

Jan 1, 1945

J. M. HARTMAN, Philadelphia, Pa.: Mr. Fackenthal can remember some queer things that occurred at Durham, Pa., Aug. 3, 1876, while he was superintendent. The furnace was working stiff, i.e., blast-pressure 10 to 11 pounds, which was high pressure for those days. With this pressure there was some circulation through the stock. At 9 p.m., flushed cinder. After flushing, air was thrown off' for a moment to " bot up "; the keeper turned the lever and threw on air just as the scaffold dropped, which eased up the pressure to 4¼ pounds. The air-receiver is twice as large at Durham as at other places. The air from this receiver, added to the two seven-foot blowers, gave an extra large volume, which, rushing into the furnace, fired the finely-divided carbon, causing an explosion that threw part of the stock in the furnace out into the open air, threw up the bell-and-hopper with the tunnel-head plates, and gave off' a large volume of carbondust. The bell-and-hopper going up first, the stock followed, and, striking the bell-and-hopper, was deflected in a shower over the cast-house roof, breaking the slates. Sitting at the corner of the engine-house at the time, the stock pelted me, when I ran around the corner to get rid of it. Remembering there were two men at the furnace-top, I shut down the engines, and, running to the top, found them sitting in the hoist-house enjoying the fire-works. The explanation of this explosion is simple. There is in the blast-furnace a bed of fuel extending up, say, 16 to 18 feet above the tuyeres; in this bed of fuel some stray pieces of limestone are found, and a few pieces of unreduced ore; but, generally speaking, it is all fuel. On this bed of fuel is the zone of fusion. In this zone the descending stock is liquefied, except the fuel; the iron, melting, drops out of the ore, and the gangue unites with lime, forming cinder. The iron falls in the form of shot, and, with the cinder, trickles

Jan 1, 1899

By P. E. Baker

A paper by A. S. Odeh' expounds a capillary-flow theory which purportedly provides a mechanism whereby relative permeability depends on oil-water viscosity ratio and may be greater than unity for high viscosity ratios. Core-measurement results are presented to support the theoretical development. This paper presents arguments to indicate that (1) the theoretical treatment is basically incorrect, (2) data reported are insufficient to support the conclusions and (3) literature cited does not support the theory or the conclusions. PROPOSED MECHANISM The essence of Odeh's theory is that oil flows as a filament along the central portion of a straight, uniform capillary of radius r filling the tube to a radius ri. Surrounding the filament of oil is an annulus of water in which exists vortex motion but no net flow. The water is described as being in "microscopic but not macroscopic" motion. The oil filament is aided in its flow by moving upon the water vortexes as if on roller bearings. This process is presented as a steady-state flow condition. The first objection to the existence of vortexes in the presumed water layer is that the theory provides no mechanism whereby they can be established. This fact was mentioned by C. F. Weinaug in a discussion published with Odeh's paper. The capillary contains no irregularities or obstructions, and the water is not presumed to be in turbulent flow. Apparently, cylindrical symmetry is assumed; therefore, the supposed vortexes must be toroidal, the line of zero velocity being a circle concentric with and in a plane perpendicular to the axis of the capillary. This is a rather difficult picture to accept. The author referred to Yuster's statement' that he had observed the "spinning in place" of otherwise immobile water. Yuster's article does not describe the conditions under which this motion was observed or the means used to observe it. However, the article does make clear that the observed motion was not in a straight, uniform capillary but, rather, apparently oc-cured in some kind of dead-ended pore space. Obvious- ly, such a report cannot be considered as support for Odeh's concept of two-phase capillary flow.

By M. R. Todd, J. Szekely

THE mechanism of carbon oxidation in steelmaking processes has attracted considerable attention in recent years. The generally accepted model postulates that the reaction between carbon and oxygen occurs at the surface of CO bubbles that originate at the suitable nucleation points and subsequently rise through the metal bath.1-4 Although this model describes adequately the behavior of open-hearth type operations, it is not a satisfactory representation of carbon oxidation in oxygen steelmaking processes since it cannot account for either: i) the very high rate of oxidation per unit bath area,or ii) the commonly reported shapes of the curves showing the dependenie of the oxidation rate on the carbon concentration. The very high decarburization rates commonly encountered in oxygen steelmaking processes need no further elaboration; some typical plots of the rate of carbon removal against carbon concentration, taken from a publication by Li, Dukelow, and smith,' are reproduced in Fig. 1. It is seen from the curves that the decarburization tends to decrease from a peak or a plateau once the carbon concentration falls below a certain value; in the experiments reported, this critical value ranged from 1.2 to 0.2 wt pct C. The apparent dependence of the decarburization rate on the carbon concentration indicates that within this region phenomena associated with the transfer of car- bon must play an important if not predominant role. Since the concentration of oxygen in molten iron at steelmaking temperatures (removed from the immediate impact zone) is only about 0.1 wt pct,6 it is clear that simple simultaneous diffusion of carbon and oxygen to the surface of CO bubbles could not account for the rate of carbon transfer being the controlling step at carbon concentrations as high as 1.0 wt pct. The purpose of this communication is to present an alternative model which may explain at least qualitatively the apparent anomalies mentioned and may stimulate further experimental work. The Physical Model. It is suggested that the principal mechanism of decarburization is the reaction between CO bubbles and an emulsion consisting of molten iron and molten iron oxide particles in the vicinity of the "slag-metal interface9'.* This mech-

Jan 1, 1968

By A. G. H. Anderson, Eric R. Jette

During the period from 1910 to 1920, there was a lively interest in the subject of grain growth and many papers were published, followed by interesting discussions. Questions dealing with the fundamentals of grain growth—why and how it occurs—were treated in papers by Howe,' .Jeffries,² Sauveur,² Chappell,4 Beilby,5 Mathewson and Phillips,6 Mc Adam,7 Carpenter and Elam,8 Stead and Carpenter,9 Ruder,l0 as well as others. Since that decade, much indeed has been done regarding the practical control of grain size, and it is now possible to order material having a size sperified in the American Society for Testing Materials classification. Also, one hears the term "spliced boundaries" used in connection with certain tungsten lamp filamentsl1 wherein it is important to prevent "sagging" between consecutive turns of the helix.12 This practical use of a certain knowledge as to the things that influence or even control grain growth should not be taken as an indication that the subject has been thoroughly explored and that nothing more can be learned from fundamental studies. It is with this thought in mind that a report of some observations and experiments on abnormal grain growth is believed justified. Abnormal grain growth is met with in heat-treating high-carbon steels in the austenitic range,'? in the hardening treatments of high-speed steels,14'15 and in the low-temperature annealing of strained low-carbon steels as in sheet and wire material. Entirely aside from these instances of exaggerated grain growth, which some might consider as freakish, it is thought that abnormal growth is simply a case where the growth forces and the forces tending to prevent growth are almost, but not quite, evenly balanced. Information relative to grain-growth characteristics in general may be obtained from a study of abnormal growth conditions, which may be looked upon as vantage points. Reflection will show at once that if growth forces are great in comparison to inertia or resistance to growth, many crystals start to grow and, for that reason, none becomes very large, whereas if inertia is

Jan 1, 1938

By Eric R. Jette, A. G. H. Anderson

During the period from 1910 to 1920, there was a lively interest in the subject of grain growth and many papers were published, followed by interesting discussions. Questions dealing with the fundamentals of grain growth—why and how it occurs—were treated in papers by Howe,' .Jeffries,² Sauveur,² Chappell,4 Beilby,5 Mathewson and Phillips,6 Mc Adam,7 Carpenter and Elam,8 Stead and Carpenter,9 Ruder,l0 as well as others. Since that decade, much indeed has been done regarding the practical control of grain size, and it is now possible to order material having a size sperified in the American Society for Testing Materials classification. Also, one hears the term "spliced boundaries" used in connection with certain tungsten lamp filamentsl1 wherein it is important to prevent "sagging" between consecutive turns of the helix.12 This practical use of a certain knowledge as to the things that influence or even control grain growth should not be taken as an indication that the subject has been thoroughly explored and that nothing more can be learned from fundamental studies. It is with this thought in mind that a report of some observations and experiments on abnormal grain growth is believed justified. Abnormal grain growth is met with in heat-treating high-carbon steels in the austenitic range,'? in the hardening treatments of high-speed steels,14'15 and in the low-temperature annealing of strained low-carbon steels as in sheet and wire material. Entirely aside from these instances of exaggerated grain growth, which some might consider as freakish, it is thought that abnormal growth is simply a case where the growth forces and the forces tending to prevent growth are almost, but not quite, evenly balanced. Information relative to grain-growth characteristics in general may be obtained from a study of abnormal growth conditions, which may be looked upon as vantage points. Reflection will show at once that if growth forces are great in comparison to inertia or resistance to growth, many crystals start to grow and, for that reason, none becomes very large, whereas if inertia is

Jan 1, 1938

By H. S. Bell

It seems unnecessary to dwell upon the advantages of the modern pipe still as compared with the older type of distillation equipment used by oil refiners. The relatively low installation cost, coupled with remark-able operating efficiencies of pipe stills, precludes the consideration of other types except in rare instances where some peculiarity of product or plant may have an influence. The question of the actual heat required to distil petroleum is quite involved. We have extensive data on the latent heats of the various hydrocarbons under different conditions of pressure. We also have information regarding the specific heats of various oils and the effect of temperature thereon. Because of the complexity of petroleum and of each fraction, it seems impossible to analyze theoretically the partisl-pressure effect of the great number of hydrocarbons upon one another during distillation. If a distillation curve and percentage analysis of any crude or product are available, it is possible to construct a curve with ordinates representing per cent. distilled and B. t. u. per pound or per gallon, or other desired unit. To do so the crude is split into fractions, of 5 or 10 per cent. The boiling point and gravity of each fraction being determined, it is possible to evaluate the heat required. As each fraction is removed, the residue must be raised to a higher temperature and latent heat supplied for the successive fraction. As the calculations progress, the latent heats decrease while the specific heats increase. Such a curve is illustrated by Fig. 1 for a typical 39.9° Be. North Texas crude. The chart is illustrative of batch distillation. Theoretically, if the oil were heated by a single flash in a pipe still, the partial-pressure effect of the light products would result in the removal of the same amount of vapors at a lower temperature. Practically, we find that because of the necessarily extensive fractionating equipment required when separating many products all in vapor phase, the oil has to enter the separator at temperatures corresponding to or even above those required in the batch still. Furthermore, in single-flash distillation the vapors evolved in the heater must be superheated to the outlet temperature. Very little is

Jan 1, 1928

By R. J. Mellen

IN a chloridizing roasting and cyanidation plant treating a manganese-silver ore, certain experiments pointed out the way to an improvement in roasting conditions by a change in the degree of crushing. The following short article is simply a description of the various changes that were necessary throughout the plant and of the results obtained. There is nothing unusual in these changes but they are of some interest in that they constitute a good many of the alterations usually resorted to in increasing production. In the beginning, the changes were brought about by an experiment that was not successful, but which clearly pointed to means of improving the operation, and is an example of the fact that often experimental work may result in failure and still be of value in arriving at correct fundamentals. This experiment also shows how far a metallurgist can get out of line in his deductions, particularly in a field with which he is not thoroughly familiar. The ore at the plant of Compania Minera Kildun y Anexas is crushed through a 13-in. gyratory, a 3-ft. standard Symons cone crusher and a set of 16 by 42in. rolls, the latter in closed circuit with two Tyler 400-mesh screens. The crushed ore is then conveyed to two fine-ore bins. These provide storage and feed for two 6 by 90-ft. kiln roasters, which discharge directly to coolers. The coolers in turn discharge to a 6 by 12-ft. ball mill, where the ore is ground for cyanidation. Laboratory and pilot-plant tests previous to the mill construction had indicated that minus ¼ -in. crushing was satisfactory for roasting, although results did not vary greatly with some coarser or considerably finer crushing. The plant was designed for a capacity of 300 tons per day on this basis. After a few months operation, the initial operating problems were overcome and the anticipated milling rate was reached but the results being obtained were not really good. The plant seemingly did not have much excess capacity in any department but the roasting operation was the most critically limiting factor both as to tonnage and the results obtained. If this could be improved there seemed some possibility of improving the total tonnage rate to some extent. Segregation of the calcine into various screen sizes showed that the coarser sizes ,were not giving the expected recoveries. In all of the laboratory and pilot-plant testing, any limiting conditions as to the percentage of salt used, temperatures, feed rates, etc., had affected the fine material more than it had the coarse, and even in making laboratory tests at this time the mill conditions could not be exactly duplicated. Further laboratory testing indicated that a segregation of the crushed ore into a coarse and fine product for roasting might result in some improvement in roast-

Jan 1, 1945

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 R. J. Mellen

In a chloridizing roasting and cyanida-tion plant treating a manganese-silver ore, certain experiments pointed out the way to an improvement in roasting conditions by a change in the degree of crushing. The following short article is simply a description of the various changes that were necessary throughout the plant and of the results obtained. There is nothing unusual in these changes but they are of some interest in that they constitute a good many of the alterations usually resorted to in increasing production. In the beginning, the changes were brought about by an experiment that was not successful, but which clearly pointed to means of improving the operation, and is an example of the fact that often experimental work may result in failure and still be of value in arriving at correct fundamentals. This experiment also shows how far a metallurgist can get out of line in his deductions, particularly in a field with which he is not thoroughly familiar. The ore at the plant of Compania Minera Kildun y Anexas is crushed through a 13-in. gyratory, a 3-ft. standard Symons cone crusher and a set of 16 by 42-in. rolls, the latter in closed circuit with two Tyler type 400 screens. The crushed ore is then conveyed to two fine-ore bins. These provide storage and feed for two 6 by 90-ft. kiln roasters, which discharge directly to coolers. The coolers in turn discharge to a 6 by 12-ft. ball mill, where the ore is ground for cyanidation. Laboratory and pilot-plant tests previous to the mill construction had indicated that minus ¼-in. crushing was satisfactory for roasting, although results did not vary greatly with some coarser or considerably finer crushing. The plant was designed for a capacity of 300 tons per day on this basis. After a few months operation, the initial operating problems were overcome and the anticipated milling rate was reached but the results being obtained were not really good. The plant seemingly did not have much excess capacity in any department but the roasting operation was the most critically limiting factor both as to tonnage and the results obtained. If this could be improved there seemed some possibility of improving the total tonnage rate to some extent. Segregation of the calcine into various screen sizes showed that the coarser sizes were not giving the expected recoveries. In all of the laboratory and pilot-plant testing, any limiting conditions as to the percentage of salt used, temperatures, feed rates, etc., had affected the fine material more than it had the coarse, and even in making laboratory tests at this time the mill conditions could not be exactly duplicated. Further laboratory testing indicated that a segregation of the rushed Ore into a coarse and fine product for roasting might result in some improvement in roast-

Jan 1, 1947

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 R. J. Mellen

In a chloridizing roasting and cyanida-tion plant treating a manganese-silver ore, certain experiments pointed out the way to an improvement in roasting conditions by a change in the degree of crushing. The following short article is simply a description of the various changes that were necessary throughout the plant and of the results obtained. There is nothing unusual in these changes but they are of some interest in that they constitute a good many of the alterations usually resorted to in increasing production. In the beginning, the changes were brought about by an experiment that was not successful, but which clearly pointed to means of improving the operation, and is an example of the fact that often experimental work may result in failure and still be of value in arriving at correct fundamentals. This experiment also shows how far a metallurgist can get out of line in his deductions, particularly in a field with which he is not thoroughly familiar. The ore at the plant of Compania Minera Kildun y Anexas is crushed through a 13-in. gyratory, a 3-ft. standard Symons cone crusher and a set of 16 by 42-in. rolls, the latter in closed circuit with two Tyler type 400 screens. The crushed ore is then conveyed to two fine-ore bins. These provide storage and feed for two 6 by 90-ft. kiln roasters, which discharge directly to coolers. The coolers in turn discharge to a 6 by 12-ft. ball mill, where the ore is ground for cyanidation. Laboratory and pilot-plant tests previous to the mill construction had indicated that minus ¼-in. crushing was satisfactory for roasting, although results did not vary greatly with some coarser or considerably finer crushing. The plant was designed for a capacity of 300 tons per day on this basis. After a few months operation, the initial operating problems were overcome and the anticipated milling rate was reached but the results being obtained were not really good. The plant seemingly did not have much excess capacity in any department but the roasting operation was the most critically limiting factor both as to tonnage and the results obtained. If this could be improved there seemed some possibility of improving the total tonnage rate to some extent. Segregation of the calcine into various screen sizes showed that the coarser sizes were not giving the expected recoveries. In all of the laboratory and pilot-plant testing, any limiting conditions as to the percentage of salt used, temperatures, feed rates, etc., had affected the fine material more than it had the coarse, and even in making laboratory tests at this time the mill conditions could not be exactly duplicated. Further laboratory testing indicated that a segregation of the rushed Ore into a coarse and fine product for roasting might result in some improvement in roast-

Jan 1, 1947

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 L. Burris, G. A. Bennett, P. A. Nelson

Staznless steels ave rrzuch less seuel-ely attacketl by zinc lapov than by molten zinc systems. To determine the applicubility of stainless steels fov equipment items which would be exposed only to zinc vapor, the corvosion resistance of several stainless steels to zinc vapor was investigated in 500-hr- exposuves at 900° C. Two austenilic stainless steels, Types 304 and 3-17, suffered severe intergranular attack. Loss of nickel from these steels and micro-probe crnalyses indicated the probable formation of low-melting zinc-rich phases. Good vesistance to attack by zinc vapor, as determined by metallo-9-rpaphic excr)rtination and physical testing, Loas exhibited by Type 405 stainless steel, a jevvitic steel. Type 440C stainless steel, a tnartensitic steel, although suffering considevable loss in weight, was not structurally weakened. At Argonne National Laboratory liquid zinc and zinc-rich alloys are being employed as solvent media in pyrometallurgical processes under development for recovering and purifying discharged reactor-fuel materials.' Because of the high solubility of most metals in liquid zinc,' there are few metals which can serve as container materials for liquid zinc at temperatures much above the melting point. The poor corrosion resistance of the common metals and alloys to molten zinc has been discussed by Eldred.3 DeKany, Lavendel, and Burris4 tested some of the less-common alloys of the nonrefractory metals and found that they also have poor resistance to attack by liquid zinc and Zn-Mg solutions. Of the metallic materials, only some of the refractory metals such as tantalum, tungsten, and molybdenum and their alloys have shown resistance to attack by liquid zinc.4-7 In the process-development work at Argonne National Laboratory, tantalum and tungsten vessels have been used to hold liquid-zinc alloys. These vessels are housed in stainless-steel equipment, principally to permit maintenance of an inert atmosphere and operation at various pressures. In this experimental work, it has often been observed that Type 304 stainless steel suffers little attack by zinc vapor at temperatures up to about 800 °C. In contrast, severe attack occurs in areas where zinc condenses as a liquid. The extent of attack by zinc vapor on several stainless steels was investigated because there are possible useful applications of stainless steel for equipment items which would be exposed only to attack by zinc vapor. These applications include, for example, housings around processing equipment as indicated above and vapor lines leading from zinc stillpots or retorts to condensers. EXPERIMENTAL EQUIPMENT AND PROCEDURE The experimental procedure consisted in exposing stainless-steel test coupons to static zinc vapor for 500 hr at a temperature of about 900°C. The apparatus, shown in Fig. 1, consisted of a 12-in.-long closed tantalum tube jacketed in Type 304 stainless steel to prevent oxidation of the tantalum. A Zn-10 wtpct Mg* alloy charge of 293 g in the bottom of the

Jan 1, 1965

By A. W. Gauger

It is with some trepidation that I approach my subject, for I know that I shall at once incur the suspicion of the mechanical engineer, with his concern for boiler tests and efficiencies; of the mining engineer, with his mechanization problems; and of the chemical engineer with his unit processes. Nevertheless, it must be recognized that the technology of fuels, the systematic body of knowledge relating to the production, processing and utilization of mineral fuels, has grown to such proportions and involves so many widely diverse applications of fundamental science and engineering that it behooves us to stop and consider just what its status is in relation to other technologies, as well as in relation to the present and future needs of the social order. The time has come when technologists, applied scientists and engineers must consider the possible effects that their achievements may have on Society. The development of a machine to - -replace -several hundred men is a fine achievement when considered solely from the point of view of creative endeavor. But what of the men who are displaced by the machine! Does not the responsibility for the development of this machine embrace as well the consequences of obsolescence and technological unemployment resulting from such development? I believe that it does and that we must recognize this fact in our practice of engineering and tech- nology as well as in the training of future engineers and technologists. Magnitude of the Fuels Industry Fuel technology is the body of knowledge that relates to the mineral fuels. The fuels industry is by far the most important of all Our mineral industries. The chart in Fig. I, reprinted from U. S. Bureau of Mines Information Circular No. 6643, indicates the compartive values of metals, fuels and other nonmetallic minerals for the year 1929. Of the grand total of 13¼ billions of dollars in value of minerals at the mines, the mineral fuels contributed 48 per cent. Coal, with 34.4 Per cent, exceeded the value of any other single mineral. In fact, the value of the production of the Pennsylvania anthracite mines alone anand exceeds the value of the gold production of the entire world. Petroleum and natural gas in 1929 contributed 14.3 per cent and 3.3 per cent, respectively, of the total value of world mineral production. So much for the world picture; let us now look at the situation in the United States. Over the 60-year period 1880 to '939, $46,409,727,000 of metal1ic products, $80,788,852,000 of fuels (coal, petroleum, natural gas, natural gasoline) and $27,871,-ooo,ooo of nonmetallic minerals other than fuels were produced. The mineral fuels have contributed 52.7 per cent of the entire mineral wealth produced over this period that has seen such tremendous industrial development in our Our As a matter of fact, our present industrial civilization has been made possible through the use of the

Jan 1, 1942

By A. W. Gauger

It is with some trepidation that I approach my subject, for I know that I shall at once incur the suspicion of the mechanical engineer, with his concern for boiler tests and efficiencies; of the mining engineer, with his mechanization problems; and of the chemical engineer with his unit processes. Nevertheless, it must be recognized that the technology of fuels, the systematic body of knowledge relating to the production, processing and utilization of mineral fuels, has grown to such proportions and involves so many widely diverse applications of fundamental science and engineering that it behooves us to stop and consider just what its status is in relation to other technologies, as well as in relation to the present and future needs of the social order. The time has come when technologists, applied scientists and engineers must consider the possible effects that their achievements may have on Society. The development of a machine to - -replace -several hundred men is a fine achievement when considered solely from the point of view of creative endeavor. But what of the men who are displaced by the machine! Does not the responsibility for the development of this machine embrace as well the consequences of obsolescence and technological unemployment resulting from such development? I believe that it does and that we must recognize this fact in our practice of engineering and tech- nology as well as in the training of future engineers and technologists. Magnitude of the Fuels Industry Fuel technology is the body of knowledge that relates to the mineral fuels. The fuels industry is by far the most important of all Our mineral industries. The chart in Fig. I, reprinted from U. S. Bureau of Mines Information Circular No. 6643, indicates the compartive values of metals, fuels and other nonmetallic minerals for the year 1929. Of the grand total of 13¼ billions of dollars in value of minerals at the mines, the mineral fuels contributed 48 per cent. Coal, with 34.4 Per cent, exceeded the value of any other single mineral. In fact, the value of the production of the Pennsylvania anthracite mines alone anand exceeds the value of the gold production of the entire world. Petroleum and natural gas in 1929 contributed 14.3 per cent and 3.3 per cent, respectively, of the total value of world mineral production. So much for the world picture; let us now look at the situation in the United States. Over the 60-year period 1880 to '939, $46,409,727,000 of metal1ic products, $80,788,852,000 of fuels (coal, petroleum, natural gas, natural gasoline) and $27,871,-ooo,ooo of nonmetallic minerals other than fuels were produced. The mineral fuels have contributed 52.7 per cent of the entire mineral wealth produced over this period that has seen such tremendous industrial development in our Our As a matter of fact, our present industrial civilization has been made possible through the use of the

Jan 1, 1942

By M. King Hubbert

In 1856 Henry Darcy described in an appendix to his book, Les Fontaines Publiques de la Ville de Dijon, a series of experiments on the downward flow of water through filter sands, whereby it was established that the rate of flow is given by the equation: q= - K(h2- h2)/I1 in which q is the volume of water crossing unit area in unit time, I is the thickness of the sand, h1 and h2 the heights above a reference level of the water in manometers terminated above and below the sand, respectively, and K a factor of proportionality. This relationship, appropriately, soon became known as Darcy's law. Subsequently many separate attempts have been made to give Darcy's empirical expression a more general physical fornzulation, with the result that .so many mutually inconsistent expressions of what is purported to he Darcy's law have appeared in published literature that sight has often been lost of Darcy's own work and of its significance. In the present paper, therefore, it shall be our purpose to reinform ourselves upon what Darcy himself did, and then to determine the meaning of his results when expressed explicitly in terms of the pertinent physical variables involved. This will be done first by the empirical method used by Darcy himself, and then by direct derivation from the Navier-Stokes equation of motion of viscous fluids. We find in this manner that: q = (N4(p/p)[g - (l/p) gradPI = WE, is a physical expression for Darcy's law, which is valid for liquids generally, and for gases at pressures higher than about 20 atmospheres. Here N is a shape factor and d a characteristic length of the pore structure of the solid, p and IL are the density and viscosity of the fluid, a = (Nd2)(pip) is the volume conductivity of the system, and E = [g - (l/p) grad p] is the impelling force per unit mass acting upon the fluid. It is found also that Darcy's law is valid only for flow velocities such that the inertial forces are negligible as compared with those arising from viscosity. In general, three-dimensional space there exist two superposed physical fields: a field of force of charucteristic vector E, and a field of flow of vector q. The force field is more general than the flow field since it has values in all space capable of being occupied by the fluid. So long as the fluid density is constant or is a function of the pressure only, curl E = 0, E = - grad F where F = gz + dp/p The field of flow, independently of the force field, must satisfy the conservation of mom, leading to the equation of continuity div pq = — f ap/at , where f is the porosity, und t is the time. For steady rnotion ap/at = 0. and div pq = 0 .

Jan 1, 1957

By R. B. Hoy, Stanley J. LeFond, K. Reckling

Reported world production of natural diamonds approximates 40,000,000 carats a year (1980). The Republic of Zaire is the leading producer, with an output which is primarily industrial rather than gem grade. The USSR ranks second, the Republic of South Africa third, and Botswana, fourth. Diamonds are also mined in South-West Africa (Namibia), Angola, Ghana, Sierra Leone, and other African countries. In the western hemisphere, Brazil and Venezuela are the principal producers (Fig. 1). A very small output of diamonds is mined today it India, which was the first source of commercial production. In the US, efforts at commercial diamond mining have been confined to a small area near Murfreesboro, AR. The first diamond was found in a kimberlite pipe there in 1906. Small-scale trial mining has not, however, proved economical. Since diamonds were first discovered over 2,000 years ago, only about 260 tons have been mined. In order to obtain I g (5 carats) of diamonds, it is necessary to remove and process approximately 25 tons of rock. Recovering this small percentage involves a combination of highly developed techniques in mining, quarrying, and earth-moving, and extremely sophisticated recovery processes. End Uses Diamonds are used for two unrelated end uses; gem diamonds are jewels of great beauty while industrial diamonds are essential materials of modern industry. Although imitation stones are substituted for the gem diamond, none of these matches its properties sufficiently well to offer real competition. Synthetic industrial diamonds are now of a quality and size that permit them to be substituted for natural diamond in numerous industrial applications. For example, synthetic diamonds are available today in sizes up to 100 stones per carat (14/16 US mesh size). In addition, polycrystalline synthetic diamond inserts, such as De Beers Syndite®, General Electric's Compax® and Stratapax® and Megadiamond's Megapax® have replaced natural diamond in turning tools, mining and oil drilling bits and dressing tool applications. Gem Diamonds A diamond is a natural prism. It has the ability to bounce light rays (reflection), to bend them (refraction), and to break them into all colors of the rainbow (dispersion). This ability to modify light gives the diamond three characteristics for providing beauty. First is brilliance, the reflection of light back to the eye. Second is fire, dispersion of light into the colors of the spectrum. Third is scintillation, the "twinkling" that occurs when the diamond is moved (Bauer, 1969). The skill of the diamond cutter is required to unlock the brilliant, fiery beauty of a gem diamond (Fisher, 1966). Diamond-cutting skills have gradually developed over the centuries. The first cutters, in India, learned how to grind one rough diamond against another to remove their "skins" and to give them various shapes. This revealed some fire and beauty, but little compared to that of the diamonds that are cut today.

Jan 1, 1983

By F. J. Tuck

The Hayden mill of the Ray Mines Division, Kennecott Copper Corporation, is now equipped with two 9 by 12-ft. rod mills having a daily capacity of 6000 tons of coarse-crushing plant product from the mine. These two mills crush a ¾-in. product to approximately 19 per cent on 14 mesh, with only one pass through the mills. Each rod mill has taken the place of four sets of 42-in. Garfield rolls with their attendant screens, and is making a product for the fine-grinding department comparable to that formerly made by rolls in closed circuit with screens. The rod mills are lined with wave-type liners of white iron, varying in thickness from 2 to 3 in. The shell and end liners last approximately 600 to 700 days. Manganese-steel lifter bars, 3? in. thick, are used, spaced about 11 in. apart, and they give a life of 350 to 450 days. Fig. 1 shows the general design and thickness of the wave-type liners and lifter bars; 1½-in. liner bolts are used to fasten the lifter bars to the shell. The shell liners are held in place by the tapered lifter bars. A ¾-in. wood backing is used between the shell and the liners. The rod-mill scoop has removable manganese-steel lips, which last 250 to 300 days. The scoop proper has shown some wear in spots, and these spots have been protected by rubber bolted over them. Water and milk of lime are added to the elevator feeding the mill, but not enough water to cause a pounding of the rods against the shell. Roughly, the water added amounts to 25 to 33 per cent of the ore. Additional water is added to the mill discharge to facilitate distribution to the classifier bowls in the fine-grinding department. Rods are charged to the mill once every four days, the mill being down about 20 min. for this purpose. Other delays are negligible, and usually are due to a loose liner bolt or possibly power trouble. However, these occasions are extremely rare. In charging the mill, a crane is used

Jan 1, 1939