NASA Conference Publication 3074

National Educators'

Workshop: Update 89

Standard Experiments in

Engineering Materials

Science and Technology

Compiled by

James E. Gardner

NASA Langley Research Center

Hampton, Virginia

James A. Jacobs

Norfolk State University

Norfolk, Virginia

Proceedings of a workshop sponsored jointly by

the National Aeronautics and Space Administration,

Washington, D.C., the National Institute of Standards

and Technology, Gaithersburg, Maryland, and the

School of Technology, Norfolk State University,

Norfolk, Virginia, and held in

Hampton, Virginia

October 17-19, 1989

IW_A

National Aeronautics and

Space Administration

Office of Management

Scientific and Technical

Information Division

1990

PREFACE

The need to strengthen materials education is a concern of many in government, industry, and

education. In keeping with the theme of the 1989 National Academy of Sciences report, National

Research Council's Materials Science and Engineering for the 1990s: Maintaining

Competitiveness in the Age of Materials, the National Educators' Workshop: Update (NEW:

Update) series of workshops ha.,_ provided over two hundred and sixty materials educators with the

latest developments in materials _cience and engineering while offering them strategies for improved

teaching.

These NEW: Update participants saw nearly fifty experiments and demonstrations presented live or

on videotape and were provided supplemental notes for replicating the experiments. Peer review and

publication of the experiments and demonstrations have provided the materials education community

with current, valuable aids for teaching.

NEW: Update 89 served as a forum for presentation of the experiments and information in this

publication. The material is a result of years of research aimed at better methods of teaching

materials science, engineering and technology. The experiments were developed by faculty,

scientists, and engineers throughout the United States. There is a blend of experiments on new

materials and traditional materi_ls. Uses of computers in materials science and engineering (MSE),

experimental design, and an approach to systematic materials selection were among the

demonstrations presented.

More than eighty participants from the United States and Canada who attended NEW: Update 89

observed the experiments and I:rovided critiques for the authors to make modifications prior to this

publication. Follow-up activities provided additional resources such as sample materials and

videotapes for participants.

NEW: Update 89, and the 86, 87, and 88 workshops are, to our knowledge, the only national

workshops or gatherings for materials educators that have a focus on the full range of issues on

strategies for better teaching about the full complement of materials. Recognizing the problem of

motivating young people to pursue careers in MSE, we have included exemplary pre-university

activities such as Adventure in Science, ASM International Education Foundation's Career Outreach

Program, and several programs run through high schools.

This year we learned about the Materials Science Technology Project at Richland High School

(Richland, Washington) that has received support from Battelle PNL (Pacific Northwest

Laboratory). An experiment was presented from the National Science Foundation and AT&T

supported program at Science School in Newark, New Jersey. One high school science fair

experiment, presented by its student author, had value for MSE education at the college level.

NEW: Update 89, as in past years, involved faculty from community colleges, smaller colleges,

and major universities. Participants included those who were the only materials educators on their

campus, while others were from well established MSE programs. The Materials Education Council

of the United States was represented again and will publish selected experiments in the Journal of

Materials Education. As with previous NEW: Updates the latest developments in materials

research and development were presented by scientists from industry. Tours of NASA Langley labs

provided a firsthand view of the latest research in materials science.

111

PRECEDING PAGE BLANK NOT FILMED
NEW: Update 89, with its diversity of faculty, industry, and government MSE participants,

served as a forum for both formal and informal issues facing MSE education that ranged from the

problems with competition for laboratory time and space to outmoded equipment and the threat by

administrators to close laboratories. There were discussions on means to include politicians and

policy makers in our collective efforts to help the United States become more competitive through

strengthened materials education. We looked at existing and emerging degree programs for

technicians for MSE and a model curriculum for such programs.

NEW: Update 89 resulted from considerable cooperative efforts by individuals in government,

education, and industry. The workshop goal is to maintain the network of participants and to

continue to collect these ideas and resources to bring together a comprehensive manual of standard

experiments in materials science, engineering and technology.

NEW: Update 90 will be held November 13-15, 1990 on the campus of the National Institute of

Standard and Technology (NIST) in Gaithersburg, Maryland. As with previous workshops, the

theme will be strengthening materials education. Participants will witness demonstrations of

experiments, discuss issues of MSE with people from education, industry, government, and

technical societies, hear about new MSE developments, and tour state-of-the-art NIST laboratories.

We hope that the experiments presented in this publication assist you in teaching about materials

science, engineering and technology. We would like to have your comments on their value and

means of improving them. Please send comments to James A. Jacobs, School of Technology,

Norfolk State University, Norfolk, Virginia 23504.

We express our appreciation to all those who helped to keep this series of workshops viable.

The use of trademarks or manufacturers' names in this publication does not constitute endorsement,

either expressed or implied, by the National Aeronautics and Space Administration.

Workshop Co-Directors

James E. Gardner

NASA Langley Research Center

James A. Jacobs

Professor of Engineering Technology

Norfolk State University

Liaisons

Carol Houk - ASM International

Robert Berrettini - Materials Education Council

Mendel Gregg - Battelle PNL

Director's Assistant

Diana LaClaire

Committee Members

Jonice S. Harris - National Institute of Standards and Technology

Milton W. Ferguson - Norfolk State University

Thomas E Kilduff- Thomas Nelson Community College

Rosa Webster - National Aeronautics and Space Administration

Alfred E. McKenney - IBM Corporation

Carl Metzloff- Erie Community College

Heidi Ries - Norfolk State University

Charles Wert - University of Illinois at Urbana

iv
CONTENTS

PREFACE .............................

iii

ix PARTICIPANTS ..........................

INDUSTRIAL PLASTICS WASTE: IDENTIFICATION AND

SEGREGATION .......................... 1

Edward L. Widener--Purdue University

DIELECTRIC DETERMINATION OF THE GLASS TRANSITION

TEMPERATURE (Tg) ....................... 7

Heidi R. Ries--Norfolk State University

DYNAMIC MECHANICAL ANALYSIS OF POLYMERIC

MATERIALS .......................... 13

Kristen T. Kern and Wynford L. Harries--Old Dominion

University and

Sheila Ann T. Long--NASA Langley Research Center

ANODE MATERIALS FOR ELECTROCHEMICAL WASTE

DESTRUCTION ......................... 19

Peter M. Molton--Battelle, Pacific Northwest Laboratory and

Clayton CIarke---Flori(!a A & M University

A SIMPLE DEMONSTRATION OF CORROSION CELLS ....... 29

Philip J. Guichelaar and Molly W. Williams

Western Michigan University

THERMAL CONDUCTIVITY OF METALS .............. 37

Sayyed M. Kazem--Purdue University

THE ASSESSMENT OF METAL FIBER REINFORCED POLYMERIC

COMPOSITES .......................... 45

Wenchiang R. Chung-San Jose State University

Presented by Seth P. Bates--San Jose State University

EXPERIMENTAL DETERMINATION OF MATERIAL DAMPING

USING VIBRATION ANALYZER ................. 53

Mostafiz R. Chowdhur:_ and Farida Chowdhury

East Carolina University

RECYCLING WASTE-FAPER .................... 65

Edward L. Widener--Purdue University

V
PIEZOELECTRIC AND PYROELECTRIC EFFECTS OF A

CRYSTALLINE POLYMER .................... 71

Nikhil K. Kundu--Purdue University and

Malay Kundu--John Adams High School

USING TEMPLATE/HOTWIRE CUTTING TO DEMONSTRATE

MOLDLESS COMPOSITE FABRICATION ............. 77

J. Mario Coleman--West Texas State University

RUBBERLIKE ELASTICITY EXPERIMENT ............. 89

Richard Greet and Robert Cobaugh--University of

Southern Colorado

THE EFFECT OF THERMAL DAMAGE ON THE MECHANICAL

PROPERTIES OF POLYMER REGRINDS ............. 93

Nikhil K. Kundu--Purdue University

DEMO OF THREE WAYS TO USE A COMPUTER TO ASSIST

IN LAB ............................. 101

J. P. Neville---Wentworth Institute of Technology

THE MAGNETIZATION PROCESS--HYSTERESIS .......... 105

Richard Balsamel--Science High School, Newark, NJ

TENSILE AND SHEAR STRENGTH OF ADHESIVES ......... 115

Kenneth A. Stibolt--Anne Arundel Community College

EXPERIMENTS AND OTHER METHODS FOR DEVELOPING

EXPERTISE WITH DESIGN OF EXPERIMENTS IN A

CLASSROOM SETTING ..................... 119

John W. Patterson--Iowa State University

MANUAL AND COMPUTER-AIDED MATERIALS SELECTION FOR

INDUSTRIAL PRODUCTION: AN EXERCISE IN DECISION

MAKING ............................ 133

Seth P. Bates--San Jose State University

SCANNED-PROBE MICROSCOPES ................. 141

H. Kumar Wickramasinghe--IBM Research Division

Presented by F. Alan McDonald--IBM Research Division

PREPARING TECHNICIANS FOR ENGINEERING MATERIALS

TECHNOLOGY ......................... 143

James A. Jacobs--Norfolk State University and

Carlton H. Metzloff--Erie Community College--North

vi
FUTURE AUTOMOTIVE MATERIALS--EVOLUTION OR

REVOLUTION .......................... 151

P. Beardmore--Ford Motor Company

AUSTEMPERING ......................... 171

JamesP. Nagy--Erie Community College

HANDS-ON THERMATJCONDUCTIVITY AND WORK-HARDENING

AND ANNEALING IN METALS .................. 177

L. Roy Bunnell--Battelle, PacificNorthwest Laboratories

Presentedby StephenW. Piippo--Richland High School

CERAMIC FIBERS ......................... 181

BruceLink--Coming Glass

vii

NATIONAL EDUCATORS' WORKSHOP

Update 89

Participants

Samuel Ajumobi

Elizabeth City State Univ.

ECSU Box 866

Elizabeth City, NC 27909

(919) 335-3439

TeA A. Akinyanju

Norfolk State University

2401 Corprew Avenue

Norfolk, VA 23504

(804) 683-8105

Henry F. Andrejasik

University of Pittsburgh

848 Benedum Hall

Pittsburgh, PA 15261

(412) 624-9723

Norman L. Asper

Dept. Mech/lnd Engineering

Technology

Trenton State College

Hillwood Lakes CN 4700

Trenton, NJ 08650

(609) 771-2774

Connie Bach

Cincinnati Technical College

3520 Central Parkway

Cincinnati, OH 45223

(513) 569-1746

Richard Balsamel

404 Flock Road

Hamilton, NJ 08619

(609) 88-0835

Robert Baren

Temple University

664 Lindley Road

Glenside, PA 19038

(215) 787-7248

Richard Barnwell

NASA Langley Research Ctr

Mail Stop 105A

Hampton, VA 23665-5225

(804) 865-6062

Seth P. Bates

Division of Technology

San Jose State University

San Jose, CA 95192-0061

(408) 924-3227

Peter Beardmor¢

Ford Motor Co.

Materials Science Dept.

Research Staff

Room 52091

2000 Rotunda Dr.

Dearborn, M148121

(313) 594-2606

Robert Berrettini

Pennsylvania State University

110 Materials Research Lab.

University Park, PA 16802

(814) 865-1643

Elizabeth P. Berry

Norfolk State University

2401 Corprew Avenue

Norfolk, VA 23504

(804) 683-8109

Mostafiz R. Chowdhury

East Carolina University

331 Rawl

Greenville, NC 27858

(919) 757-4140

Clayton Clark U

Florida A & M University

505 Dupont Drive

Tallahassee, FL 32304

(904) 575-8440

Robert Cobaugh

Univ. of Southern Colorado

Mechanical Engineering

Technology Department

2200 Bonforte Blvd.

Pueblo, CO 81008

(719) 549-2612

(719) 549-2857

Jay Mario Coleman

Engineering Technology

DeparUnent

West Texas State University

1200 Seventh Avenue

Canyon, TX 79015

(806) 655-7963

Richard Cowan

Ohio Northern University

Mechanical Engineering Dept.

Ada, OH 45810

(419) 772-2383

John P. Daavettila

Michigan Technological Univ.

US 41 South

Houghton, MI 49931

(906) 487-2178

John DeFilippo

Hartford State Techn. College

401 Flatbush Avenue

Hartford, CT 06106

(203) 527-4111

C. Ray Diez

University of North Dakota

Box 8057

Dept. of Industrial

Technology

Grand Forks, ND 58202

(701) 777-2198

Ray Edgerton

State University of New York

MSE Department

Stonybrook, NY 11794

(516) 632-8284

Wayne L. Elban

ola College

1 N. Charles Street

Baltimore, MD 21210

(301) 323-1010, ext. 2853

ix

PRECEDING PAGE BLANK NOT FILMED
Milton W. Ferguson

Norfolk State University

2401 Corprew Avenue

Norfolk, VA 23504

(804) 683-8369

James Gardner

NASA Langley Research Ctr.

M.S. 118

Hampton, VA 23665-5225

(804) 864-6005

Mendel L. Gragg

Battelle

Pacific Northwest Laboratory

P. O. Box 999

Richland, WA 99352

(509) 375-3966

L. B. Gulbransen

Washington University

Mechanical Engineering

Box 1185

St. Louis, MO 63130

(314) 889-6073

S. K. Gupta

R. I. T.

Department of Mechanical

Engineering

Rochester, NY 14623

(716) 475-2162

Donal L. Hay

TSTI-Sweetwater

Rt 1, C.E., Box 25

Sweetwater, TX 79556

(915) 235-7332

Jonice Harris

Materials Bldg. 223,

Room B226

National Institute of Standards

& Technology

Gaithersburg, VA 20899

(301) 975-6007

Carole Houk

ASM International

Metals Park, OH 44073

(216) 338-5151

Richard Hultin

R.I.T.-Mechanical Eng. Tech.

Bldg. 9, Room 1213

One Lomb Memorial Drive

P. O. Box 9887

Rochester, NY 14623

James A. Jacobs

Norfolk State University

2401 Corprew Avenue

Norfolk, VA 23504

(804) 683-8109

Martha Jacobs

Norfolk State University

2401 Corprew Avenue

Norfolk, VA 23504

(804) 683-8109

Rodney Jiggetts

Materials Building 223

National Institute of Standards

& Technology

Gaithersburg, MD 20899

(301) 975-5122

Robert N. Johnson

Hocking Technical College

Hocking Parkway

Nelsonville, OH 45764-9704

(614) 753-3591 Ext. 2403

Gall W. Jordan

Hocking Technical College

Hocking Parkway

Nelsonville, OH 45764-9704

(614) 753-3591 - Ext. 2403

Wendy Kaufman

Mailbox $48

City College of San Francisco

50 Phelan Avenue

San Francisco, CA 94112

(415) 239-3594 (work)

(415) 848-6786 (home)

Sayyed M. Kazem

Purdue University

Met. Dept., Knoy Hall

West Lafayette, IN 47907

(317) 494-7528

Kristen Kern

NASA Langley Research Ctr.

Mail Stop 229

Hampton, VA 23665-5225

(804) 864-3154

Thomas F. Kilduff

Thomas Nelson Community

College

504 Braffenon Circle

Hampton, VA 23663

(804)825-2919

(804) 851-0272

Zvi Komblum

The Cooper Union

School of Engineering

Dept. of Chemistry

Cooper Square

New York, NY 10003

(212) 353-4378

David Krall

Norfolk State University

2401 Corprew Avenue

Norfolk, VA 683-8049

Richard P. Krepski

Geneva College

c/o lntermet Technology

166 Long Road

Georgetown, PA 15043

(412) 573-7754

Nikhil K. Kundu

Purdue University

Statewide Technology

2424 California Rd.

Elkhart, IN 46514

(219) 264-311 l

(219) 294-8000

Malay Kundu

John Adams High School

3028 Woodbridge Avenue

South Bend, IN 46615

Diana P. LaClaire

Norfolk State University

2401 Corprew Avenue

Norfolk, VA 23504

(804) 683-8109

X
H. W. Lacquemcnt

Greenville Technical College.

P. O. Box 5616, Station B

Greenville, SC 29606

(803) 250-8000, ext. 2262

E. E. Laufer

Tech. University of Nova

Scotia

P. O. Box 1000

Halifax, NS B3J 2X4

(902) 420-7607

Leonard Leath

Laney College

900 Fallon Street

O',ddand, CA 94607

(415) 464-3453

Thomas J. Lepor¢

Hartford State Technical

College

401 Flatbush Avenue

Hartford, CT 06106

(203) 527-41111

Samuel Massenberg

NASA Langley Research Cir.

M.S. 105A

Hampton, VA 23665

(804) 864-4000

D. Brace Masson

Mechanical & Materials

Engineering

Washington State University

Pullman, WA 99164-2920

(509) 335-8522

Donald McAleece

Trident Technical College

P. O. Box 10367

Mechanical Engineering

Technology Dept.

Bldg. 700, Room 120

Charleston, SC 29411

(803) 572-6287

F. Alan McDonald

IBM

Rt. 134

Yorktown Hgts, NY 10598

(914) 945-3328

Alfred E. McKenncy

Norfolk State University

2401 Corprew Avenue

Norfolk, VA 23504

(804)623-8833

Carl Metzloff

Erie Community College

Main & Youngs Road

Buffalo, NY 14221

(716) 634-0800

Peter M. Molton

Battelle-NW

Battelle Blvd.

Richland, WA 99352

(509) 375-2927

Joseph Moore

Norfolk State University

2401 Corprew Avenue

Norfolk, VA 23504

(804) 683-8236

James Nagy

Erie Community College

Main & Youngs Road

Buffalo, NY 14221

(716) 634-0800

Joseph P. Neville

Wentworth Institute

157 Circuit Road

Winthrop, MA 02152

(617) 846-2626

Patrick Pandolfi

Dept. of Engineering

Pasadena City College

Pasadena, CA

John W. Patterson

Iowa State University

110 Engineering Annex

Ames, IA 50011

(515) 294-7562

Steve piippo

Material Science Technology

Richland High School

930 Long Avenue

Richland, WA 99352

(509) 946-5121

Mansur Rastani

North Carolina A&T State

University

Dept. of Manufacturing

Systems

111 Price Hall

Greensboro, NC 27411

(919) 334-7585 Office

(919) 375-7585 Home

Ask K. Ray

Christian Brothers College

650 East Parkway South

Memphis, TN 38104

(901) 722-0418

Heidi Ries

Norfolk State University

2401 Corprew Avenue

Norfolk, VA 23504

(804) 683-8020

Theodore J. Rowland

University of Illinois (U-C)

Materials Science

1304 W. Green Street

Urbana, IL 61801

(217) 333-1726

Jim Saunders

Maury High School

322 Shirley Avenue

Norfolk, VA 23517

(804) 441-21111

(804) 588-8799

Tatek Shraihad

California State University,

Northridge

18111 Nordhoff St.

Dept. ClAM ENGR Mail

Code SECS

Northridge, CA 91330

(818) 883-7443

Craig R. Sibley

Union County College

1700 Rariton Road

Scotch Plains, NJ 07076

(201) 889-8616

xi
Ram N. Singh

St. Louis Community College

at Florissant Valley

3400 Pershall Road

St. Louis, MO 63135

(314) 595-4311

Dr. George Skena

Norfolk Technical Vocational

Center

1300 N. Military Highway

Norfolk, VA 23502

(804) 441-5633

Jacqueline G. Smith

NASA Langley Research Ctr.

Hampton, VA 23665-5225

(804) 864-2931

Arnold F. Sprecher

North Carolina State Univ.

Box 7907

Department of Materials

Science & Engineering

Raleigh, NC 27695-7907

(919) 737-7278

Kenneth Stibolt

Anne Arundel Comm. College

101 College Parkway

Arnold, MD 21012

(301) 541-2435

Mr. Victor Surprenant

Thayer School of Engineering

Dartmouth College

Hanover, NH 03755

(603) 646-3161

John Weavil

Embry-Riddle Aeronautical

University

Daytona Beach, FL 32114

(904) 2396753

Margaret Weeks

Coming Community College

M/P/T Division

Coming, NY 14830

(607) 962-9243

Harvey A. West

North Carolina State Univ.

Box 7907

Department of Materials

Science & Engineering

Raleigh, NC 27695-7907

(919) 737-2377

Edward L. Widener, PE

Purdue University - MET

Knoy Hall - Room 119

W. Lafayette, IN 47907

(317) 494-7521

Mark Wolf

1403 Melrose Parkway

Norfolk, VA 23508

(804) 423-5469

Karen Wosczyna-Birch

Hartford State Technical

College

401 Flatbush Avenue

Hartford, CT 06106

(203) 527-4111

xii
N90-24351

A _J

INDUSTRIAL PLASTICS WASTE:

IDENTIFICATION AND SEGREGATION

Edward L. Widener

Purdue University-MET Department

West Lafayette, IN.

ABSTRACT

Throwaway plastics products, mainly packaging, are inundating our

landfills and incinerators. Most are "ethenic" thermoplastics, which

can be recycled as new products or fossil-fuels. Lab experiments are

described, involving destructive and non-destructive tests for

identifying and using plastics. The burn-test, with simple apparatus

and familiar samples, is recommended as quick, cheap and effective.

INTRODUCTION

Our throwaway society is generating a hundred-billion dollar wastedisposal industry as costs approach a hundred dollars per ton.

Programs to segregate and salvage metal-paper-glass are commonplace,

albeit under-utilized. Programs to recycle plastics are rare,

although the bulky films-fibers-foams are littering landscapes and

choking landfills. In the U.S.A., seventy-five percent of all trash

tonnage and ninety-nine percent of all plastics waste now go to

landfills. This includes five million tons (907 kg/T) of dirty

diapers/year. By 1990, about one sixth of 1960 landfills will be

open, yet trash volume will have doubled. Environmental activists have

stymied most plans for new landfills and incinerators.

Simultaneously protecting our ecology and preserving our economy is a

challenge. Technology's task is to simplify the admittedly complex

subject of polymer chemistry, to include plastics in the curriculum,

to establish realistic priorities, to publicize an optimal solution to

interactive problems, and to promote public consensus rather than

conflict.

PROBLEMS

Plastics are polymers (giant molecules) from fossil-fuels (coal,

oil, gas) or from bio-mass (animal, vegetable). It seems foolish to

mix irreplaceable and priceless fuels with garbage, or to embalm

degradable compost in sealed hi-tech landfills. Yet government

regulations and class.-action lawsuits await the unwary. At present,

the salvaging of plastics mainly involves recycled scrap (in-house)

and remolded products (low-quality). Waste-to-energy plants, that

vast market for mixed--plastics trash, are publicly seen as

"incinerators". Polluters of land (toxic ash),water (leachate), and

atmosphere (acid-rain, ozone-depletion, smog) are banned. Yet,

everyone pollutes the environment.

Inherently, plastics are glassy and amorphous, thus low-density

(0.9-2.0 g/cc). Being non-conducting and non-magnetic, they hold

static charges. The_nal expansion and moisture-absorption bring

curling and clinging problems, which hinder compacting and handling.

Although materials are generally formulated as w/o (percent by

I°
weight), the waste plastics are better described in v/o (percent by

volume). Some 30-50v/o of municipal trash is plastics, mainly from

consumer packaging.

Most polymers are carbon compounds (organic) or silicon compounds

(inorganic) with only six other elements (chlorine, fluorine,

hygrogen, nitrogen, oxygen, sulfur). Possible polymers are myriad,

considering isomers-copolymers-terpolymers-alloys and elastomers; but

the usual plastics waste-stream only consists of a few "vinyls"

(ethenics) as solid-liquid-gas in many forms (block, sheet, fiber,

cloth, felt, film, or foam). Natural colors are clear-cloudy-white,

subsequently contaminated with dyes, or pigments, and readily degraded

to yellow-orange-brown-black by radiations (ultra-violet, infra-red,

gamma). Mechanical properties (strength, stiffness, hardness) can

vary widely (with structure and additives). Melting point is a

misnomer, when plastics are "super-cooled" liquids; better terms are

"softening or molding" ranges, with upper and lower "glass-transition"

temperatures. True crystallinity is best attained in "thermosets"

(cross-linked networks) with strong co-valent bonding; but partialcrystallizing occurs in "thermoplastics" (drawn or molded linearchains) with weak surface-bonding. Mers can make plain "aliphatic"

chains or be linked as "aromatic" rings. The same name may apply to

many polymers; several names may apply to the same polymer. Tests can

help to dispel such confusion.

EXPERIMENTS

Several simple methods for identifying plastics types are

recommended:

i. Plastikit I (25-thermoplastics) and Plastikit II (25-thermosets)

are boxed sheets (10cm x 10cm, 5 commercial thicknesses) and were

designed to SPE specifications for non-destructive tests (stiffness,

clarity, moldability, flatness, expansion, density, moisture pickup,

color). Also, spot checks of solvents, adhesives, stains and heat are

feasible. Optimal stiffener-fins (1-1/2 t high, 2/3 t wide, 4cm

long)are molded on the end of each thickness (t). Shrinkage marks (linch flow-direction, 2-inch cross-direction) are included for thin

grades (30,50,70 and 90-mils; 1,000 mils/inch, 2.54 cm/inch).

2. Resinkit (43-thermoplastics) in notebook format was designed to

SPE specifications for destructive tests (brittleness, toughness,

burning). Samples look like combs (10cm long) with 14-teeth (each 2mm

x 2mm x 2cm) formed at each end (28 possible burn-tests). A

descriptive card for each plastic also describes its properties and

processibility. These are used as "control" samples for comparison

with unknown plastics specimens. Most unknowns will be glassy

thermoplastic ethenics.

3. Unknown plastics waste may then be subjected to destructive and

non-destructive tests. Common sources are

Polystyrene-Trays, bowls, dishes, cups, covers, spoons

(from restaurants and grocery stores); insulation (building

panels).
Polyethylene-Milk or cider jugs, pipe caps, pop-bottle bases,

6-pack yokes, spun-bonded fabrics and envelopes.

Pl_Q_[_-Pop bottles (thermoplastic PET); corrugated siding or

roofing (thermoset FRP panels).

Polyvinyl Chloride-Synthetic leather (gloves, bags, shoes,

chairs), hard pipes or fittings (white, grey, green).

Polyurethane-Yellow foam (packaging, insulation, rubber toys).

Polymethyl Methacrylate-Clothing (fibers) and lenses (auto).

Phenol Formaldehyde-Electric plugs, distributor caps, hot pan

handles.

Melamine Formaldehyde-Plastic dishes (T/S, thick walls).

Elastomers-Tires, tubes, belts, rubber bands, balloons, and

balls.

Silicones-Caulkinq strips and tubes.

Fluoro-carbons-Pipe thread tapes, pan coatings, anti-friction

parts (white, grey).

Typical mechanical tests for stiffness, clarity, color, flatness,

hardness, toughness and fold-endurance are first. Follow these with

softening tests (with solvents, boiling water, soldering iron, hotplate, or oven). Finally, conduct a "burn-test", observing flame,

stickiness, smoke, smell and residue.

4. Burn Testinq

Because plastics are essentially ,,low-temperature" materials,

exposure to flame is probably the quickest and cheapest way to

identify common samples of waste. Such tests are usually destructive,

hazardous, and dramatic. Get small samples (say icm x 3cm x 2mm);

fire-proof surface (ash-tray, pie-tin); controlled flame (match,

candle, lighter, burner); sample holder (paper clip, spring clamp,

tweezers, tongs); fire extinguisher (water bucket); and ample

ventilation (hood).

Hold each sample at a 45-degree angle (film or foam may need

compacting) and light the bottom edge. Remove flame and judge the

combustibility (increa:_ed, stable, decreased, self-extinguished).

Touch sample to pan and observe stickiness, bubbling, dripping, or

charring. Watch the flame-base to see colors (tip usually yellow;

base may be blue, purple, green, orange). Gently blow out flame (no

splatter) and observe smoke (much or little; grey-black-white; soot).

Gingerly waft the fumes toward your nose (do not inhale noxious fumes,

smoke or flame) and describe the odor. Taste and smell are tricky;

use imagination; breathe fresh air and drink water, between samples;

emotional and physical states may influence perceptions. Do not touch

hot samples. Repeat tests if needed (no large samples).

3
Finally, refer to a published "burn-chart" (see Dietrich Braun,

"Identification of Plastics", ref. i0; contact technical-service

representatives at Dow, DuPont, Hercules, or Shell Corporations).

Typical results are

I. Organic plastics support combustion. Thermosets are safer than

thermoplastics. Sheets burn slower than films, which are slower than

foams.

2. Styrene burns fiercely, has orange flame and sooty smoke, smells

like marigolds, softens-drips-spurts.

3. Urethane burns like styrene, but has light yellow flame, less

smoke, apple smell.

4. Ethylene feels waxy, burns blue like methane gas, smells and

drips like a candle. Propylene is similar, but stiffer; better

fatigue-life; whiter smoke.

5. Vinyl chloride is shiny, hard to light, green flame and white

smoke, chlorine smell.

6. Fluorocarbon is hard to light, green flame, little odor or smoke.

7. Nylon is medium-burning, blue flame, smells like singed hair or

burned wool.

ABBREVIATIONS (Tradename typical)

i. CPVC -

2. CR -

3. FRP -

4. IIR -

5. IR -

6. MF -

7. NBR -

8. PA -

9. PAI -

I0. PC -

Ii. PE -

12. PET -

13 PF -

14 PI -

15 PMMa -

16 PP -

17 PS -

18 PTFE -

19 PUR -

20 PVC -

21 PVDC -

22 SBR -

23 SI -

24 SPE -

25 SPI -

26 T/P -

27 T/S -

28 UF -

Chlorinated PVC, like PVDC

Poly Chloroprene Rubber (Neoprene)

Fiberglas Reinforced Polyester (T/S)

Poly Isoprene - Isobutylene Rubber (Butyl)

Poly Isoprene Rubber (Latex)

Melamine Formaldehyde (Mel-mac)

Poly Butadiene - Acrylonitrile Rubber (Buna N)

Polyamide (Nvlon); Aramid (Kevlar, Nomex)

Polyamide/imide (Torlon)

Polycarbonate (Lexan)

Poly Ethylene (Ethene, Olefin, Tvvek)

Poly Ethylene Terephthalate (T/P Polyester, Dacron,

Phenol Formaldehyde (Bakelite)

Polyimide (Kapton)

Poly Methyl Methacrylate (Lucite, Plexiglas, Orlon)

Poly Propylene (Propene)

Poly Styrene

Poly Tetra Fluoro Ethylene (Teflon)

Poly Urethane Rubber

Poly Vinyl Chloride

Poly Vinylidene Chloride (Saran)

Styrene Butadiene Rubber (Buna S)

Silicone (silane, siloxane, RTV)

Society of Plastics Engineers

Society of Plastics Industries

Thermoplastics

Thermosets

Urea Formaldehyde
REFERENCES

• Goerth, C.R., "A Place to Put Plastics", June 1987, Packaging

Diqest, Vol. 24-No. 7, p.92.

• Meidl, J.H., "Flammable Hazardous Materials.", ch.10, Glencoe

Press, Encino, CA, (Collier-Macmillan, London), 1970, pp. 245

and 257.

• Richardson, T.L., "Industrial Plastics - Theory and Application",

2nd ed., Delmar Publ. Inc., Albany, NY., 1989.

• Jacobs, J.A. and K_iduff, T.F., "Engineering Materials

Technology", PrentAce-Hall Inc., Englewood Cliffs, N.J., 1985,

p. 256.

• Young, R.A., & Powell, R.M., (Ed.), "Cellulose : Structure,

Modification and Hydrolysis," J. Wiley & Sons, Somerset, NJ.,

1986.

• Plastikit I (25 T/P chips) and II (25 T/P chips), "Engineering

Industries, Inc." -- 605 S. Nine Mound Road, Vernon, WI. 53593.

• Resinkit, "K.G. Roberts Associates, Inc."

Greenwich, RI. (Box 229).

, 1 Div. St., E.

• Budinski , K.G., "Engineering Materials - Properties and

Selection", 3rd ed., Prentice-Hall Inc., Englewood Cliffs, NJ.,

1989, p. 141.

. "High-Temperature and Flame-Resistant Fibers", Preston, J. and

Economy, J. (Ed.), J. Wiley & Sons Inc., 1973, p. 109.

I0. Braun, Dietrich, "]identification of Plastics, Using Simple Quality

Analysis.", Technology Conferences (T/C) Publications (P.O. Box

#842), E1 Segundo, CA., 90245, 1982.

BIOGRAPHY

E.L. Widener teaches mechanical engineering technology at Purdue

University, concentrating on statics, fluid mechanics, materials labs,

and technical writing...Member of ASME, ASEE, ASM, ISA, TAPPI.

Registered P.E. in New York and Indiana...ABET visitor in 1983-

1988...B.S.M.E. from Purdue University, M.S.E.M. from University of

Kansas...Mechanical Development Engineer for "Coria" collagen casing

with Teepak Co., Continental Group (1976-78)• Process Group Leader for

mechanical contractor, Baker-McHenry-Welch, Indianapolis (1974-76).

Project Leader for creped-wadding and secondary-fibers with Kimberly

Clark Co., Memphis, TN (1968-74)• Process engineer for "Nomex" nylon

with E.I. Dupont Co., Richmond, VA (1963-68). Associate Engineer for

electro-furnace alloys with Union Carbide Co., Niagara Falls, NY (1952-

60). Fuel Engineer with U.S. Steel Co., Gary, IN (1951-52)•

5

N90-24352

DIELECTRIC DETERMINATION OF THE GLASS TRANSITION TEMPERATURE (Tg)

Heidi R. Ries

Department of Chemistry and P_ysics

Norfolk State University

OBJECTIVE

To determine the glass transition temperature of a polymer using

a dielectric dissipation technique.

EQUIPMENT

Polymer specimen, aluminum foil electrodes, optically flat pyrex

discs, brass weight, thermocouple, thermal joint compound,

furnace, minicomputer, plotter, LCR meter (inductance, capacitance,

resistance meter)

BACKGROUND

The "glass transition' occurs in materials which can be cooled

from a liquid phase t_ a solid phase without crystallizing. As a

viscous liquid is cooled, its viscosity increases with decreasing

temperature. The point at which the viscosity becomes so large

that the molecules ar_ rigidly fixed in place, although no

crystallization has occurred, is considered to be the glass

transition temperature (T_). Thus, below T_ the molecules are

"frozen" in place, wherea_ above T a the mol_cules are relatively

free to move. A large variety of _aterials exhibiting a glass

transition exist, including organic polymers, inorganic oxides,

molecular liquids, fused salts and some metallic systems [i].

The glass transition between the solid phase and the liquid phase

results in changes in a variety of properties of the material.

In this experiment, the change in the dielectric dissipation

factor of the material will be measured in order to determine Tg.

The dielectric dissipation factor is a measure of how much energy

is dissipated when an alternating electric field is applied

across a capacitor. Although the dissipation factor has several

components, the contribution from the dipolar molecules in the

material is the piece which varies significantly with

temperature.

This experiment was developed at NASA Langley Research Center.

The author worked with this equipment under NASA Cooperative

Agreement NCCI-90.

PRECEDING PAGE BLANK NOT FILMED

7
In a dielectric material below T_, the molecules are "frozen" in

place, cannot respond to the appgied field, and therefore do not

contribute to the dissipation of energy. Consequently, the

dissipation factor is relatively constant for all temperatures

below Tg.

As the temperature is increased above T , however, the viscosity

decreases, so the molecules may gradual_y begin to move in

response to the applied field. Since the molecules are not

completely free to move at this point, they will lag somewhat

behind the applied field, resulting in the dissipation of energy.

Therefore, the dissipation factor will increase significantly at

Tg.

At temperatures well above T , the viscosity will decrease so

much that the molecules willgbe free enough to move in phase with

the electric field. When the molecules are in step with the

electric field, energy will not be dissipated by this means, so

the dissipation factor will decrease.

SUMMARY

In summary, a peak in the dissipation factor versus temperature

curve is expected near the glass transition temperature TQ, as

shown in Figure i. It should be noted that the glass transition

is gradual rather than abrupt, so that the glass transition

temperature T is not clearly identifiable. In this case, the

glass transition temperature is defined to be the temperature at

the intersection point of the tangent lines to the dissipation

factor versus temperature curve above and below the transition

region, as illustrated in Figure i.

In this experiment, the dielectric dissipation factor technique

will be applied to polymers.

PROCEDURE

i) Stack the apparatus as shown in Figure 2.

Typically, the specimen will be 5.5 cm in diameter and the

other components are 5._ cm in diameter.

The electrodes may be cut from aluminum foil, with "tails"

attached for leads to the LCR meter. Be sure that they are not

wrinkled.

The disks and brass weight are present to insure uniform

pressure at the electrode-specimen interface.

Thermal joint compound is used at the tip of the thermocouple

to provide contact with the quartz disk.

8
2) Place the assembly in the furnace. Connect the leads to the

LCR meter, and begin data collection. (The total temperature

range and tempera_=ure intervals for data collection will

depend upon the sample you are using.)

CAUg_ION! DO NOT BURN YOURSELF!

3) Analyze the data. Determine the best line fits to the curve

above and below the transition region, as shown in Figure i.

The glass transition temperature is the temperature at the

intersection of these two lines.

i. M. Goldstein

REFERENCES

J. Chem. Phys. 51, 3728 (1969)

INSTRUCTOR'S NOTES

When this experiment was performed at NASA Langley Research

Center, the data acquisition system was controlled by an HP-9830A

computer. The data acquisition program reads data from the

thermocouple to determine the specimen temperature, and then

reads the dissipation factor measurements from an HP-4275A

multifrequency LCR meter at temperature intervals and frequencies

specified by the o_erator. The furnace was adjusted to provide a

heating rate of 6 vC/min. It was found that this heating rate

and a frequency of 10 kHz yields Tg measurements which are in

agreement with measurements obtained from other techniques.

The data was analyzed using a linear regression program to

determine the best line fits. The computer was then used to

calculate the temperature at the intersection of the two lines.

If a computer is not available to control the experiment, the

student could record the temperature and dissipation factor

readings manually and perform the data analysis by hand.

Variations of only two or three degrees are typically introduced

when the data is analyzed manually.

ADDITIONAL NOTES

As discussed previously, the glass transition temperature occurs

when the molecules become free to move in the material. Thus, Tg

is dependent upon the length of the polymeric chain, and

therefore upon the processing techniques used.

Measurement of the glass transition temperature is therefore

useful in comparing the degree of crosslinking induced by various

processing techniques. For example, irradiation of the polymer

9
film may result in crosslinking or chain scissioning, with a

corresponding increase or decrease in Tg.

Thus, this Tg experiment may be used in conjunction with the

study of a variety of polymer processing techniques.

It should also be noted that some polymers which possess pendant

groups may exhibit more that one transition. This occurs because

the pendant group may become free to move at a temperature lower

than the temperature at which the entire chain is freed.

I0
0.07 -

Dissipation

Factor, D

0.06

0.05

0.04

0.03

0.02

0.01

0.00

q

; 220.6

_ ............. "1".... I I 1

50 100 150 200 250

Tornperature, °C

Figure I. Detelmination of the glass transition temperature of a

polymer from AC electrical dissipation data.

--MUFFLE FURI_LACE I

(13mm thickl---_-_-

ELECTRODE----_

SPECIMEN----_

ELECTRODE----_

PYREXDISK

(6. 5 mm_thick)-_

/.-: 11::-c_=...o. o" -:_::__!-_\_//

Diagram by: _. R. Long, Jr.

_ASA-LRC

LCR METER

COMPUTERINI

PRINTER I-'--

SCANNER _]

DVM

PLOTTER

Figure 2. Experimental arrangement for glass transition

tem[)erature measurements.

11

N90-24353

DYNAMIC MECHANICAL ANALYSIS OF POLYMERIC MATERIALS

Kristen T. Kern and Wynford L. Harries

Old Dominion University

Department of Physics

Norlblk, Virginia

and

Sheila Ann T. Long

NASA Langley Research Center

Mail Stop 229

Hampton, Virginia

ABSTRACT

Polymeric materials exhibit mechanical behavior which is dependent on temperature. Dynamic

mechanical analysis measures the mechanical damping and resonant frequency of a material over a

temperature range. Values of the dynamic loss modulus, storage modulus, and loss tangent can be

calculated from these data. The lglass transition temperature and onset temperature are obtained from

curves of the dynamic moduli versus temperature.

INTRODUCTION

Polymeric materials do not deform easily at low temperatures. This is referred to as the glassy state.

At high temperatures, the same material will be rubbery and will deform easily. The temperature at

which this change in behavior occurs is called the glass transition temperature, Tg. The transition

usually occurs over a temperatur_ range, called the glass transition region. Materials are structurally

sound at temperatures below the onset to the glass transition region, hence the importance of

determining the glass transition t_mperature and the onset temperature.

The response, or strain, of a pol)meric material to a sinusoidal stress is characterized by a modulus.

The modulus, the ratio of stress to strain, is composed of the storage modulus and the loss modulus.

The storage modulus is related to the amount of energy stored in the material as a deformation and

returned to the oscillation, while the loss modulus is related to the amount of energy lost through

friction.

When the temperature is low (gl_tssy state), the loss modulus is small and the storage modulus is large.

As the temperature increases, the intermolecular friction changes and the loss modulus increases

(transition region) to a maximum (Tg). At still higher temperatures, the loss modulus decreases

(rubbery state), and the storage modulus is also small.

Dynamic mechanical analysis of polymeric materials is analogous to the simplified, linear model

shown in Figure 1. The equation of motion for this damped, driven harmonic oscillator is

VI d2x/dt 2 + B dx/dt + Kx = Fo sin wt

PRECEDING PAGE BLANK NOT FILMED

13
where M is the mass of the oscillating body, B is the coefficient of friction, K is the spring constant, x

is the displacement of the mass from its equilibrium position, and Fo is the magnitude of the applied

sinusoidal force. For oscillation at resonant frequency, the position of the mass is 90 ° out of phase

with the applied force, and can be written

x = XoCOS wt

where x o is the maximum displacement. Substituting this expression with its first and second

derivatives into the differential equation of motion and comparing the coefficients of the sine and

cosine terms, we obtain the equalities

K = Mw 2

and

wB = -Fo/x o

The first of these equations shows that the spring constant, which represents the ability of the

oscillation mechanism to store energy, is proportional to the square of the resonant frequency. This is

analogous to the storage modulus of a material. The second equation shows that the damping term,

representing the loss of energy from the system, is proportional to the applied force and inversely

proportional to the magnitude of the oscillation. This is analogous to the loss modulus of a material.

EXPERIMENTAL

The DuPont 1 982 Dynamic Mechanical Analyzer (DMA) is used to measure the mechanical damping

and resonant frequency of a sample of material as a function of sample temperature. The sample is

clamped between the ends of two rigid arms, each of which is free to oscillate around a pivot point

(See Figure 2). An electromagnetic driving mechanism is connected to the opposite end of one arm.

The driving frequency is varied by the apparatus until the driving moment, sensed from the driving

current, is a minimum as a function of frequency, provided the amplitude is fixed. This frequency is

the resonant frequency and the apparatus adjusts to the resonant frequency which changes with

temperature. The oscillation amplitude is monitored by a linear variable differential transformer, which

provides a feedback signal to the driving mechanism to maintain a constant amplitude. This same

feedback signal, in millivolts, is recorded as a measure of energy lost during each cycle or the damping

due to the specimen. With the use of liquid nitrogen, the system can record the resonant frequency and

damping of a material from -150°C to 500°C. See Figure 3.

The 982 DMA is accompanied by the 1090 Thermal Analyzer (TA), shown in Figure 4, which is used

for data acquisition, data analysis, and temperature control. Data analysis programs provided by

DuPont calculate the loss and storage moduli from damping and frequency values stored by the 1090

TA. The frequency and damping signals of the arms with no sample and with a high modulus, low

loss material, such as steel, are used to calibrate the instrument.

ANALYSIS

An example of the resulting curves for a sample of T300/934 graphite/epoxy composite is shown in

Figure 5. The transition onset temperature is found by drawing tangents to the loss modulus curve

before the transition region and during the increasing part inside the transition region, as shown in

Figure 5. The intersection of these two tangents is considered to occur at the onset temperature. The

glass transition temperature is taken to be the temperature at which the loss modulus reaches a peak.

14
C_QN__C._L__N _Q_

The data shows that the glass transition temperature is 240°C (_5°C) for T300/934 graphite/epoxy

composite. The onset temperatu-_e is 218°C (+_5°C), below which the material would be structurally

sound.

15
F

Friction

M d2x/dt 2 + B dx/dt + Kx = Fo sin wt

For oscillation at resonant frequency,

X = XoCOS Wt

K = Mw 2

wB = -Fo/x o

Figure 1. The simplified linear model of dynamic mechanical analysis. A mass M attached to a spring

of elasticity, K, is driven by an applied sinusoidal force, F. Energy is lost from the oscillation by

friction.

A°

Sample --_

A \ B A' B'

ii ii

I

I

I

I

I

/

I

I

iii

Driven

B=

A---_//.,.---" B',,,,.

A ..... _ B

Figure 2. The dynamic mechanical analyzer. A. The oscillation mechanism consists of two am_s with

a driving mechanism. The sample is clamped at the ends of the arms. B. The sample is flexed in tile

manner shown (exaggerated here).

16
28 - - 280

24

N

"1"

v 20

ell)

:_ 16

o"

Q)

,. 12

¢=

tO 8

¢n

or

0

Resonant frequency

Damping

m

I 1 I I I I I I

/ %

\

\

20 -80 -40 0 40 80

240

200

160

120

80

40

0

120 160 200 240 280 320

Temperature (°C)

E

v

.m

E

o:

a

Figure 3. Frequency and damping signal over temperature for a sample of T300/934 graphite/epoxy

composite. The resonant frequt:ncy decreases in the glass transition region as the stiffness of the

sample decreases.

ORIGINAL PAGE

BLAC;K AND WHITE PHOTOGRAPH

Figure 4. The DuPont 1090 T'_ermal Analyzer, right, and 982 DMA with heating chamber in place.

At the left is the liquid nitrogen tank.

17
a.

v

m

"o

o

E

L_

O

t_

x_

-I

m

ii

7.5 m

5.0

2.5

Flexural storage modulus

Flexural loss modulus

m.m Tan_

- 0.3

Tg = 240°C

I

!

I

!

!

!

-- !

T°nset=218°C/'' ,)_ i\

---.---,-.,--,.---,---,---,---" / m--I------I- 1--" T" - ---t- - -- _-- - 4-- - --t-" I ,,.

-80 -40 0 40 80 120 160 200 240 280

-0.2 _

m

0

g

-0.1 _

if)

0 0

-120 320

Temperature (°C)

- 0.75

Figure 5. Plots of the dynamic moduli and loss tangent versus temperature calculated from

the data on a sample of T300/934 graphite/epoxy composite.

"-I

18
N90-24354

ANODE MATERIALS FOR ELECTROCHEMICAL WASTE DESTRUCTION

Peter M. Molton Clayton Clarke

Battelle Florida A & M University

Pacific Northwest Laboratory

SUMMARY

Electrochemical Oxidation (ECO) offers promise as a low-temperature, atmospheric pressure method for safe destruction of hazardous organic chemical wastes

in water. Anode materials tend to suffer severe corrosion in the intensely

oxidizing environment of the ECO cell. There is a need for cheaper, more resistant materials. In this experiment, a system is described for testing anode

materials, with examples ,)f several common anodes such as stainless steel,

graphite, and platinized titanium. The ECO system is simple and safe to operate

and the experiment can easily be expanded in scope to study the effects of

different solutions, temperatures, and organic materials.

INTRODUCTION

Prerequisite Knowledge Required

The basic experiment can be performed by any technically minded high school

student with elementary knowledge of electrical circuits and ionic conduction.

The expanded experiment (use of different anolyte solutions, addition of organic

"wastes", gas chromatography, etc.) should be performed only by students with a

good knowledge of inorganic chemistry and beginning organic chemistry, and an

ability to use instrumental methods of analysis. The experiment is based on

research being performed at the Pacific Northwest Laboratory to develop ECO as a

usable alternative to other waste disposal methods (ref. I-3).

OBJECTIVES

The objective of the experiment is to demonstrate that any system which is

capable of destroying waste materials in an oxidizing environment is itself

subject to corrosion, anc to find a material which can survive this environment

for a long enough time tc be commercially useful. Background information on this

topic can be found in (ref. 4). After performing the experiment, the student

should be encouraged to speculate on possible novel materials which might be more

suitable than the expensive platinized titanium (such as conducting plastics, for

instance).

19
EQUIPMENT AND SUPPLIES

Basic Experiment

The necessary equipment comprises:

A power supply capable of providing up to 6 amps at up to 9 volts.

Two pumps capable of pumping up to 300 ml/min, of dilute acids or

alkalies.

An Electrochemical Cell (construction described below).

A sheet of selective anion-permeable membrane (e.g., Riapore 1035).

Anode and cathode electrodes made of stainless steel, graphite, and

a resistant metal such as platinum or platinized titanium.

Two graduated cylinders (capacity > 500 ml) with a liquid take-off

at the bottom (for electrolyte recycle).

Plastic tubing to interconnect the above.

A red and a black insulated wire to connect the power supply to the

ECO cell.

Expanded Experiment

In addition to the above, the apparatus (shown in Figure 1) can be set up for

measuring the effect of temperature, measurement of gases evolved from the anode

and cathode compartments, measurement of pH changes during the experiment, etc.

For this, additional equipment includes:

Two hot-plate stirrers to heat the solutions to <80°C.

Tubing take-off from the tops of the graduated cylinders to

inverted burettes to measure gas evolution rates.

A small metering pump for continuous addition of an organic

(water-soluble) solvent (in the Figure, the example given

is Hexone, or methyl isobutyl ketone).

Instrumentation as available: Gas chromatograph_ pH meter; gas

flow meter; gas analyzer (Oxygen and carbon dioxide).

The effect of oxidation conditions on anode materials can be determined

visually, or measured with a micrometer gage.

For all experiments, the experimenter has a choice of electrolytes:

acid (e.g., nitric or sulfuric, about 0.5 - i M), an alkali (e.g., sodium

hydroxide, I M), or a salt solution to ensure good ionic conduction.

A dilute

Cell Construction

ECO cells are available commercially but can be constructed easily for

teaching purposes with the facilities of a small workshop. A cell comprises an

approximately 7 x 7 cm area. An exploded view of a commercial cell is shown in

Figure 2. It is made from laminated teflon sheets, ca. 3 mm thick. Stainless

steel end-plates are used to bolt the whole assembly together (4 bolts, one at

each corner) tightly enough to prevent leaks. Each electrode plate is held

between two plastic plates, with holes drilled at the corners to permit

electrolyte flow on both sides of the electrode. The ionic membrane which

separates the anode an--n-d-cathodecompartments is held between two sheets of rigid

20
plastic mesh (somepressure develops within the cell due to osmotic forces).

Polypropylene maybe used instead of teflon for most purposes, but will not last

as long in use. Similarly, connecting tubes between the cell and the pumpsand

electrolyte reservoirs should preferably be madeof teflon, but polypropylene can

be substituted. Any design of cell can be used in this experiment, including

wires suspendedin liquid. Twoessential features of any cell used for this

experiment are (a) the ioF,ic membrane used to separate the cathode and anode

compartments, and (b) rec)cled electrolytes, or a way of removing gas generated in

the cell.

PROCEDURE

An electrochemical flow cell is set up as shown in Figure 1. The flow cell

is fitted with a stainless-steel cathode. The anode is made of (a) stainless

steel, (b) graphite, or (c) platinum or platinum on titanium. A Riapore 1035

anionic membrane separates the anode and cathode compartments. 2 The anode and

cathode each have an available electrode surface area of 20 cm . The anolytes

used in the experiment are generally N NaOH or N nitric acid (total volume of

300 - 500 ml). The catholyte has the same material (acid or alkali), concentration and total volume as the anolyte. If an above room temperature experiment is

to be performed, the cathclyte and the anolyte are heated and stirred. Burettes

inverted over water can be used (optional) to measure gas evolution. Flow of

anolyte and catholyte thrcugh the cell is started by turning on the two Teflon

pumps (Saturn mode] SP 20C0 with Minarik motor controllers). Direct current power

is supplied by a Hewlett-Fackard model 6281A DC power supply with a maximum

capacity of 6 A. Teflon tubing is used to connect all of the system components

and Galtek sample valves are used to take samples during system operation.

In a typical experimental run, 500 ml each of anolyte and catholyte are added

to the cleaned and leak-checked system. The circulating pumps, heaters, and

stirrers are turned on, ard the system brought to the desired temperature (this

step is omitted for room-temperature experiments). The power supply is then

turned on and adjusted to provide 6 A to the cell; the time, voltage, and amperage

are noted on the data sheet. The student will note the behavior of the ceil, such

as visible color changes in the recirculating solutions, which would indicate

corrosion of the electrod(s. If desired, this can be followed by a simple wet

chemistry test or colorimctric measurement for iron (from stainless steel), or

carbon dioxide production rate can be monitored to follow the dissolution of a

graphite anode.

The experiment can be terminated at any time, preferably after 4-8 hr, and

the cell disassembled carefully and cleaned. The degree of corrosion of the

electrode can then be determined by direct measurement. As a rule of thumb, a

stainless steel anode will show signs of corrosion within I hr, from the

appearance of a brown inscluble suspension in the anolyte solution; graphite will

be completely eaten through in about 6 hr; and platinized titanium will show no

effect. Depending on the amount of laboratory time available, each electrode

could be subjected to the oxidation conditions in a single experiment (with

reassembly of the cell each time), or a single material can be examined in a day.

The rate of corrosion can also be adjusted by varying the current through the

cell, to suit the instructors convenience.

21
If an actual organic "waste" degradation is to be performed as well as a

measurementof electrode corrosion, a suitable water-soluble compoundcan be added

at a I-2% concentration before the power is turned on (for safety reasons, to

avoid a possible fire if-l-eal_age of pure solvent should occur). The anolyte

solution is then recirculated for 5 min to mix the organic compoundin completely.

Hexone (Sml), acetone, diglyme, methanol, or any commonsolvent can be used. For

safety reasons, flammable solvent additions should be monitored or performed by

the instructor. Continuous addition can also be performed via a metering pump(as

shown in Figure I). Figures 3 and 4 show typical results of addition and

oxidation of commonorganic substances in the cell.

SAMPLEDATASHEETS

An example of the data obtained from a typical experiment is shownin Figure

5. The experiment included addition of hexone, and use of a Pt/Ti anode. In this

experiment, the anode was inert. Data on the rate of organic destruction is shown

in Figure 6.

INSTRUCTORNOTES

The electrochemical oxidation experiment is widely adaptable in terms of

materials studies (corrosion and chemistry), can be adjusted as to time required

by simply varying the voltage across the cell, and is simple and safe to perform.

Chemicals used are generally dilute acids and alkalies and are relatively

nontoxic. Of course, safety glasses should be worn throughout or the experiment

performed in a fume hood.

A battery can be substituted for the power supply. Tubing can be either

teflon, as recommended,or a cheaper substitute plastic. Obviously, metal tubing

will not work. If pumpsare not available, a single pass-through, gravity feed of

electrolyte can be used.

The electrochemical cell itself could be made in an engineering workshop

class, from teflon or polypropylene sheet and stainless steel (for the end

plates).

There is unfortunately no real substitute for the ion-permeable membrane or

for using some form of platinum as a permanent (non-corrodible) anode. One

exercise for the student could be to suggest and perhaps test a potential

replacement!

Theor_.z

A simplified theory of electrochemical oxidation is as follows: A hydroxyl

ion gives up an electron at the anode, generating a hydroxyl radical (HO.), which

can either undergo the normal water electrolysis reaction to form oxygen gas, or

can react with an organic compound to hydroxylate it. Enough hydroxylations and

even the most resistant organic compound will fall apart to form, eventually,

carbon dioxide and water. Of course, hydroxyl radical can also attack the anode

and convert a metal into its hydroxide.

22
Hazards

The experiment itself is remarkably hazard-free. The major problems in

practice have been liquid spills of acid, alkali, or solvent, and consequent

damage to clothing. Cell leakage has occasionally occurred when an anode plate

became perforated and eaten away through the side of the cell. This spillage and

leakage problem can be solved by placing a glass oven dish underneath the

apparatus to catch spills. Cathode and anode gases should never be mixed, as

water electrolysis is a side-reaction and this generates hydrogen (cathode) and

oxygen (anode) in explosive proportions. Therefore, the evolved gases should be

vented and not allowed near a spark. The pumps and power supply are located

outside the hood or remote from the cell for this reason. No smoking should be

allowed near the apparatus.

Clean-Up

After the experiment has been completed, power to the cell should be turned

off. The electrolytes can then be pumped out, neutralized, and disposed of down

the sink (neutralization is necessary to comply with environmental regulations).

Used anode materials are non-leachable and can be disposed of directly into the

garbage (i.e., graphite, steel, etc.). The cell should be disassembled and

thoroughly cleaned after each use: Water is usually sufficient, but acetone or

methanol may have to be used to remove iron oxides.

Future Applications

The purpose of this experiment is to expose the student to a developing

technology that may one day be of great use for hazardous waste destruction.

Electrochemical oxidation is far milder and easier to control than incineration,

for example, but it suffers from problems of electrode corrosion. Other problems

hampering the wider application of the technology are the fact that the organic

waste oxidation takes place only on or near the anode, where hydroxyl (OH.)

radicals are generated. Hence a large anode area and/or a high flow rate past the

anode are needed. Also, many wastes contain insoluble organics and sludges. Ways

to circumvent these proble_ns are needed. In this experiment, the approach is to

examine existing engineering materials in the electrochemical oxidation environment and to show that they are either inadequate or too expensive for widespread

use. This should encourage the student to suggest alternatives and to start

thinking about the problem. Possible topics for discussion are plastic-based

conductors and channelized anodes.

23
REFERENCES

I.

o

o

no

Molton., P. M.; Fassbender, A. G.; Nelson, S. A.; and Cleveland, J. K.:

"Hazardous Organic Waste Destruction by Electrochemical Oxidation,"

Proc. 13th Ann. Envir. quality R&D Symp., USATHAMA, Nov. 15-17, 1988,

Williamsburg, VA.

Molton., P. M.; Fassbender, A. G.; Nelson, S. A.: and Cleveland, J. K.:

"Concentrated Hazardous Organic Waste Destruction by Electrochemical

Oxidation," Proc. Dept. of Enerqy Model Conf., Oct. 3-7, 1988, Oak Ridge,

TN.

Fassbender, A. G.; Molt.n, P. M.; and Broadbent, G.: "Electrochemical

Oxidation of Hexone and Other Organic Wastes," Proc. Superfund '87, HMCRI

8th National Conference, Washington, D.C., Nov. 16-18, 1987.

Tilak, B. V.; Sarangapani, S.; and Weinberg, N. L.: Electrode Materials.

Chapter IV., Technique of Electroorganic Synthesis, Part III; ed.

Weinberg, N. L.; and Tilak, B. V. Vol. V of "Techniques In Chemistry"

Series, ed. Weissberger, A., Publ. John Wiley & Sons, N.Y., 1982. ISBN

0-471-06359-2(r.3).

ACKNOWLEDGMENTS

The author wishes to acknowledge that this work was supported by the U.S.

Department of Energy under Contract DE-ACO6-76RLO 1830.

SOURCES OF SUPPLIES

All chemicals required for this experiment are available from most chemical

suppliers (e.g., nitric acid, sodium hydroxide, so]vents). The rarer electrode

materials (platinum on titanium, graphite, nickel, etc.), and the Riapore 1035

ion-permeable membrane can be obtained, for example, from The Electro-Synthesis

Co., Inc., P.O. Box 16, E. Amherst, N.Y. 14051. (No endorsement of this

particular company is implied; other suppliers may prove equally suitable.) The

electrochemical cell can be purchased from this or other supplier of electrochemical equipment, or made in the workshop. Prices are widely variable.

24
Stirrer

Hot Plate

All Tubing 1/4 in. Teflon

Except Hexone Addition

H_ To Gas

P Collector

Dry Ice

1/8 in. Teflon and Tygon v_ I Trap

0-150°C

Thermometers

Micro Flow

Cathode _ An°d'_ He_xon e

1.0 L Grad.

Cylinder Pump

_ Pump

Sample Sample

Figure I: Diagram of Laboratory Apparatus

_,'t Stainless Steel

_/_A Electrode

Distributors

Cathode

\

\

\

\

\

\

Anode

Ionic

Membrane

1

._._ Teflon

l/ Gaskets

o"':;:;Umum

Electrode ,7

J

f

f

/

/

]

Teflon

End Gasket

Steel

Assembly

Figure 2: Exploded View of Electrochemical Cell

25
6

4

,=

o

1P"

x 3

t'-

0

_2

_ 5 ml Hexone +

5 _ 0.1 M Co(NO3)2

__ in 4M HNO3

_._ Hexone

.,4

- 0. _" ,,._"

n...r-- ",,0

O,,'J'J I I J J = I J J n I J j i I i i n

0 1 2 3 4 5

Time, h

Figure 3: Example of Data Sheet for Hexone Oxidation

120 --

110 _"-I_ _ 5 ml

70 - ©

60

50

40

30 F _ [] Ouinoline (Acid pHI _

20 _-- _J_ & Ouinoline (Alkaline pH)

lo_ I , I , I

0

0 5 10 15 20 25 30

Time, h

Figure 4: Example of Gas Chromatographic Data for Liquid Sample Analysis

26
/t off _o?;.6_-

',g:lo 5A t__ _!

I-t _1

tq- q_

AIODE

4:1_ '4.'2gva

->3 _-.g55

_f _. _'_

_ ,_b.m9-_

4g a.q'_

jt {2{;_10_1_

2D._rlS r'Io& O_l_V_

o.oaA_

o,'_'_a_

_._\B

--l

_._o _4 _- '_.

CKT_AOD_

__lt_ edor

-- i

-- i

I --i

-41}

Figure 5: Example of Graphical Data Presentation for Hexone Oxidation

ORIGINAL PAGE IS

OF POOR QUALITY

27
HEXONEDESTRUCTION DATA A#_LYSIS:

Gas ChromatogrLp. h Standard

1; hexone GC counts slope intercept

1 3566000 8.821E-07 -0.0059238

O. 1 375500

Hexone

Increment Destruction

Date --) dune 4, 87 Hexone ginsHexone ginsHexune ginsHexane Rate

EILp. Min. Time Interval G_ Counts Rt_maining Destruged Destro9ed gms/hr Amps Volts

-.0 I 1 : 16 3290000 5. O0 6 4.9

30 11:46 30.0 2546000 3.B7 1.13 1,13 2.2614 6 4.9

60 12:16 30.0 1862000 2.83 2.17 1.04 2.0790 6 4.8

90 12:46 30.0 1515000 2.30 2.70 0.53 1.0547 6 4.9

180 14:16 90.0 390800 0.59 4.41 1.71 1.1390 6 4.9

210 14:46 30,0 112800 0.17 4.83 0.42 0.8450 6 5

240 15:16 30.0 23490 0.04 4.96 0.14 0.2715 6 5

Hexone

Increment Destruction

dune 5, 87 Hexone gins Hexone gins Hexone gms Hexone Rate

El_o. Min. Time IntervaL1 GC Counts Remaining Destroged Destroyed gmslhr Amps Volts

0 10:15 5228000 5. O0 6 4.2

10 : _ _ .O 3870000 3.70 1.30 1.30 2.4352 6 4.2

90 11:45 58.0 1731000 1.66 3.34 2.05 2.1163 6 4.3

154 12:49 64.0 905800 0.87 4.13 0.79 0.7399 6 4.4

203 13:313 49.0 293000 0.28 4.72 0.59 0.7176 6 4.5

269 14:44 66.0 33960 0.03 4.97 0.25 0.2252 6 4.5

Figure 6: Example Data Presentation for Diglyme and Quinoline Oxidation

28
N90-24355

A SIMPL_; DEMONSTRATION OF CORROSION CELLS

Philip J. Guichelaar

Molly W. Williams

Department of Mechanical Engineering

Western Michigan University

Kalamazoo, MI

Key Words: Corrosion, Galvanic Cell, Polarization

Prerequisite Knowledge: Concurrent with classroom lectures on

corrosion theory and phenomena, subsequent to laboratory and

classroom discussions on cold working and the microstructural

heterogeneity of most metals.

Objective: Reinforce and enhance the understanding of galvanic

cells, anode and cathcde reactions and polarization phenomena.

Equipment and Supplies:

(8) Common Nails, at least 16d size (at least 90 mm long)

(i) Galvanized Nail, same size (Alternatively, another mild stee

nail and a stria of zinc can be substituted.)

Bare copper wire or strip

Tin wire or strip, alternatively lead wire or strip

(9) Glass test tubes with rubber stoppers

Test Tube Rack

Distilled water

Tap Water

Procedure:

The instructor should put the following materials into test tubes two

days in advance of the laboratory session:

Tube 1

Tube 2

Tube 3

Tube 4

Tube 5

Tube 6

Tube 7

Tube 8

Tube 9

Clean stee2 nail covered with tap water

Clean steel, nail covered with tap water, boiled to drive

off dissolved oxygen

Clean steel nail covered with distilled water, boiled to

drive off dissolved oxygen

Steel nail, as received, covered with tap water

Clean steel nail partially immersed in tap water

Galvanized nail, one side ground flat, (alternatively, a

clean steel nail, wrapped with a narrow (3-5mm) strip of

zinc coiled into a helix) covered with tap water

Clean stee2 nail, wrapped with copper wire or strip,

covered with tap water

Clean steel nail, wrapped with tin wire or strip, covered

with tap %ater

Clean stee2 nail

29
All tubes should be stoppered, placed in a test tube rack, and left

undisturbed.

During the laboratory session, students should inspect each of the

test tubes (CAREFULLY -- DO NOT SHAKE OR JAR THE TEST TUBES IN ANY

WAY!). Observations should be noted regarding the appearance of the

materials in each of the tubes.

Students' reports for this laboratory session should contain all of

the following elements:

Summary

Description of Experiment

A sketch of the appearance of the nail in each test tube

with all elements carefully and completely labeled.

Analysis of Data

For each test tube, the student should identify:

-any evidence suggesting that a galvanic cell is

operating,

-the anode and cathode regions,

-the most likely chemical reactions occurring at the

anode and cathode.

Conclusion

A concise restatement of the necessary conditions for

galvanic corrosion and the bases for anodic and cathodic

polarization.

Remarks regarding which of the cells were most informative

in supporting the theory of corrosion discussed in

classroom lectures.

Interpretation of Corrosion Cells:

Tube 1 Galvanic corrosion occurs when two materials of different

solution potential are electrically connected and situated

within an electrolyte. For the nail in this test tube, the

presence of rust on the head, the point, and, less distinctly,

on the ridges under the head along with the absence of rust on

the shank are evidence of a galvanic reaction. The tap water

is the electrolyte. The rusted areas, being more severely

cold worked than the shank, are anodic regions. The shank is

the cathode.

Tube 2 All of the elements needed for corrosion are present--anode,

cathode and electrolyte. However, there is little evidence of

rust because the water does not contain a large quantity of

the dissolved oxygen necessary to form Fe(OH)2. The anode and

cathode areas are the same as in Tube I.

3O
Tube 3 This cell exhibits even less reaction than Tube 2. Because

the distilled water is deficient in ions, it is a poorer

electrolyte tharL tap water. The galvanic reaction is

suppressed.

Tube 4 The extent to which less rust is present here than in Tube 1

depends on the amount of grease and wax remaining on the

surface from the nail forming process. This coating

temporarily inhibits the current flow necessary for corrosion.

Oxygen concentration cells quickly form at scratches in the

coating, separating it from the metal. Soon the galvanic

action becomes more uniform, and the appearance becomes

similar to that of Tube I. A galvanic cell is operating.

Tube 5 The nail has a dense ring of rust at the waterline. Close

observation will show pitting attack of the steel just below

the waterline. The corrosion cell results from the difference

in the oxygen concentration at the water surface and the

concentration at: some depth. The cathode region occurs at the

surface and the anode region is just under the surface.

Tube 6 The exposed steel on the galvanized nail is covered with

bubbles. Of the metals present, the zinc is the anode, and

the exposed steel is the cathode. The bubbles are hydrogen

gas produced by the cathode reaction:

2e- + 2H20 .... > H 2 + 20HThe hydrogen gas bubbles are evidence of activation

polarization at the cathode which is slowing the rate of

corrosion by forming a physical barrier to further reaction.

A white precipitate, zinc oxide or hydroxide, may be visible

at the bottom oi! the tube, further evidence that the zinc is

undergoing oxidation. Of the metals used in this

demonstration, zinc is the only one which is sufficiently

anodic to displace hydrogen from water.

Tube 7 The nail is covered with the same pattern of rust as in Tube

i. The anodic areas are the head, the point and the ridges;

the cathodic areas are the copper wire and, to some extent,

the shank. The copper affords no protection against corrosion.

In fact, it accelerates the corrosion reaction because the

difference in galvanic potential between the copper and steel

is greater than that between the two regions of steel having

different degrees of cold work, as was the case with Tube i.

Tube 8 The appearance _s essentially identical to Tube 7. Even

though tin is slightly more anodic than copper, it is cathodic

to steel. There is no visual evidence of polarization. (If

lead is substituted for the tin, the same comments apply.)

Tube 9 A galvanic cell is not operating because one of the necessary

conditions is not met; an electrolyte is not present.

31
Notes for the Instructor:

The use of common nails to demonstrate the principles of corrosion

has been described by several authors I-3. The experiment described in

two of the references is particularly interesting in that color

indicators are added to the electrolyte to delineate the anodic and

cathodic reactions. Phenolphthalein is used to indicate by the

formation of a pink color the presence of hydroxyl ions formed by the

cathode reaction:

4e- + 02 + 2H20 ..... > 40HPotassium ferricyanide, K_Fe(CN)s, indicates the presence of ferrous

ions by the formation of the dark blue compound, ferrous

ferricyanide. The electrolyte employed is an agar gel which keeps

the reaction products near their points of formation. The reactions

can even be carried out in a flat-bottomed glass dish placed on an

overhead projector. However, the preparation time for such a

demonstration is more extensive because of the time needed to prepare

the agar-based electrolyte.

We have found that our abbreviated version of the common nail

corrosion experiment is elegantly simple to prepare, yet

pedagogically efficient in that it directs students to make

observations that focus on the elements of galvanic cells and basic

polarization phenomena.

If a few simple precautions are taken, the corrosion cells will react

to a stage at which the products, either rust or hydrogen bubbles,

are easy to observe and interpret.

Buy big nails. This precaution ensures that the point and head

are heavily cold worked.

Clean the surfaces of the nails with 220 grit silicon carbide

sandpaper and wash in methanol. Alternatively, clean the

surfaces by glass bead blasting. Metal wire or strip used to

wrap the nail should also be lightly abraded to remove any

surface film which might interfere with good electrical contact.

Reserve one nail in its as-received condition for Tube 4.

When nails are wrapped with a strip of another metal, the helix

should be tight enough to ensure adequate electrical contact

between the two metals. However, ample space should be left

between neighboring coils, so that the surface of the nail is

readily visible.

If the test tubes are of a heat-resistant glass, the water can be

boiled directly in Tubes 2 and 3 with the nails in place. The

tube should be stoppered immediately to prevent contact with the

atmosphere.

32
If lead or tin strip is unavailable, it can be made by pouring a

small melt onto a steel block, hammering the solidified metal to

a thickness of about 1.0 mm and then cutting off ribbons with

tin snips. If a si_all rolling mill is available, especially one

with grooves for making wire, the task is much easier. Be sure

to skim the dross off from the melt just before pouring.

The galvanized nail[ must have one side ground flat to remove the

zinc coating and to expose the steel. Use a pedestal grinder and

grind deeply into "_he nail so that a large area of the steel is

exposed. When the grinding is finished, clean the ground

galvanized nail with 220 grit sandpaper and methanol.

When all of the te_t tubes are filled and placed in the rack, set

it as close to eye level as possible, and post a fearsome sign

prohibiting any disturbance. During the laboratory session,

encourage students to rotate the tubes gently and inspect all

surfaces. The corrosion products are surprisingly secure; with

some care they can survive being passed around a classroom.

In those cells containing fresh tap water it should be noted

that, as cold tap water warms up to room temperature, dissolved

air may come out of solution and form small bubbles on the walls

of the test tube and on the metal specimens. These bubbles may

be dislodged, if desired, by gently tapping the tubes a few hours

after the experiment is set up. Alternatively, the tubes may be

left undisturbed so that the students can compare them to those

tubes containing boiled water. The air bubbles should not be

confused with the hydrogen bubbles which form on the exposed

steel of the galvanized nail. The latter are generally much

bigger than the former and will re-form repeatedly if they are

dislodged.

After the laboratory session, discard the water and save all of

the test tubes, nails, tin and lead strips and copper wire for

the next semester's class. Rust deposits left too long are

difficult to remove.

We have found that this demonstration graphically and easily

illustrates the basic principles of corrosion. The following facts

are clearly demonstrated.

Galvanic corrosion cells do not require the presence of two

different metals. Regions having the same chemical composition

but differing degrees of cold work are sufficiently different in

chemical reactivity that an anode and cathode can occur in two

regions on the sa_e object.

The presence of two different metals promotes corrosion. Steel

can be either the cathode or the anode depending on what second

metal is present.

An electrolyte is necessary for corrosion.

33
Once materials for this demonstration are gathered, they are

conveniently stored and reconstituted in subsequent academic

sessions• Resurrecting the demonstration requires a brief cleaning

of the surfaces and the addition of water. The ease with which this

experiment can be set up using readily available materials makes it a

valuable addition to the metallurgical teaching laboratory.

.

•

.

Corrosion in Action, The International Nickel Company, New York,

1977, pp. 15-18.

D. Eurof Davies, Practical Experimental Metallurqy, Elsevier, New

York, 1966, pp. 118-122•

B.R. Schlenker, Introduction to Materials Science, Wiley, New

York, 1969, p. 68.

34
_ - ---. J

Rust, evldence

i _ _'_Of _OC_C regions

_---$hank shows no

rus_ - cathode

.__Tap w_ter - ec_s

• s etec_ro_y±e

Tube

f_

/

/

I

Tube

y Lesser qu_n_Ity o_

rust, evidence

o_ anodlc Pe_ons

ShQnk - cathode

--BoiLed _:op wo'ter" -

etectr_y'ke Lacks

dlssotved oxygen

2

\._/

f

J

/

/-

\i'.J

Tube 3

Shank - c=_hocle

__ Bolted dlS'_lKed

woter" - poor"

etec'troty't,e

• _ ..J

_-_

_.._

/

\ /

Tube 4

Rus'c present bu_

F unevenl.y

dls'b,-10u'ted

Shank shows no

rust - ca'd-_cie

T_p wQter - aC_S

_as _ec_r_ye.e

I L R_ encrctes nail

f o._: va't er4,1ne.

_nod_ region Jus'_

under" _w',F'=ce,

Top wa+,er - =cl;s

u I,I ec'tW'ot y't,e

Tube 5

I

I

//_ Exposeci s'_eet Is

covered _h

hydrogen IxJbID_ _,

$'teel Is cO,_

b,.._ es P, ped_no

_LvanK: reoctson.

• s etec't'rol+y +ke.

Tube 6

ORIGINAL PAGE IS

OF POOR QUALITY

35
qm_

!-

Tube

__ Tap wa_er acts

as eLec_roly_e

evidence of / evidence of

onodIc-eWons I / .no,_cregions

Coppcr wipe i _ TIn wipe and

and halt shank _ _ naR shank

ape cathodes _ ape cathodes d=¢ /

=¢

=¢ /- _ Tap water ac_s

f as e[ec+_Poty'ce

=¢

!

,.!/

7 Tube 8

\_J

i

Tube c)

No evidence oF

PU$_ or" coPro$1on

No etec'l:roty'te

pPesen't

36 ORIGINAL PAGE IS

OF POOR QUALITY
N90-24356

THE;24AL CONDUCTIVITY OF METALS

Sayyed M. Kazem

MET Department, Purdue University

West Lafayette, IN

OBJECTIVE

To familiarize students with steady and unsteady heat

transfer by conduction and with the effect of thermal

conductivity upon te_Lperature distribution through a homogeneous

substance.

Prerequisite or corequisite:

a) Physics - high school or college freshman course, with

heat topic which introduces conductivity property and

units.

b) Introductory discussion of concept of heat transfer in

the laboratory, including a handout to give students an

appropriate background.

INTRODUCTION

A knowledge of material structure and properties is a

prerequisite for the selection and safe use of engineering

materials by the designer. Structure, generally studied and

postulated by scientists, determines properties which

characterize the behavior of interacting materials, exposed to

different effects. For a designer, strength and hardness are

the important mechanical properties for a part to be loaded or

indented by outside force. Moreover, the designer should also

consider thermal properties, for parts to serve at temperatures

other than as fabricated, or to perform some heat-transfer

function.

For example, when a metal rod is hot worked (or heated) it

exhibits three thermal effects: a) the rod absorbs heat; b)

it expands; c) it transmits heat. Absorption of heat is

characterized by the property "specific heat capacity" CD; i.e.,

the energy Q (Joules) required to raise one unit mass m _kg) by

temperature change AT of one degree (K°). Expansion is usually

described by "coefficient of linear thermal expansion" (a

linear expansivity); i.e., fractional change in original

length, AL/L per unit change in temperature AT (K°). Heat

transmission is identified mainly by thermal conductivity (k), a

measure of the ease of thermal-energy transmission through a

body; i.e., the rate _f energy (Joules/s) in a unit thickness Ax

(m) of unit area A (m_), and unit change in temperature AT (K°).

Thermal conduction is important in modern manufacturing

processes: Heat treating, die casting, plastics molding, heatsink soldering and platen heating. The two other forms of heat

37
transmission (convection and radiation) may also be present but

their effects are often negligible. Hence, an intuitive

understanding of heat conduction is essential for materials

engineers. Materials textbooks, handbooks, and standards (e.g.,

ASM Metals Handbook, CRC Physics and Chemistry Handbook, CINDAS

database) give exhaustive tables of thermal properties of a

myriad of engineering materials, but rarely do references

describe an experiment to measure thermal conductivity.

This paper presents a simple heat conduction experiment to

give insight into the concept of steady and transient heat

transfer. Students can measure the temperature distribution

along the heat path, learning how thermal conductivity differs

for different materials. After presenting the theoretical

backgrounds, test equipment and procedure will be covered, data

sheet exhibited, sample calculations outlined, graphs plotted

and some concluding remarks made.

THEORY

Heat flows naturally from a

high-temperature point to a lowtemperature point. Consider a

homogeneous metal rod (mass m,

cross-section A, length L) with

perfectly insulated perimeter and

five equally spaced thermocouples

embedded to the center of the rod

(Figure i). Assume the rod is

initially at temperature Ti.

If the upper face stays at temperature Ti, while the lower face is

suddenly subjected to a higher

constant temperature T h heat source,

the molecules on that face start

absorbing thermal energy,

vibrating at higher velocity and

passing some of their energy to

adjacent molecules in the metal.

Furthermore, "free electrons"

start to drift and transfer "heat"

along the rod.

I N _ULATIO_

As time passes, some of the "thermal energy" flows

continuously in the x-direction. Some of the thermal energy is

partially stored (absorbed) in the bar, continuously increasing

its "temperature" along the bar; and if imposed conditions on

the faces are maintained, heat flows up the rod, and temperature

at each part will always be lower than a preceding point.

Now, consider a disk element (thickness dx) across which

the temperature change is dT and the heat flow-rate is Q.

According to Fourier's law of heat conduction, the amount of

heat transferred is

38
Q = - kA (dT/dx) (i)

where, dT/dx is "temperature gradient", the temperature drop per

unit length; k is "thermal conductivity" of the material.

The negative sign indicates heat flowing towards decreasing

temperature.

The rate of energy stored dE in the element is given by

dE = m cp dT/dt, (2)

where, cp is "specific heat capacity", and t is "time".

The condition where the temperature T at a position (x) is

continuously changing with time, is called unsteady (transient)

state.

If imposed conditions are maintained long enough, there

comes a time after which the temperature at any given point does

not change with time, no more energy is being stored in the rod;

hence the rate of heat entering the lower face will equal the

rate leaving the upper face, or dE = 0. This is called "steady

state". For a homogeneous substance with constant thermal

conductivity the steady state rate of heat flow (Q) could be

written as

Q = - kA AT/Ax (3)

where A refers to finite change.

Consider several different metal rods with the same

dimensions and the same steady state Q. If k of one sample is

known, one can deter_ine k for any other sample: Let the

samples be numbered ],2,3...

Then, Q = - klA (AT/AX) 1 (4)

Q = - k2A (AT/Ax) 2 (5)

Hence, _ =(AT/AX) 1 (6)

(DT/Dx) 2

Temperature gradient (AT/_x) is found by plotting measurements

of T vs x, which also gives the "temperature distribution"

showing temperature at any point on the bar.

Good electrical conductors are good thermal conductors, as

indicated by the "Widemann-Franz" relationship, for a given

temperature: k is proportional to a, or

k = LTa (7)

where, L is a published constant.

For two differerLt metals at the same temperature, using the

above relationship, one may write

k2/k I = a2/o I (8)

If the two o or thei_ _ ratio o2/o I and one thermal conductivity

are known or estimated, the other thermal conductivity can be

evaluated.

39
EXPERIMENTATION

A. Test Equipment

The specimens:

aluminum alloy

(6061 T6), brass

(yellow), and steel

(cold rolled) had

thermo-couples

connected at distances of 0.5, 3.0,

5.5, 8.0, and 10.5 cm

from the bottom

of the specimens

which were wired

into an Omega Trendicator that reads

temperatures at

each point.

The specimens

were mounted in a

bucket and surrounded

with insulation leaving

only the top of the

thermocouples.

DIGITAL

PEADoUT

FIGURE I

specimen exposed and the bottom touching the bucket. The bucket

was then placed on a Thermolyne Corporation hot plate which was

preheated to 200°C. A stopwatch was used for timing the

readings.

B. TEST PROCEDURE

The heater (hot plate)

was turned on, set at

about the 400 watt mark

(~200°C) and left to

achieve steady state.

Then, while the bucket

of specimens was placed

on the hot plate, the stop

watch was started. The

first 5 runs of temperatures vs time were read

after every 2 minutes

and afterwards every

5 minutes till steady

state was achieved or

approached. Then, the

hot plate and thermocouple indicator were

turned off. The whole

experiment took 60 minutes.

MET 2ao L,_]_ I_/AME____

DIv. Co WORKr P.rj------

[_Oo*a T_+_p _ DATA SHEET "_ATE .......

"_AR. _R6"_.&. _ _PERI_ 6: HEAT CONDUCTION Ttl'_

FIGURE 2

40

ORIGINAL PAGE IS

OE POOR QUALITY
EVALUATIONS:

i. Graph temperature T versus time t for the middle point of

each specimen on the same sheet of graph paper. Label graphs

completely and identify the transient and steady state regions.

Answer: See Figure 3

2. On the same sheet, graph the temperature versus distance

(position) along the bar for the steady state (last set of

readings), and determine the temperature gradient for each

sample.

Answer: See Figure 4 for the graph

(AT/AX)A A =- 1.133 C°/cm = - 113.3 C°/m

(AT/AX)B r = - I.B08 C°/cm = - 180.8 C°/m

(AT/AX)s t = - 2.33 C ° /cm = - 233 C°/m

3. Estimate the thermal conductivity ratios kBr/kAA kst/kAA

Answer:

From Equation (6) kBz/kAA = /_T/AX) AA

(AT/Ax) Br

= - 1.133 C/cm = 0.627

- 1.808 C/cm

FIGURE 3 t FIGURE 4

G_iQiNAL PAGE IS

OF POOR QUALITY

41
• Compare the k ratios found experimentally with the true

ratios.

Answer: From the references kAA = 168.1 J/s mK °

kBr = 98.8 J/sm K kst 72.8 J/s mk

Therefore,

(kBr/kAA) true = 0.587 (kBr/kAA) exp = 0.627; ./. error = 6.7

(kst/kAA) true = 0.433, (kst/kAA) exp = 0.486; ./. error = 12.2

• From the references find the thermal conductivity for each

specimen, determine the o ratios and compare them with the

true k ratios.

Answer: _A = 0.222 _-i cm-I

_Sr = 0.158 _-i cm-i

_ = 0.034 _-i cm-i

= 0.712 ; -- = 0.150

6. Calculate Q/A for each sample using the true k value and

AT/Ax

Answer:

(Q/A)A A = -kAA (AT/AX)AA

(Q/A)B a = 17,863 J/s m 2

= 19046 J/sm 2

, (Q/A)s = 16,962 J/sm 2

REMARKS

The elementary heat conduction experiment presented is designed,

for associate degree technology students, in a simple manner to

enhance their intuition and to clarify many confusing concepts

such as temperature, thermal energy, thermal conductivity, heat,

transient and steady flows. The equipment set is safe, small,

portable (i0 kg) and relatively cheap (about $1200): The

electric hot plate 2 kg (4.4 ib) for $175: the 24 channel

selector and Thermocouple Digital Readout (Trendicator) 4.5 kg

(i0 ib) for about $I000; the three metal specimens (each of 2.5

cm diameter and ii cm length), base plate and the bucket all

about 3 kg (7 ib) for about $25. The experiment may take from

60 to 70 minutes• Although the hot plate surface temperature

could be set from 90 to 370 °C (maximum of 750 watts) it is a

good practice to work with temperatures of 180 to 200 C (about

400 watts). Students should be reminded of safety when working

with high temperatures and voltages. They may experiment in

squads of 2, 3 or even 4, or the instructor may demonstrate it

for the whole class•

42
One part of exercises requires that the students use

references for finding the true k and a values. It is a

challenge.

SYMBOLS

AA

Br

ASM

ASTM

CINDAS

J

k

Aluminum Aloy

Brass

American Society of Metals

American Society for Testing Materials

Center for Information and Numerical Data Analysis and

Synthesis

Joule(s)

kappa (thermal conductivity),

jCm/s cm2C ° or WCm/cm2C°

K ° - Kelvin degree (temperature difference)

K - Degrees Kelvin (temperature at a point)

m - metre, meter

S - sec, seconds

st steel

W - watt(s)

n (omega) - Ohm.

REFERENCES

Flinn, Richard A. and Trojan, Paul A., Engineering Materials and

Their Applications, second Edition, Houghton Mifflin Company,

Boston, MA 1981.

Van Vlack, Lawrence H. A Textbook of Materials Technology,

Addison Wesley Pub. Co., Reading, MA, 1973.

Budinski, K., EngiDeering Materials: Properties and Selections,

2nd Ed., Reston Pub. Inc., Reston, Virginia, 1983.

Emshousen, F.W. and Kazem, S.M. Introduction to Heat Power

Laboratory Textbook, 2nd Rd., Learning System, Inc., West

Lafayette, IN 47907

American Society for Metals, Metals Handbook, 8th ed., Metals

Park, Ohio.

American Society for Testing Materials (ASTMA) Designation C

177-45

Smithells, C.J. Metals Reference Book, Vol. 3, 4, 4th ed.,

Plenum Publishing Corp., New York, 1967.

The Aluminum Association, Aluminum Standards and Data, 1974-75.

Hodgman, C.D., et al, Ed. Handbook of Chemistry and Physics,

40th ed., CRC, Cleveland, Ohio 1959.

43

N90:24357

THE ASSESSMENT OF METAL FIBER REINFORCED POLYMERIC COMPOSITES

Wenchiang R. Chung"

Division of Technology

San Jose State University

San Jose, California

ABSTRACT

Because of their low cost, excellent electrical conductivity,

high specific strength (strength/density), and high specific

modulus (modulus/density) short metal fiber reinforced composites

have enjoyed a widespread use in many critical applications such

as automotive industry, aircraft manufacturing, national defense,

and space technology. However, little data has been found in the

study of short metal fibrous composites. Optimum fiber

concentration in a resin matrix and fiber aspect ratio

(length-to-diameter ratio) are often not available to a user.

Stress concentration at short fiber ends is the other concern when

the composite is applying to a load-bearing application. Fracture

in such composites where the damage will be initiated or

accumulated is usually difficult to be determined. An

experimental investigation is therefore carefully designed and

undertaken to systematically evaluate the mechanical properties as

well as electrical properties. In this study, Inconel 601 (nickel

based) metal fiber with a diameter of eight microns will be used

to reinforce commercially available thermoset polyester resin.

Mechanical testing such as tensile, impact, and flexure tests

along with electrical conductlvity measurements will be conducted

to study the feasibility of using such composites. The advantages

and limitations of applying chopped metal fiber reinforced

polymeric composites will also be discussed.

INTRODUCTION

Over the years, polymers have been well known for their

electrical insulating properties and great strides have been made

in electrical and electronic applications, mainly related to

electrical insulation. Consequently, research has been directed

to improve the dielectric strength of polymers so that they can be

used for better insulators, in the past ten years, with the

advent of electrically conductive polymers, their potential to

perform as active roles in conducting electricity has been

discovered and realized (ref. i). Recent polymer researches have

revealed that polymers can indeed conduct electricity as well as

metals. Now the electrically conductive polymers can be used as

antistatic coatings, fuel cell catalysts, solar electrical cells.

photoelectrodes in a photogalvanic cell, protective coatings on

electrodes in photo_lectro-chemical cells, and as lightweight,

inexpensive batteries.

" _ by Seth P. Bat_ - Saa Jo_ Staze Univer_ty.

PRECEDING PAGE BLANK NOT FILMED

45
Add to this developing need for electrophotographic industry, due

to the increasing need of lightweight , low cost, moldable, and

high specific strength for defense and high tech applications, it

is expected that the development of electrically conductive

polymeric materials will grow strongly and significantly. On the

other hand, conductive plastic housings and molded parts can also

be beneficial to the controls of electromagnetic interference

shielding (EMI) and electrostatic charge discharge (ESD).

Advanced research studies have shown that there are three possible

methods to make polymers conductive. The first approach is to

apply a thin conductive coating onto the molded part. This

approach, however, is costly and not efficient because of

involving a two-step operation which increases the difficulties in

obtaining a good adhesion as well as a uniform coating. The

second approach is often held by synthesis or by doping (ref.

2-5). Synthesis is done by side reactions. One of the major side

reactions involves the benzene ring. Other reactions lead to

branched and cross-linked polymers. Doping involves oxidation and

reduction reactions. This method, usually produces polymeric

compounds such as polyacetylene and polyphenylene, althoughitlhasbeent

proven:.to be effective and has been widely used, problems rise

from conductive polymers themselves such as their processability,

stability, mechanical and physical properties, etc. The last

approach, proposed in this study, is to incorporate electrically

conductive fillers in the polymeric resin matrix. Many conductive

materials such as carbon, metals, metal-coated fillers in the form

of particles, particulates, and fibers can be randomly dispersed

into a resin matrix and form a so-called "conductive composite."

This approach so far appears to be a viable solution to the

development of conductive polymers. Due to the lack of systematic

research study in this area, limited data can be found to help

research scientists, engineers in industries in the application of

these materials. More importantly, much research is urgently

needed to fully understand the interrelationships among structure,

property and processing prior to their commercial utilizations

(ref. 1-6).

The conductive polymeric composite was first presented in

1966 by Garland (ref. 7). He used silver particles, approximately

50 to 200 microns in diameter, to reinforce a thermoset

phenol-formaldehyde (Bakelite) resin matrix. His experimental

data indicated that metal-filled polymers undergo a sharp

transition from an insulator to a conductor at a critical volume

concentration of metal fillers. In his study the electrical

resistivity remained almost constant until the silver volume

concentration of 38% is reached - then it droped drastically and

the whole composite became an electrical conductor. Since

Gur!and's work, many other researchers have reported different

sharp transition from insulators to conductors at different volume

:oncen_rations (ref. 8-15) .

46
Among their studies, Dearaujo and his co-investigator (ref. I0)

had found that normall_T at least 40% volume fraction of metal

fillers was needed in order to make a composite conductive. In

the curing process of a resin matrix, they also suggested that a

slow curing rate at lower temperatures would greatly enhance the

conductivity of the co_nposite.

Recently, because short fiber reinforced composites can

offer design flexibility, weight reduction, energy savings and

high-volume production for structural applications, they are

widely used in automot:_ve, recreation, business machinery,

electrical appliancef and military applications. Metal fiber

reinforced composites become highly desirable to meet the

aforementioned requirenents not only for load-bearing capability

but electrical conduct:_vity as well, which normally metal particle

reinforcement cannot achieve. However, not much work has been

done in this area. Experimental data were found only limited to

individual cases. Davenport (ref. 16) mentioned in his study that

the metal fiber length IL) to diameter (D) ratio (known as aspect

ratio) in a composite must have I00 or more in order to induce

electrical conductivity. He demonstrated the electrical

conductivity should be a function of L/D. In addition, the fiber

packing density is a s_.Gnificant factor which is closely

associated with the ratio of L/D (ref. 1'7). Bigg and Stutz

investigated a stainless steel fiber (S micrcns in diameter,

aspect ratio: 750) reinforced ABS system, and found that the

composite had an electrical resistivity of 0.70 ohm-cm at the

fiber volume concentration of 1% (ref. 18). They also claimed in

their research that a highly conductive composite can be achieved

with a low concentration of metal fibers by simply using high

aspect ratio fibers. Their work seems very promising,

yet needs to be proved. Mosz of the metal flDer reinforced

composites emphasized the electrical properties rather

than the mechanical properties.

Nickel has long been considered as a preferred metal because of

its low electrical resistivity. In this study, Inconel 601 nickel

based fiber with a dim6ter of 8 microns and an aspect ratio of 125

was heavily used to reinforce a commercially available thermoset

polyester resin. Composite samples were made in coupon shapes

depending cn the test requirements. Both mechanical and

electrical aeasurementa were further conducted to help understand

the micromechanical bekavicr as well as electrical conductivity.

47
SPECIMEN PREPARATION AND TESTING

Chopped Inconel 601 metal fibers were donated by Bekaert

Fiber Technologies. To prevent the sizing effect from the

interracial bonding between fiber and resinmatrix, a thin

water-soluble PVA (polyvinyl alcohol) coating originally attached

to fibers was removed from Inconel fibers prior to the process.

Fiber volume concentration, varied from 0% to 50_, was carefully

controlled as-a material parameter to conduct this study. Metal

fibers were completely mixed with an appropriate amount of polyester

resin and MEKP (Methyl Ehtyl Ketone Peroxide) curing agent in a

chemical beaker based on a predetermined volume ratio. The mixure

was then poured into an aluminum mold for cure. Traditional

compression molding practice was employed in the curing process;

pressure was around 17 psi (1.17 x i0 _ Pa) and temperature was

set at 356°F (180°C). Specimen dimensions were carefully

prepared according to ASTM standard test methods; they were 6 x

3/4 x 1/8 in. (152.4 x 19.05 x 3.18 mm) size for tensile test, 5 x

1/2 x 1/4 in. (127 x 12.7 x 6.35 mm) size for Izod impact test,

and 4 x I/z x 1/2 in. (101.6 x 3.18 x 12.7 mm) for flexure bars.

The tensile and flexure tests were performed in a screw-driven

computer-asisted Satec testing machine. A testing speed of 0.i

in./min. (2.54 mm/min.) was used for tensile and flexure tests.

The ASTM method D257 was also followed to measure the volume

resistance of each sample. The test data were collected and

discussed in the following sections.

RESULTS AND DISCUSSION

Tensile test data, as shown in Table i, have demonstrated

that fiber concentration can indeed increase the tensile strength

of the composite. Ycung's modulus is also improved as well. It

is interesting to note that the small fiber concentration at the

ratio lower than I0 volume percent will not contribute to the

increase of entire tensile strength. According to the study,

fiber concentration at 25 • has the maximum UTS. It is found that

fiber orientation along the pulling direction will have

significant effect to tensile properties. Since the specimens are

prepared through a casting process, the fiber orientation in all

directions is assumed the equal. Impact test data (in Table 2)

reveal that impact strength increases with the addition of metal

fibers. However, there is a limitation set at 35%. Low fiber

concentration impairs the impact strength of the composite.

Optical microscopy indicates that because of the existing of metal

fibers, small air bubbles ar_ attached to fiber ends, which iJ

believed to be responsible fzr the degraded impact strength.

Three point _flexture) test data show that fiber fillers can

improve the f!exural strength and tangent modulus of th_ composite,

as shown in Table 3. It is also noticed that metal fibers can

dissipate sc_e energy in a cr_ck propagation.

48

ORIGINAL PAGE IS

OF POOR QUALITY'
In other words, with the addition of metal fibers the crack

pattern of a given composite shifted from a pure tension failure

mode toward a more shear failure modu, which increases the

flextura! properties. Fiber pull-outs and fiber breakage are some

evidence. In the electrical measurements, a critical fiber

concentration is recorded. Electrical resistivity of 1.0 ohm-cm

is measured at the fiber volume ratio of 45%, which is unexpectedly

high. Figure ! shows fiber concentration below 30%; the electrical

resistance remains almost constant, that is the composite is still an

electrical insulator. In this study, metal fiber reinforced

composites did undergo a sharp transition which is in concert with

Garland's work (ref. 7).

CONCLUSION

Because of excellent electrical conductors, metal fibers are

suitable additives foz inducing electrical conductivity in

traditionally known insulators, polymer materials. Inconel metal

fibers, although proved to be effective reinforcing elements, are

considerably more dens.e than expected. It is found, during this

study, that the explar_ation of mechanical properties is often

difficult to make because it involves many unseen factors

such as stress concentration, orientatioh effect, viscoelastic

behavior etc. While _ignificant progress has been made, much work

still needs to be _one. A systematic approach including

experimental and theoretical techniques should be developed to

help understand the m_cromechanisms and to clarify the

interrelationships among structure, property and processing.

Several factors such as fiber concentration, fiber aspect ratio,

compatibility between fiber and marix can then be studied under

this guidance. The a1!orementioned suggestions, if applicable, may

lead to a complete data bank setup which may eventually benefit

all the designers, engineers, and scientists who are using

conductive composites in their work.

ACKNOWLEDG MENT S

The author gratefully acknowledges the financial support

provided by the Schoo[_ of Applied Arts and Sciences at San Jose

State University, and Inconel 601 steel fibers supplied by Mr.

Steven J. Kidd of Bekaert Fiber Technologies, Marietta, Georgia.

The author is indebted to Mr. Jeff Wcrneck and Mr. Bart Weinsink

of San Jose State University for their work on specimen

preparation. Informative discussions regarding this work with Mr.

Steven J. Kidd are al:_o gratefully appreciated.

ORIGINAL PAGE IS

OF pOOR QUALITY

49
5O

.

.

o

.

,

°

°

8.

9.

I0.

13.

14.

15.

16.

17

18

19

2O

21

REFERENCES

Kaner, R. B. and MacDiarmid, A. G., Plastics That Conduct

Electricity, Sci. Amer., Feb. 1988, pp. 106.

Blythe, A. R., Electrical Properties of Polymers , Cambridge

University Press, New York, 1979

Chidsey, C. and Murray, R. W., Electroactive Polymers and

Macromolecular Electronics, Science, Jan. 3, 1986, pp. 25.

Davidson, T., Polymers in Electronics, American Chemical

Society, Washington D. C., 1984.

Ferraro, J. R. and Williams, J. M., Introduction to synthetic

Electrical Conductors, Academic Press, New York, 1987.

Skotheim, T. A., Handbook of Conductinq Polymers, vol. 1 and 2,

Marcel Dekker, New York, 1986.

Garland, J., Trans. Metall. Soc. AIME, 235, 1966, pp. 642.

Aharoni, S. M., Jour. Appl. Phys., 43, 1972, pp.2463.

Kusy, R. P. and Corneliussen, R. D., Polym. Eng. Sci., 15, 1975

pp. 107.

DeArau3o, F. T. and Rostenberg, H. M., Jour. Phys., Sec. D,

Appl. Phys., 9, 1976, pp. 1025.

Nicodemo, L., et al., Polym. Eng. Sci., 18, 1978, pp. 293.

Shorokhova, V. I. and Kuzmin, L. L., Soy. Plast., 3, 1965,

pp. 26.

Scheer, J. E. and Turner, D. J., Adv. Chem., 99, 1971.

Bigg, D. M., composites, I0, 1979, pp. 95.

Kwan S H , et al , Jour Marl Sci 15 1980, pp. °978

Davenport, D. E., Polym. Sci. Tech., 15, 1981, pp. 39.

Mi!ewski, J. V., Ph.D. Thesis, Rutgers University, 1973.

Bijg, D. M. and Stutz, D. E., Polym. Comp., 4, 1983, pp. 40.

Edwards •J •H "and Feast "W -J -t Po.zm_r. _°. = J_J_,r_ 1984.

Reycnlds_ J. R.. C_h_e_h, July 1988.

Krieger, J., Chem. EnG. News, June 1987.

Cotts, D. B. _nd Reyes, Z., E!ec. Conduc. Organ. Polym. Adv.

ORIGINAL PAGE IS

OF POOR QUALITY
NET

Mz

-'TIZATION

T

I

I

I

(+)

"Hsot

I

!

I

I

I I

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I I

-Hc Hc Hsot H mox

51

N90-24358

Experiment_il Determination of Material Damping Using

Vibration Analyzer

Mostafiz R. Chowdhury

Assista_lt Professor, Construction Management Department

and

Farida Chowdhury,

Graduate Student, Physics Department

East Carolina University,

Greenville, North Carolina

ABSTRACT

Structural damping is an important dynamic characteristic of engineering materials that

helps to damp vibrations by reducing their amplitudes. In this investigation, an experimental

method is illustrated to determine the damping characteristics of engineering materials using a

dual channel FFT (Fast Fore ier Transform) analyzer. A portable Compaq III computer which

houses the analyzer, is used to collect the dynamic responses of three metal rods. Time -

domain information is analy:,ed to obtain the logarithmic decrement of their damping. The

damping coefficients are the n compared to determine the variation of damping from material

to material. The variations o f damping from one point to another of the same material, due to

a fixed point excitation, and the variable damping at a fixed point due to excitation at different

points, are also demonstrate:t.

INTRODUCTION

A body once set to vibrate freely, will not do so indefinitely. The amplitude of the

oscillation gradually decreases to zero as a result of friction. The body is said to be damped.

An undamped material, once excited, will oscillate indefinitely with a constant amplitude. Any

physical system, however, Fossesses some degree of damping forces which cause energy to

dissipate during a cycle of v bration. The rate and the amount of this dissipated energy depend

upon the physical and geometric properties of the material.

Damping of a vibratir g material may be of two types: external and internal damping.

External damping refers to separate energy absorber units which are added to the system for

reducing resonant vibration. The internal damping which is an inherent material property

causes heat build-up in a material due to the absorption of energy during a cycle of vibration.

In this investigation only intzrnal damping of materials is considered.

Damping forces can be used in an analytical model to determine structural dynamic

response (Reference 1). A viscous type of damping which assumes that the forces are

proportional to the magnitude of the velocity and opposite to the direction of motion is

generally used in a mathematical model to consider its effect on the structural response. The

inclusion of such an effect in a model, however, does not make significant variation in the

quantitative magnitude of the dynamic properties than that of an undamped case. For instance,

PRECEDING PAGE BLANK NOT FILMED

53
the damped natural frequency only slightly differs from the undamped frequency of most real

structures. This is partly because of the low range of damping co-efficients( less than 20%)

present in a real structure.

The importance of damping characteristics, however, is more significant in studying or

selecting new engineering materials. Current trends of producing sophisticated, high -

performance material to replace traditional ones need more attention towards the dynamic

performance specifications. An evaluation of the dynamic damping properties can be a critical

factor in the material selection process. A material which damps off more quickly would

obviously be a better choice than one which oscillates longer once it has started vibrating after

the excitation force is removed. The large amplitude, at resonance, which decays faster can be

identified as a good dynamic performance material.

As stated before a dual channel FFF (Fast Fourier Transform) analyzer is used in this

investigation to determine the internal damping of different materials. The damping ratios of

three rods, a copper, a steel, and an aluminium rod, are measured. The logarithmic decrement

procedure of calculating damping is used as is found in literature (Reference 1), and is

obtained from the time-domain information.

EXPERIMENTAL METHOD

Material and Test Set up:

This experiment consists of a testing rod, an input trigger source to excite the rod, an

output device to measure the response signal, and an analyzer to collect and analyze the time -

domain waveforms. A schematic diagram of the instrumental set-up is shown in Figure 1.

Three rods of identical length and diameter are selected in this experiment for studying

and comparing the damping of each. The length and diameter are kept constant in order to see

the effects of other material properties, such as mass and stiffness, upon the damping of the

rods. The physical parameters of the rods are presented in Table I. SI unit conversion of each

of the parameters in the table is listed inside a parenthesis. The moduli of elasticity of the rods

are assumed to be equal to their respective typical values as obtained from the literature

(Reference 2).

The rods are tested under identical support conditions as shown in Figure 1. Sponge

foams are used to support the rods. This is done in order to avoid the bouncing effect which

occurs due to use of rubber bands. Eleven points are marked off on each of the rods thus

dividing them into 10 segments of approximately 2 inches each. Each of the points are

numbered as shown. The numbering is required for identifying response or excitation location

in the rods.

The trigger, a hammer, is connected to one channel of a dual channel analyzer and the

other channel is connected to the output device, an accelerometer. The modally tuned hammer

triggers the analyzer's mode of operation. This means that as soon as the hammer strikes the

rod, imparting an impulsive signal, the analyzer starts collecting samples from the input and

output sources. Here the impulsive signal refers to a single strike by the hammer instead of

multiple strikes. Care is taken to make sure that this is the case because multiple strikes will

generate multiple impulses which will interfere with the desired results. The free vibration

generated by the rod after a single strike of the hammer is measured through the output device.

54
Thesignalgeneratedby theimpulsehammerandtheresponseaccelerometerare

analogsin form andaredigitizedby theADC (Analogto Digital Convertor),thendisplayedon

thecomputerscreen.A typic_ltime-domainsignaloutputresponseof thealuminiumrod is

shownin Figure2. This sign:dshowsthefluctuatingmovementof therodasit decayswith

time.Thisdecayof theamplitudeof motiondescribesthedampingof thesystem.

Fora linearsystemof vibrationtheratioof theamplitudefor anygivencycleof

vibrationto theamplitudeof _mothercycleis aconstant.Thisconstantis calledthelogarithmic

decrement8, whichisdefinedasproportionalto thenaturallogarithmof theratioof two

amplitudeswhichareapartalamultipleof timeperiodasin Equation1.HereZo is theheight

of thepeakof oneof theperi:xtsof motion,andZn is theheightof thepeakaftern cyclesof

vibration.

1 In (1)

2=n ....................................

The determination oJ damping, therefore, requires the measurement of two peak

amplitudes, Zo and Zn and the number of periods in between them, as shown in Figure 2a.

The illustrated method is based upon certain assumptions and has some limitations in

measuring the damping of a material. These assumptions and limitations are listed below.

A_umptions and Limitations-

(1) The relationship used to determine the decay rate of a motion is adequate for a

system having damping ratio less than 20% of the critical damping. Critical damping is that

type of system damping which once excited will result in a non-oscillatory motion, the

magnitude of which decays exponentially with time to zero,

(2) Peak amplitude of ._ period is measured from an acceleration response instead of a

displacement waveform. Thi,; can be done because it is assumed that the decay rate of the

acceleration response is identical to that of displacement response, since the displacement

amplitude is a constant multiple of the acceleration amplitude. Actually the double integration

of the acceleration signal results in a displacement signal with identical pattern but different

amplitudes,

(3) Inspection of the p,_'riodic variation of time waveforms are done by naked eye, and

(4) The sample rate of the analyzer was adjusted according to the nature of the resulting

waveform from the output si_nal. A lower sample rate filters out the high frequency response

content resulting in a signal pattern in which the periods are visually identifiable. Sample rates

are considered in such a way that the definite pattern of periods are recognized, which may

restrict the collections of some unrecognized frequency contributions.

RESULTS AND DISCUSSIONS

The time-domain responses of the rods are analyzed to compute the damping ratios of

the testing materials. The damping ratios for the aluminium, steel, and copper rods are

compared in Table II. The data are taken under identical support and excitation conditions.

The accelerometer is kept fixed at the mid point of the rod, marked #6 on Figure 1. The

55
responsesatthispointarecollectedbysuccessivelyexcitingeachof theelevenpointson the

rods. A typical signal for each of the materials is shown in Figures 2 to 4. To measure the

accurate peak values and periods of the signal a portion of the waveform is expanded, as

shown in Figure 2a.

The data obtained from this experiment are statistically analyzed to determine the

differences among the groups. The analysis of variance (ANOVA) for the damping data of

Table II shows that the damping ratios for each of the materials are significantly different. The

probability that the mean values of these materials are equal is 0.003 (0.3%). As expected, the

test result also shows that the mean value of the damping ratios for copper is greater than steel

which has a mean value greater than that of aluminium. This means that if these rods were to

be displaced equally under identical conditions and made to vibrate freely then the copper rod

would stop vibrating fastest, the steel second fastest, and the aluminium rod third. Lower

damping ratio means longer decay time. The deviations of the damping ratios from the

respective means are also computed in Table II. This coefficient of variation is calculated as

the standard deviation divided by the mean and multiplied by 100 (Reference 3). The high

degree of dispersion of damping ratios from point to point for each case supports the

conclusion that the decay rate varies from point to point of the rods.

Statistical analysis is performed to find out how much of the variation in the damping is

due to differences between a fixed point trigger and a fixed point response. The damping

ratios for these two cases are determined under the following conditions: (i) the triggering is at

a fixed position (#6) while response is measured at different points, and (ii) the accelerometer

collects the response at a fixed point (#6) while excitation is made at various positions. The

data for this comparison are tabulated in Table III. Analysis of variance of this data is m',u:te

by excluding the damping ratios of the points where the rod rests on the supports. This

exclusion is done because of the greater variation of results at these two points, which may be

due to the external influence of the sponge foam. It is found from the analysis that the

damping ratios obtained from the two cases (i) and (ii) are not significantly different. The level

of significance for this analysis is 0.2412 (24.12%). The coefficient of variation among the

points of a single rod, however, is greater for fixed point triggering than for fixed point

response. From the data it can be concluded that the response at one point due to excitation at

another point is the same when the positions of the input and output devices are reversed.

Moreover, it can also be concluded that the reciprocity between the response and trigger

sources can be used to measure the damping of a linear system.

To understand the causes of variations of damping ratios among the different points of

a single material, further analysis is performed. The sample rate which dictates the number of

samples to be collected by the analyzer controls the frequency content of the output signal. For

a lower sampling rate value, only the low frequency oscillation patterns can be measured

while the contributions of the higher frequencies are truncated. Figure 5 shows a low

frequency oscillation of the steel rod when the samples are collected at a rate of 250 per

seconds. For a sample rate of 1200 per se c. the response collected for the same rod, as shown

in Figure 3, differs significantly from the response with lower rate. This is because the higher

frequency responses are also collected by the analyzer, as a result of which an unclear or

fuzzy graphical reading is observed. In other words, in the second case, the total response

includes the contributions of many modes of vibration. Modes are uncoupled dynamic

parameters which describe the vibration of a physical structure (Reference 4). The variation of

damping ratios when sample rates are changed is shown in Table IV. The clearer the

response, the easier it is to identify periods. This in turn increases the accuracy of computing

the damping ratio. The clarity of the response depends not only on the frequency content of

the signal, but also, as shown in the Figures 2 and 3, on the material. For example, with a

56
low rateof samplingthesteelrodgivesaclearwaveformpatternwhile,ontheotherhand,the

aluminiumrod showsagoodwaveformwith ahigherrate.

Themodesof astructurearedefinedasthedefiniteregularwaveformscorresponding

to eachof itsresonantfrequencies.Modalanalysiscanisolatetheseresonantfrequenciesand

theassociatedeflectionpatternof ModeShapes(Reference4).Thedampingandfrequencies

for eachof themodesof vibrationof eachof therodsaretabulatedin TableV. Theresultsof

themodalanalysisaspresentedin thistableshowthatthedampingratiosvarywith the

modes.Also it is seenthathigherfrequencieshavelowerdampingratioandthereforetake

longerto dampoff. Againin TableIV it is foundthatfor asamplingratioof 1500which

includeshigherfrequenciesdeterminesmallerdampingratiothanwhensamplingratioequals

250.Thisvariationcanbeusedto explainwhy thedampingamongdifferentpointsof a single

materialis not aconstant.At aparticul_u"pointcertainmodeswill affecttheresponsewhile

othersmayhavenoaffectat all.Thislattercasedependsonthelocationof thenodes.For

example,whentheresponseis takenfrom themidspan,thesecondmodehasnoinfluence

sinceat thispointanodeexists.A relationshipcanbefoundbetweenthematerialdamping

andtheweightedcontributionsof themodaldampingin orderto determinereallife material

damping.

CONCLUSIONS

Thelogarithmicdecrementproceduremeasuresthedampingratiosin areasonably

accurateway.Theresultsareconsistento theexpectedphysicalbehaviorof thematerials.

Thedampingratiosfor copper,steel,andaluminiumarein adecreasingorder.The significant

variationsof dampingratiosamongthematerialsasfoundin thisexperimentmaybedueto

thedifferencesin theirphysicalproperties,whilethevariationamongthepointsof an

individualmaterialisdueto thetypeof signaloutputof thesystemwhicheventuallydepends

uponthemodalbehaviorof thesystem.Statisticalconfidenceintervalof thedampingratios

canbedeterminedfrom theexperimentalresultswhichthencanbeestimatedasadamping

ratioof thematerial.A weightedaverageof themodaldampingcanbeusedto determinethe

dampingof a system.Thedampingratiois avariableentitywhichwill dependuponmaterial

type,supportconditions,andthefrequencycontentof theoutputsignal.

REFERENCES

1. Paz,Mario: StructuralDynamics,SecondEdition,VanNostrandReinholdCompany,

NY, 1985.

2. Granet,Irving: ModemMaterialsScience,RestonPublishingCompany,Inc., Reston,

VA, 1980.

3. Schlotzhauer,SandraandLittell, Ramon:SASSystemfor ElementaryStatistical

Analysis,SASInstitute,Inc., Cary,NC, 1987.

4. PracticalAspectsof ModalAnalysis.ReferenceMaterials,SmacturalMeasurement

Systems,Inc., SanJose,CA 1988.

57
TABLE I. - PHYSICAL CHARACTERISTICS OF RODS

Material Type

ALUMINIUM

STEEL

COPPER

Length

inches

(cm)

25.47

(64.7)

25.35

(64.4)

25.43

(64,6)

Area of

Cross-Section

Sq. in, (cm 2)

0.20258

(1.307)

0.1995

(1.2868)

0.2186

(1.4103)

Weight

Lbs.

0.51609

(2.29)

1.416

(6.299)

1.753

(7.797)

Vlodulus of Elasticity

lbs./in 2

(Mpa)

10xl06

(0.6895 x 105)

30 x 106

(2.0685 x 105)

17 x 106

(1.172 x 105 )

TABLE II. - COMPARISON OF DAMPING RATIO FOR DIFFERENT MATERIALS: FIXED POINT

RESPONSE DUE TO EXCITATION AT VARIABLE POSITIONS.

Position

(Triggering point,

Accelerometer point)

(1,6)

(2_6)

(3,6)

(4,6)

(5,6)

(6,6)

(7,6)

(8,6)

(9,6)

Mean

Coefficient of Variation (%)

Aluminium

Rod

(Sampling Rate = 1500)

0.00400

0.00560

0.00354

0.00410

0.00306

0.00400

0.00491

0.00550

0.00250

0.00180

0.00390

0.003901

28.65

Damping Ratio

Steel

Rod

iSampling Rate = 1200)

Copper

Rod

(Sampling Rate

= 1500)

0.00138 0.00900

0.01140 0.00400

0.00051

0.0082O

0.01080

0.00268

0.01140

0.02200

0.00052 0.01134

0.01100 0.01625

0.00910 0.01209

0.00080

0.01060

0.00110

0.005946

79.42

0.01409

0.00380

0.00868

0.0105

52.72

58
TABLE III. - COMPARISON OF DAMPING RATIOS FOR ALUMINIUM ROD:

FIXED POINT TRIGGERING VS. FIXED POINT RESPONSE (Sampling Rate equals 1500)

Fixed Point Trigger

Position

r Accl

Mean

Coefficient of Variation(%i

**Rods are supprted at these points.

* Excluding support ratios.

Fixed Point Response

Damping Ratio "1-'[ Position Damping Ratio

a r r, Accl (b)

0.00400

Ratio

1.00

0.00560 3.03

0.00354 1.38

0.00410 0.53

0.00306 1.66

0.00400 1.00

0.00491 1.01

0.00550 1.22

0.00250 1.68

0.00180 7.76

0.00390 1.27

28.65*

0.00400 0,6 

0.01700 (2,6_

0.00490 (3,6)

0.00218 (4,6_

0.00508

0.00400 6,k 2

0.00499 (7,6_

0.00670 (8,6)

0.00420

0.01398 (10,6_

0.00496 (11,6_

0.0065445

67.06

0.003901

28.65

59
TABLE IV. - COMPARISON OF DAMPING RATIO FOR STEEL AND ALUMINIUM ROD WITH

DIFFERENT SAMPLING RATES (SR): FIXED POINT RESPONSE

I Aluminium Rod [ Steel Rod

Position

(Trgr.,

Accl.)

(1,6)

(2,6)

(3,6)

(4,6)

(5,6)

(6,6)

(7,6)

(8,6)

(9,6)

(10,6)

(11,6)

Mean

Coefficient of

Variation(%)

Damping

Ratio

when

SR = 250

(Samples/sec)

0.00552

Damping Damping

Ratio Ratio

when when

SR = 1500 SR= 250

(Samples/sec) (Samples/sec)

.004000

0.01194 0.00560

0.00231 0.00354

0.00766 0.00410

0.00088 0.00306

0.00192 0.00400

0.00597 0.00491

0.00640 0.00550

0.00825 0.00250

0.02378 0.00180

0.00416 0.00390

0.00716

84.65

Damping

Ratio

when

SR = 1200

(Samples/sec)

0.10280 0.00138

0.07600 0.01140

0.0930 0.00051

0.09600 0.00820

0.08100 0.01080

0.08030 0.00052

0.09300 0.01100

0.09030 0.00910

0.09500 0.00080

0.07900 0.01060

0.09800 0.00110

0.00390 0.08949

28.65 9.5

0.00595

79.42

TABLE V. - COMPARISON OF MODAL DAMPING RATIOS AND FREQUENCIES

FOR DIFFERENT MATERIALS

Mode of

Vibration

Aluminium

Frequency

0-u)

135.15

Damping

Ratio

Types of Rods

Steel

Frequency

115.57

Damping

Ratio

1 0.003990 .224100

2 371.88 0.000466 385.52 0.002636

3 729.25 0.000093 751.49 0.000207

4 1201.00 0.000309 1234.00 0.000055

5 1780.00 0.000477 1842.00 0.000050

Mean

Coefficient of

Varition

_ _ Not Computed

Copper

Frequency Damping

(Hz) R_io

106.39 0.000869

292.50 0.000472

571.89 0.0001327

1399.00 0.0000794

1939.00 0.0003735

0.001067

137.0%

0.000391

73.3%

60
ANALYZER j

HAMMER

p-

_J

l-'t

5.0

Figure 1: Schematic Diagram of the Test Set-up.

,-.H _......... I.............L i •,:-:"":";_ ,_,,._,,-, _ ',,L."BU

F t_L. -rt",--,- I L-r,-- 1T"P'_' -';'_' HZ

2 5-J Urt-:-:'3

12:19

CH'? :

TIME:

?90

I. 0 i:-:

i,"E_.E,

Figure 2: Free Vibration Response for Aluminium Rod (Accelerometer at Point

#6 and Trigger at Point #3).

61
03

J

_-'7-

,Peak Amplitude (Zo)

Figure 2a: Expansion of Figure 2.

03

b--

i-,

,..J .

[

I

4-

c'r, ....... "re,-,-• - 19!z1!-_HZ

;:,-'-_LIN-:-;'?

_1'9:51

__ ,-_, =.

T'r_4r IH _'_':_-"

Figure 3: Free Vibration Response for Steel Rod (Accelerometer at Point #6

and Trigger at Point #3)_

62
10'.}0f-lZ

14:17

<0

I

-,--'.5 h i i i

:aO _E'O 6Eta :::¢_0

TIr'IE Irl 1'I'.-;,-'I1A©0

Figure 4: Free Vibration Response for Copper Rod (Accelerometer at Point

#6 and Trigger at Point #3).

I.--

..J

7.z.

" ._t

,.-,.

1. aO¢!.?, .... l" , ,.__T.... HZ

;--'-S-_IIJH-r=:'3

12:E17

I

_:_ _ A = = I.EI 1 =_I ;--.a ;='..=, :f:.a :f',.5

,.,T r,,.. ,IC- I It 'E;EC

I :hr: z'

4.0

1. ,'_,:'

Figure 5: Damped Vibration of Steel Rod when Sample rate equals 250

(Acceterometer at Point #6 and Trigger at Point #3).

63

N00-24359

RECYCLING WASTE-PAPER

Edward L. Widener

Purdue University - MET Department

West Lafayette, Indiana

ABSTRACT

Perhaps 80% of papermaking energy is expended in chemical pulping

of vegetable cellulose, a natural polymer. Commercial supplies of

wood, bagasse, cotton and flax are valued as ,,renewable resources" and

,,bio-mass" assets; however, few enterprises will salvage waste-paper

and cardboard from their "trash." A basic experiment in the Materials

Lab uses simple equipment to make crude handsheets. Students learn to

classify _secondary fibers," identify "contraries," and estimate

earnlngs.

INTRODUCTION

The U.S. still has 70% of those forests existing at Columbus'time,

and about 50% of New York State is forest. Such vegetation is a prime

national resource, a renewable raw-material for lumber, pulp, paper,

plastics, and fuel. These industries represent major job-opportunities

for mechanical technologists in production, process and maintenance.

Yet, materials labs tend to neglect non-metals, especially common

cellulose.

Pulp and paper production requires vast amounts of air, energy and

water. Surging demands threaten to outstrip our plantations or degrade

our environment, despite ingenious genetics and fiber conservation

cited by ecologists. _ Paper consumption, now estimated at iO?[mi_l_on

annual tonnes, may reduce today's forests from 9.! square meser_ _

person to 7.7 (80%) by the year 2000.

Solid wastes are about 50% paper, increasing three times faster

than U.S. population. Overcrowded dumps and smoky incinerators are now

unacceptable. Most recycling involves only ,,pre-consumer" waste (millbroke, rejects, trim) and comprises only 25% of ,,consumerqproducts"

paper. The challenge is to salvage "post-cons umer''waste-_ The publlc

should be educated and motivated to segregate marketable grades and to

accept subsequent products. 4 Meantime, technologists can be trained to

promote recycling by utilizing available and inexpensive equipment.

TERMS

A different pulp and paper vocabulary emerges and new properties

are introduced. Waste paper is ,,secondary-fibre". Color is specified

by hue-depth-brightness, with metamerism from light-heat-humidity.

Fast means permanent. Wires and felts are machine-clothing, and whitewater is recycled machine-drainage. Fines are fiber particlesgand

broke is sheet-scrap. Converting is subsequent processing. Glassine

is film from hard calendering. Fiber is floc, staple, fibrid, fibril,

and tow. Non-wovens are formed on cylinders and fourdriniers.

65

PRECEDING PAGE BLANK NOT FILMED
Couching and picking affect sheet morphology. Deinking and bleaching

affect secondary-fiber's softness and tenacity. MIT-fold (fatigue

endurance), Elmendorf (impact tear propagation), Mullen (burst

strength), Patterson (puncture), Taber (sheet stiffness), Finch (edgetear), and Canadian Std. Freeness (pulp drainage) are properties.

Measurements include caliper (thickness), basis weight (density as U.S.

Ib/ream), denier (grams/9000 m of yarn), shee_ appearance (holes, feel,

smoothness, drape), and absorbance (wicking). _

PAPER GRADES

Pulps are classified by manufacturing process, timber source, or

color:

I. Sulfite - made with sodium or calcium bisulfite; needs cleanup of plant waters; expensive and soft.

2. Sulfate (Kraft) - made with sodium sulfide and hydroxide;

needs air cleanup; strong and cheap.

3. Soda - made with sodium hydroxide; cheaper than sulfite.

4. Semi Chemical - partial digestion and steam expansion.

5. Mechanical Groundwoo@ _ sawdust or wood flour; weakest,

cheapest, harshest, v,

Timbers are hardwood (deciduous; harsher, cheaper) or softwood

(coniferous, evergreen; softer, costly) from the North (cold, slow

growth; thin, supple fibers) or from the South (fast growth; thick,

harsh fibers).

Colors are white (fully bleached), tan (semi-bleached) or brown

(unbleached). Bleaching enhances softness, hurts strength.

Prices of virgin pulp range from $300-$800 per short ton (+1.1023

for metric ton), compared to recycled fibers of $30-$300. A typical

mill using $2,000,000 of pulp/month could save $100,000/month with 25%

recycled "secondary fiber" priced only 20% less. Some cardboard plants

run 100% recycled boxes, bought from local stores and scrap dealers.

This is big business. °

PROCEDURE

In the mills, baled pulp and paper are hydrated and defibered to

make "handsheets" for quality control tests, according to TAPPI Std.

T-200. The conventional agitators (Valley e Beater; British Std. ®

Disintegrator) often take several hours. However, a Waring Blendor e

takes 30-60 seconds, without presoaking! Blending involves intense

fluid-shear in a 4-1obed canister, as 4-vortexes impinge. Thus, fiber

clumps are unrolled rather than chopped to"fines"by impeller-blades.

Commercial labs make handsheets with vacuum-b_xes (Valley e sheet

mold) and steam-radiators (Williams ® sheet-dryer). Waste-paper

dealers use conventional lab-filtration setups (Ehrlenmeyer flask, with

B_chner funnel and filter-paperl0requiring a vacuum pump or eductor

nozzle (run tapwater to sewer). However, the pocket-sized "scoop and

press" (Ciba-Geigy e color sampler) can make 8 cm dia. sheets, quickly

and easily. Thinner sheets are made by diluting the pulp-slurry

66
consistency. In a pinch, use a flat-bottomed strainer or evaporate a

jar of slurry to leave a fiber-sheet.

,J

A typical reclpe is a) Tear a tabcard (83 x 187 x 0.02 mm thick)

into postage-stamp pieces; b) Drop into Blendor O, with 50 ml.

water(23°C); c) Blend at low-speed for 30 sec; d) Pour slurry into

shallow bowl; e) Look for complete defibering of "pulp-bundles"; f)

Scoop and press to de-water the "pulp-patty" and lift the new sheet,

which sticks to the press rather than the screen-knuckles; g) Dry the

handsheet on hot-plate or electric-griddle; h) Use a lid to keep the

sheet flat and aid inspection; i) View thick sheets by reflected light,

to find "contaminants" (flakes of clay, specks of foil or film);

j) Thin sheets are viewed by transmitted light, to find buried

"contraries" (wet-strength clumps of fibers); k) Tiny balls of

pernicious latex or tar are probed with a needle, pulling a fine

filament like a spider web; i) As required, dyes and wet-strength can

be tested for "bleachability;" m) Pulping time may be reduced, using

hotter water.

CONCLUSION

Students should be instructed to write formal proposals to

management, detailing each step of a careful investigation:

a) consistent monthly tonnage of available waste-paper, by grade;

b) location and cost of baler; c) selection and cost of fibercollectors and equipment-operators; d) selection of a reliable dealer

and determination of minimum fiber price; e) method of shipment,

ensuring plant security; f) estimated earnings and equipment payoff,

including savings of trash-service. Busy bosses ignore casual

suggestions.

RECYCLE SAMPLES 11,12

i. Newspapers - plain, printed, colored.

2. Magazines - pages only; no covers or staples; no coatings, clay

or latex.

3. Envelopes and Stationery - white, colored, unbleached; no glassine

windows or latex labels.

4. Creped wadding - facial, bathroom, towel, napkin tissues; white,

pastel, deep-dyed; plain and wet-strength.

5. Computer scrap - printouts or tabcards; no carbons; white, pastel.

6. Kraft sulfate - bags, wrappers; unbleached, semi-bleached.

7. Boxboard - linerboard, corrugate; unbleached, semi-bleached; grey,

brown.

,

EQUIPMENT AND SUPPLIES

Waring Blendor _ - 120 v, 60 Hz, stainless steel canister.

a. Commercial Model CB-4 (TMI#52-4-2), 1 gal capacity

(3.79 litres), 14,000-19,000 rpm, approved by Canadian

Standards Association...$700.

67
•

•

•

.

6.

•

.

9.

APPA

API

EE

EPA

NARI

NCRR

b. Model 31-BL-92, 1 qt capacity (.95 litre)

2-speed .................................. $I00.

Sunbeam Griddle ® - 120 v, 60 Hz

a. "M'sieur Crepe," cat.#30-10, 750 W, with thermostat control

and skillet lid .......................... $ 20.

b. Sandwich grill or frypan ............ $ 20 - 40.

c. Laboratory hot-plate ..................... $ 70.

Ciba-Geigy _ Scoop and Press - stainless steel pans, nested•

a. Scoop approx. 8 cm I.D. x 2.2 cm depth, with wire screen

on bottom (80-mesh).

b. Press approx. 7.5 cm O.D. x 2.5 cm depth, with solid bottom

(deep-drawn).

Weigh Scale.

a. Ohaus Dial-a-Gram ® balance, 310-g

capacity ................................ $i00.

b. Standard postal scale (oz, g) ........... $ i0.

c. Regular dieticians scale (oz, g) ........ $ 20.

Coffee pot, with thermostat control ......... $ 20.

Containers (glass or plastic).

a. Graduated cylinder or flask (i00 - 1,000 ml).

b. Battery jars or cut jugs (2-4 litre size)•

Bleaches.

a. Hydrogen peroxide (3.0% H202).

b. Sodium hypochlorite (5.25% NaOCl).

Dissecting needle (biology probe).

Spatula (pallet-knife).

ABBREVIATIONS

- American Paper and Pulp Association, New York, NY.

- American Paper Institute, Inc., 260 Madison Ave., New York,

NY 10016•

- Environmental Educators, Inc., 1621 Connecticut Ave., NW,

Washington, DC 20009•

- Environmental Protection Agency, Washington, DC.

- National Association of Recycling Industries, Paper Stock

Div., 330 Madison Ave., New York, NY 10017.

- National Center for Resource Recovery, 1211 Connecticut Ave_

NW, Washington, DC 20036.

68
TAPPI - Technical Association of the Pulp and Paper Industry,

1 Dunwoody Park, Atlanta, GA 30338.

TMI - Testing Machines, Inc., 400 Bayview Ave., Amityville, LI.,

NY 11701.

Prefixes - Centi (c), milli (m), page (p).

Ream - Specific number of standard-size sheets; standard area

varies with paper type.

Units

- Gallon (4 quarts, 3.785 litres); gram (g); litre (i);

metre (m); mil (0.001 inch); ounce (oz) Avoirdupois

(28.35 g).

REFERENCES

. Biedenbach, J.M. & Grayson, L.R. (Ed.), ASEE Annual Conference

Proceedinqs, Vol.I, 1986, Session 1249, p. 180.

. Osborne, M.J., "Energy Audit," TAPPI Journal, Vol. 60, No. 8,

Atlanta, GA, Aug. 1977, p. 12 and 81.

, Dane, Sally, "The National Buyers Guide to Recycled Paper," E_EE

Handbook, Washington, DC, 1973.

4. NCRR, "Fact Sheet," No. FS-1972-12, Washington, DC, i_972.

. APPA, "The Dictionary of Paper", 2nd ed., G. Banta Pub. Co.,

Menasha, WI, 1951.

. "Marketing Trends," (Price-List), Paper Trade Journal, Vance Pub.

Co., New York, NY.

. E.I. duPont, "The Manufacture and Dyeing of Paper", Orachem Dept.,

Wilmington, DE, 1963.

, "New Secondary-Fiber Pilot-Plant" (WMU, Kalamazoo, MI), TAPPI

Journal, Vol. 60, No.8, Aug. 1977, p. 25.

9. TMI Catalog, 6th ed., Amityville, L.I., NY, 1976.

I0. API, "Guidelines for Determining Recyclability of Paper Stock",

Paper Stock Conservation Committee, New York, NY, 1975.

ii. NARI, "Paper Stock Standards and Practices," Circular #PS-74,

New York, NY, 1974.

12. Casey, James P., "Pulp & Paper", 2 volumes, Interscience Pub. ,

N.Y. (1952).

69

N90-24360

PIEZOELECTRIC AND PYROELECTRIC EFFECTS

OF A CRYSTALLINE POLYMER

Nikhil K. Kundu

Purdue University

Statewide Technology

Elkhart, Indiana

Malay Kundu

John Adams High School

South Bend, Indiana

SUMMARY

Polyvinylidene flouride (PVDF) is a crystalline polymer of both

piezoelectric and pyroelectric nature. Piezoelectricity produces

electrical signals when mechanically deformed, and pyroelectricity is

the electrical polarization induced by thermal absorption in crystals.

To demonstrate the piezoelectric effect PVDF is sub3ected to impact

loads which produce electrical charges proportional to mechanical

stresses. A heat source was used to demonstrate the pyroelectric

nature of PVDF. The rise in temperature due to absorbed energy by the

polymer produces electrical output. The qualitative test results

obtained are graphically reproduced.

INTRODUCTION

Piezoelectricity is a material characteristic of certain

crystalline polymers that produce electrical signals when mechanically

deformed and experience dimensional changes when sub3ected to an

electrical field. Pyroelectricity is the electrical polarization

induced by thermal absorption in crystals.

This experiment deals with the demonstration of the above

phenomena using Kynar Piezo Film, a specially treated polyvinylidene

fluoride (PVDF) film manufactured by the Pennwalt Corporation. The

special treatment consists of aligning the polar axes of individual

crystallites and coating both sides of the film with aluminum or

chromium for electrical contact.

To demonstrate the piezoelectric effect, the PVDF film is

sub3ected to impact loads which produce electrical charges

proportional to the mechanical stresses. A heat source is used to

demonstrate the pyroelectric nature of PVDF. The absorption of

thermal energy by the polymer produces an electrical output; this

effect reverses when cooling.

Some of the most common applications of piezoelectric films are

found in. acoustics, ultrasonics, optics, transducers, and medical

instrumentation.

PRECEDING PAGE BLANK NOT FILMED

71
IMPACT 'rESTS

Test Specimens

The specimens used in the tests were I.Q inch square pieces of

treated PVDF film. Copper electrodes I18 in. x 3 in. were attached to

either side with an electrically conductive adhesive. The specimens

were then placed in between two pieces of nonconducting, transparent

protective plastic film.

Apparatus

PVDF specimen, 3/8 in. steel ball, power supply, chart recorder,

and weights.

Test Procedure

The steel ball was securely attached to the center of the square

film. The electrodes attached to the specimen were connected to the

chart recorder. The chart recorder was set at a speed of 25 divisions

per second and a sensitivity of 50 millivolts per division.

Various weights were dropped from a certain height onto the ball

attached to the film. The impacts transmitted through the ball

created point loads on the specimen which in turn produced electrical

signals on the chart recorder. Signals were recorded five times for

each weight.

The obtained electrical output is a representation of the impact

load experienced by the film. The impact can be measured

qualitatively from the amplitude of the signals.

Interpretation of a Sample Output

As shown in figure I, the impact will cause both positive and

negative amplitudes. For this reason, only the first crest

(arbitrarily considered positive) was used to indicate the output from

the film.

See table I for experimental data from impact tests.

of the data is given.

Only a portion

THERMAL TESTS

Test Specimens

The specimens used in these tests were identical to those used in

the impact tests.

Apparatus

PVDF specimen, thermometer, heat source, ice, power supply, chart

recorder, and a stopwatch.

72
Test Procedure

The electrodes extending from the specimen _ere connected to the

chart recorder. The chart recorder was set to a speed of 25 divisions

per second and a sensitivity of 20 millivolts per division.

The film was subJected to a cycle of thermal stresses as follows:

The specimen was heated for 30 seconds while recording its

temperature every 10 seconds. Then ice was placed on the film for the

next 30 seconds while the film's temperature was recorded every 10

seconds. Heat was again applied for 30 seconds while taking

temperature readings. After 30 seconds, the heat source was removed

and the specimen was allowed to cool for 30 seconds while taking the

temperature readings every I0 seconds. This procedure was repeated

three times.

Interpretation of a Sample Output

As shown in figure 2, thermal stress on the specimen can result

in a constantly fluctuating electrical signal. In such cases, the

mean amplitude should be considered for a qualitative evaluation.

See figure 3 for a graphical representation of the electrical output

of the PVDF film. See table 2 for quantitative test data.

RESULTS AND DISCUSSION

Impact 'rests

The electrical output from the impact tests is a reflection of

the structural changes experienced by the polymer. According to

figure 4, the electrical output is proportional to the impact of

weights above 25Q g. Due to insufficient stress, the linear

relationship is not observed at lower weight ranges.

Thermal Tests

The electrical output from the thermal tests shows changes :in

heat flow to the polymer. According to figure 3 and table 3, the

electrical output is extreme when changing from ice to the heat source

or vice versa rather than continuous application of either although

the temperature change was greater during continuous application of

thermal stress in one direction.

7a
TABLE I - IMPACT TESTS

Weight Trial Output

(g) (my)

90 1 20@

2 200

3 20@

245 1 250

2 25@

3 250

251 1 25O

2 225

3 250

268 1 250

2 25O

3 250

354 1 550

2 450

3 650

359 1 550

2 400

3 400

All weights were dropped from

5.0 inches above the firm.

Heat Source

Ice

Heat Source

None

TABLE 2 - THERMAL TESTS

Time Temperature Electrical

(min:sec) (°C) Mean

Output (my)

Maximum

O:OO 21.3 40 200

0:I@ 24.3 30 100

0:20 28.3 0 90

0:30 31.6 -300 -500

0:40 31.0 -10 -80

0:50 27.5 -5 -45

l:OO 24.2 40 200

l:lO 24.6 10 160

1:20 29.0 O 80

1:30 33.3 35 200

1:4@ 32.5 20 100

1:50 31.5 10 60

74
[_ ° .

wlr_lIT

I

_i'!

!i_ii !i

i_i [i

, i i

i , i _i

,ii---- 7!:

il,I

FIGURE I

]J:IERMAI. TESTS

FIGURE 2

T5
i_ i  ̧ :_, _. _ , i it, , , J i EFTTUI'_'F q _'_''+T"" ' 'P r,::F ',qUTFUTF_ Biirli_: I I ,i _']]TIIF,_

IfiHI!:'+i_ _ HEATING !t,:ilql_lNilI

i T,f . - '

I tli I' _11!l '"i' I I[]1li_'lli_!lll HI[I_i

_' .' _: .2:_,, r_F+Tli_t!tiIi,ii, ,,mmim+mmmJ,

I_t I_I _I_iItNGfitfglIIHtlINtlNttgttll

qi!_lt'! _!, _ _ i,_ 'i' : • ?t : i +i, i_ '_ i 'i- ii ] ,

+l+_+_il]ttNtMIft+l++Hl+Itil_i]t_u+r+ ;l++'l,+_ +':l+,_,lt_:

ii-i' ̧+-,+i:ii_ii,ii:

__+_ _ l+tlh_ I P :llli .lilil,+lil I] ; i_: '

LLJ] I I IINIIllllll+,llllliltltlllll!lilililllll ++tI+NIIIffI771+_GTIrM

._+l_Iilliliili+rililiitilt_I:'.;ll_rilr

Jjili,fl/lli_+llltililiflllittiltftitltlltl t 1t I i it iNI_I _ _J

+ttttJlJ:fTJJtiilt:!Jl_tlilftltltflltllitlilitlil_ttlltitHNIGNli]Nt[II]ITINIli111

COOLING • :: , : m : _ I

,,+I+ ............. ++,,,,,,,,..,+,..,,+,,++I

,., ._.LII!I ................ "N,,_hd,_Nh,,,llhJl[,tt.:NI.h :+' +:,,,thlll++I ;II......... :111,,1"111' I. II'iHIl"l +......... Irtl!_::lhd=rhl, =!111, ti'.'1

t i

_NHNItN|

FIGURE 3

_oo

.50o

40o

_oo

20o

ioo

IMPACT TESTS

@®

J

J

i

I

I i I

I00 2o0 3oo z+oo

WEIGHT (g)

FIGURE 4

76
N90-24361

USING TEMPLATE/HOTWIRE CUTTING TO DEMONSTRATE

MOLDLESS COMPOSITE FABRICATION

J. Mario Coleman

Engineering Technology

West Texas State University

Canyon, TX

PREREQUISITE KNOWLEDGE REQUIRED

A person duplicating the following experiment should have some

basic skills with handtools and simple woodworking machines.

OBJECTIVE

The objective of this experiment is to provide a simple,

inexpensive composite fabrication technique which can be easily

performed with a minimum of equipment and facilities. This process

eliminates expensive'female molds and uses only male molds which are

easily formed from foam blocks. Once the mold is shaped, it is covered

with fiberglass and becomes a structural component of the product.

EQUIPMENT AND SUPPLIES

Hand Tools

Flexible steel tape

Combination square w/centering head

Twist drills, 9/64", 1/4"*, and 3/8"

Scratch awl

Handscrew clamps w/10" openings

Level, 24"

Wood rasp

Wrench, 1/2"

Adjustable drafting curve

Scissors

Metal straight edge, 36"

*Spade bit, 11/16"

wood Products

1 - 4' x 8' sheet, 1/8" hardboard

*I - 2" x 4" x 24"

2 - 14" x 15", 3/8" plywood

6 - 3/4" x 2" x 2" blocks

1 - I0" dowel rod, 3/8"

1 - 18" dowel rod, 1/4"

with one end sharpened

2 - boxes toothpicks

77
Scroll saw

Drill press

Belt sander

Machines

Large portable fan

Vacuum cleaner

Metal Products

1 - 12" all-thread 3/8" with 2 nuts and washers

12 - 2 1/2" double headed nails

* 2 - 20" - 11/16" 0 D electrical conduit

* 2 - 2 1\2" machine screws with 2 wing nuts & washers

*24" stainless steel aircraft safety wire, .041D

1 roll duct tape

1 bottle rubber cement

1 pint white latex paint

*I0' heavy gauge lamp cord

Dust mask, disposable

4 plastic mixing cups, 8 oz.

i0 stir sticks

Miscellaneous

35" chalk line cord

1 felt tip marker

1 paint brush, 2" nylon

*i variable voltage transformer

Rubber gloves, disposable

Plastic coffee can lids

Epoxy and Foam

1 - Safe-T-Poxy kit, 1 1/2 gal. (See section on Instructor Notes

1 - Epoxy pump or balance beam for info on using Safe-T-Poxy)

i0 - sheets polystyrene insulation board, 2" x 2' x 8'

1 - sheet polystyrene insulation board, 3/8" x 2' x 8'

**Items marked with * are necessary for making and using the hot wire

cutter. See section on Instructor Notes for details on the hot wire

cutter.

PROCEDURE

Developing the Templates

Many foam plugs for composite products can be easily formed by

hotwiring around templates placed on foam blocks. This moldless

process works extremely well for prototypes, proof-of-concept products,

and home/school one-of-a-kind projects. Two of the most popular items

which can be hotwired are airfoils and boat hulls. The cutting and

forming of a fourteen foot canoe hull was selected for the following

experiment because of its simplicity. It is only necessary to

78
reproduce 1/4 of the canoe's contour because a mirror image can be made

to achieve the total width of the templates. After 1/2 of the canoe

hull is cut, another set of foam blocks is then cut by using the

templates in the reverse order.

When selecting a canoe design, keep in mind that a white-water/

river canoe has a rounded bottom and a lake/fishing canoe has a flat

bottom. The cross-sectional contour may be taken from a production

canoe by gauging the outside with a flexible, irregular curve and

transferring it to paper. A CADD program can also be utilized by

establishing the X,Y,and Z coordinates and allowing a plotter to draw

the templates. In either case, the cross-sectional readings should be

taken every ten inches starting at the center of the canoe and working

outward.

Once the outside contour of each template is established, the

inside contour is made by drawing a curved line two inches inside the

outside curve. This two inch thickness is necessary to give the

polystyrene arches enough strength to withstand the stress of laying

fiberglass on their outside. It also allows enough thickness in some

templates for double bolt holes at the centerline (see Photo i at the

end of the experiment).

After the paper templates are drawn, they should be scissor-cut

leaving about 1/4" _order around the drawn outline. The template

should then be glued to i/8" hardboard using rubber cement. (Elmer's

glue will cause the paper to wrinkle.) Cut out the templates using a

scroll saw and then lightly sand the cut edge with a belt sander. It

is critical that the edge be smooth to prevent the hot wire from

hanging.

Identify each template with a number starting with #i for the

large center template and ending with #8 for the small end template.

Mark a left and right symbol on each leg when the paper side of all

templates is turned the same direction. Paint the opposite side of the

templates with white latex paint so that the various marks can be

easily read. Transfer the center line from the paper side to the

painted side and then divide each leg into eight parts using the

centering head on a combination square. Identify the lines that divide

the parts with letters ranging from A to O. Line H will be the center

line through which a 3/8" bolt hole will be drilled later. Drill 9/64"

nail holes at lines A, D, L and O. Make sure each line on the painted

side is identified the same on the opposite paper side and not on the

opposite leg. The purpose of these lettered lines is to aid in

controlling the speed when cutting the foam blocks.

The location of the bolt holes in the template is critical for the

correct alignment of the foam. To position these bolt holes, each

template should be temporarily attached (duct taped) to the jig table

at its correct location (see Photo 2). A i0" long x 3/8" straight

dowel rod with a level attached should be positioned between two

templates and the ends moved up or down until the rod is level. (Two

79
people are required for this step.) The center line of the dowel rod

should be marked across the template line H and then the procedure

duplicated until all 3/8" hole centerlines are marked. Notice the

double holes in the templates 3, 5 and 7.

Using the Templates

The positioning of the templates on the foam and keeping them

turned the right direction is very important to keep the contour

smooth. Begin with the #i center template and the #2 for the first

section to be cut (see Photo 3). Clamp five 2" x 2' x 8' foam blocks

together using hand-screw clamps. Measure down from the top edge of

the foam block and over from the end to locate the center point of the

bolt hole. The position of this hole should allow the large template

to come within 1/4" of the end of the foam block and 1/4" down from the

top. Start the hole by piercing each side of the foam with a scratch

awl; then use a sharpened 1/4" dowel rod to complete the hole by

working from one side to the other. Push the 3/8" all-thread rod

through the foam and allow it to stick out one inch on each side. The

bolt hole in the foam will be much larger than necessary but it can be

corrected later.

Attach the templates by placing them on the all-thread and

securing them to the foam by hand tightening the nuts. (Use a washer

between the nuts and the templates.) The all-thread must run

horizontally and should be checked at this point by again measuring

down from the top and over from the end. There is usually enough slack

in the foam hole to allow some corrections to be made. When the

all-thread position is correct, tighten the nut with a wrench until the

foam just starts to compress. Check to make sure the templates are not

reversed.

The final alignment is made by placing a level on the bottom ends

of the templates and rotating them slightly on the all-thread until

they are level. Force double headed nails through the template nail

holes and into the foam. The foam blocks are now ready to hot wire.

Place the large foam blocks on a workbench and secure them by

using large hand-screw clamps. Before starting the cut, make sure the

throat of the cutter is deep enough to be able to go completely around

the templates without having to back up. This may require rough

cutting a corner or two from the foam block. It is best to have two

people operate the cutter so that each can watch the cutting operation

and keep the wire against his template. The person cutting around the

largest template should call out the lettered lines as he reaches them.

This allows the other person to gauge his cutting speed.

The outside contours are cut first and then the inside. The four

corners should be square and the ends flat. Corners can be cut square

by stopping the wire at the corner of the template, counting to three,

which allows the center wire lag to catch up, and then proceeding

8O
around the corner.

when the cuts are completed, it is impossible to remove the crosssection because it tapers both directions. It will be necessary to

remove some of the uncut foam before the cross-section will slide out.

Be careful not to ruin the large foam block for cutting some of the

other cross-sections. When the cross-section is removed, it will look

like the one in Photo 4.

The remaining cross-sections are cut using the same steps as

above. When proceeding to the next set of templates (numbers two and

three), it is best to set them in place on the jig table and then place

them on the foam exactly in that position. Remember that the templates

must always be turned the same direction and that they are reversed

when cutting the opposite end of the canoe. When all cross-sections

are cut, no two will be the same.

The polystyrene insulation boards are just under two inches thick

and when five are put together the total thickness is 9-5/8" An

additional foam piece must be cut from 3/8" insulation board by turning

the cutter vertically in a vise and cutting around a single template

(see Photo 5). The template is held in place by several pieces of duct

tape looped with the adhesive side out and compressed between the

template and the foam.

Gluing and Shaping the Cross-Sections

The body of the canoe can now be formed by resting the crosssection ends on the jig table and gluing the 2" pieces together. Since

there are ninety foam cross-sections, the gluing will go much faster if

two or more people participate. Glue the sections in sets of five plus

the 3/8" spacer and hold them together with toothpicks. The glue

should be Safe-T-Poxy as described in the Instructor Notes section and

should be placed no more than 3/4" inside the outside curve of the foam

pieces. These pieces are 2" thick and must be thinned to i" during a

later step. This is done with a small hot wire cutter which will not

cut through the glue if it is allowed within an inch of the inside

curve. When all sets of five are glued, then glue these sets

together.

The end caps for gluing should be rough cut a little larger than

the #8 template. Use 3/8" or thicker plywood with a 1/8" cord hole

drilled in the center. Several 3/4 x 2" x 2" spacer blocks should be

cut and a saw kerf cut to their centers to allow them to slip over the

cord.

when all the foam pieces are glued and are in position, pass a

heavy cord through the canoe body and through the center holes in the

end caps. Secure each end of the string by tying it around a nail and

then tighten the string by putting spacer blocks between the nail and

81
the end caps (see Photo 6). This unites the foam pieces into a solid

unit which can be adjusted on the jig table.

Check the contour of the canoe bottom to make sure it is smooth

with no low places. It may be necessary to put spacers between the

foam blocks and the jig table to get the contour smooth. This can be

done by releasing the string tension, removing some toothpicks, and

raising or lowering the foam blocks. After the adjustments are made,

the string is tightened again. Make sure that all foam pieces extend

at least 1/2" beyond the edge of the jig table on both sides. This

allows the fiberglass to drape straight down off the foam and not

create a corner at the jig table. It is best if the canoe body is

glued to the jig table to keep it from moving while forming and

shaping.

The canoe ends are formed from solid scraps which were cut earlier

from the foam cross-sectional arches (see Photo 7). The solid ends are

easy to shape and provide additional flotation. Use Safe-T-Poxy and

put it close to the center of the foam blocks so that it will not

create a problem while shaping. Use toothpicks to temporarily hold the

blocks in place. Drill two 1/8" cord holes in the outer edges of the

end caps and put two lengths of heavy cord along the canoe sides to

hold the ends in place. Put tension on the strings and allow the epoxy

to cure.

when all sections are glued and the rough form of the canoe has

taken shape, it is time to smooth the outside contour. This is done by

carefully removing the excess foam with a wood rasp (handle removed).

This is a messy job and a dust mask is necessary. Rubber gloves, a

large fan, and a shop vacuum cleaner are handy for this step. The long

axis of the rasp should be held parallel to the long axis of the canoe.

The rasp should be moved in alternating 45 degree strokes. The shaping

should be done until the desired contour is obtained. When completed,

the canoe plug should look like the one in Photo 8 which is ready to be

covered with fiberglass and epoxy.

INSTRUCTOR NOTES

Hot Wire Cutter

The items marked with an asterisk in the Equipment and Supply

section are necessary to construct the hot wire cutter. Refer to

Photos 5 and i0 for pictures of the wire cutter.

Start by boring two I1/16" holes across the 3 1/2" dimension of

the 2" x 4". These holes should be centered across the 1 1/2"

dimension and 1 1\2" from each end. Then drill a 1/4" hole 1/2" from

one end of each piece of 11/16" conduit. Insert the pieces of conduit

into the holes in the 2" x 4" with the 1/4" holes out. This should be

82
a snug fit, with the 1/4" holes aligned with each other.

Drill a small hole starting at the center of the 1/4" machine

screw heads and angling out of the threaded portion of the screw just

below the head. Mount the machine screws in the 1/4" conduit holes

with a washer and a wing nut on the outside of the conduit. Tighten

the nuts until two threads are exposed; then string the .041 stainless

steel wire through the center holes in the machine screws. Secure the

wire ends around the threads of the machine screws and then tension the

wire by tightening the wing nuts.

Attach one wire of the heavy duty lamp cord to each piece of

conduit by using sheet metal screws in a hole drilled 1/2" from the 2"

x 4". Connect the other end of the lamp cord to the transformer output

and the hot wire cutter is ready to use.

The transformer should be adjusted to between fifteen and eighteen

volts, which will give enough heat to easily slice through the foam.

Some trial cuts may be necessary to gauge the correct voltage and speed

of cutting. The wire should be kept tight and never allowed to turn

red. A SERIOUS BURN WILL OCCUR IF THE SKIN MAKES CONTACT WITH THE HOT

WIRE.

Safe-T-Poxy

The resin matrix used in this experiment is Safe-T-Poxy, which is

produced by the Hexcel Corporation. It was specially formulated to be

low in toxicity and does not have the objectionable strong smell that

other epoxies and polyesters have. It comes in kits with 7/8 gallon of

resin and 2/5 gallon hardener (see Photo 9), and costs around sixty

dollars per kit. When using a balance beam or small scale, mix the

epoxy i00 parts resin to 44 parts hardener. An epoxy pump like the one

in Photo 9 makes mixing easier, faster, and more convenient when large

amounts are to be used. This dispenser meters the correct ratio of

resin and hardener and costs around $160 from one of the suppliers

listed in the supply section.

The resin and hardener should be mixed in a waxless or plastic cup

and then stirred thoroughly for about two minutes. There is a

forty-five minute working time at 77 degrees F and a curing time of ten

hours. The mixture may be brushed or poured on and then smoothed with

a squeegee made from a plastic coffee can lid.

Future Applications

Template/hotwire cutting can be used to make rough mold cavities

for small parts. Photo l0 illustrates the process for cutting a mold

for a wind turbine blade tip. A small tip section was cut from the

blade and secured to a two-inch block of foam. Using the air foil tip

83
section as a guide, a cavity was hotwired in the block of foam. A wire

was placed around the airfoil before cutting to increase the size of

the cavity which will allow defects caused by exotherm to be removed

from the casting. After the cavity was cut, it was lined with duct

tape and filled with a mixture of Safe-T-Poxy and microballons. The

duct tape allows the cured casting to be easily removed from the mold

as shown in Photo ii. After shaping, the blade tip looks like the one

shown in Photo 12.

The products which can be formed by using template/hotwire cutting

are limited only by one's imagination. With only slight modifications

of the canoe experiment, a person can produce kayaks, racing shells,

catamaran pontoons, small fishing boats, and snow sleds. Bodies for

cars and recreational vehicles (go-carts, dune buggies, etc.) can also

be formed by this process.

The lost foam process is an extension of template/hotwire cutting

and works very well when making containers or cases. A gas tank can be

formed by hotwiring a specially designed plug and then covering it with

fiberglass and resin. When the skin is cured, a small opening can be

made for the filler pipe and a solvent (lacquer thinner) poured into

the foam causing it to dissolve. Cases are made the same way except

they are sawed into two halves and the foam is removed by chipping.

Examples of this process include racket cases for tennis/racketball,

snow ski cases, battery boxes and tool cases for small power tools.

Conclusion

Template/hotwire cutting is not a process which demonstrates the

latest in technical advancements. However, once a foam plug is cut,

the learning process involved with covering it with fiberglass and

resin teaches many of the important concepts used in the composite

industry. This cutting process allows more freedom in design and

reduces lead time. It can also be used as a substitute for the

expensive presses and molds used to form products in industry.

The primary disadvantage of this cutting process is finishing the

product after several layers of fiberglass cloth have been applied to

the foam plug. Additional filling, sanding and painting operations are

required to fill and smooth the fiberglass weave. This is not

necessary on a molded product which has a built-in smooth painted outer surface.

The purpose of this experiment was to demonstrate the ease of

forming composite products by hotwiring foam plugs from blocks of

polystyrene. Because of the time restriction, it was not possible to

explain the other steps involved in fabricating the complete canoe. A

lab manual is being prepared which explains each step in making the

canoe and gives many worthwhile pointers on using foam, reinforcing

fibers, resins and related supplies.

84
REFERENCES

Budinski, Kenneth• Engineering Materials: Properties and Selection,

3rd edition. Reston, VA: Reston Publishing Co., 1989.

Heimann, Erick. Do It Yourself With Plastics.

(Sunrise), 1973, pp. 226-27.

New York: E. P. Dutton

Meyer, Raymond W. Handbook of Polyester Molding Compounds and Molding

Technology. New York: Chapman & Hall, 1987.

Richardson, Terry. Composites:

Press Inc., 1987.

A Design Guide• New York: Industrial

Schwartz, M. M.

1984.

Composite Materials Handbook. New York: McGraw Hill,

SOURCES OF SUPPLIES

i .

•

•

•

,

Local builders supply (Builders Square, Payless Cashways, etc.)

polystyrene insulation board 2" x 2' x 8' $5.00

required wood products

Local discount stores (Wal-Mart, K-Mart, etc.)

duct tape, mixing cups, dust masks, toothpicks, rubber cement,

lamp cord, chalk line cord, rubber gloves (pharmacy), mixing

sticks (pharmacy: tongue depressors), etc.

Aircraft Spruce and Specialty Co.

Box 424

Fullerton, CA 92632

714-870-7551

1-800-824-1930 (orders only)

epoxy, epoxy dispenser, fiberglass cloth, transformer, etc.

catalog - $5.00

Wicks Aircraft Supply

410 Pine Street

Highland, IL 62249

618-654-7447

1-800-221-9425 (orders only)

(same supplies as Aircraft Spruce)

catalog - $5.00

Advanced Plastics

I1212 E. ll2th Street N

Owasso, OK 74055

918-664-5410

resins, reinforcing cloth, etc.

85
PHOTOGRAPHS

1 2

3

ORIGINA[ PAGE

BLACK AND WHITE PHOFOGRAP_

86
PHOTOGRAPHS

8

ORIGINAE PAGE"

BLACK AND WHITE PHOTOGRAPH

87
PHOTOGRAPHS

9 i0

ii 12

ORIGYNAL PAGE

BLACK AHD WHITE: PHO]-OGRAPH

88
N90-24362

RUBBERLIKE ELASTICITY EXPERIMENT

Richard Greet and Robert Cobaugh

University of Southern Colorado

SUMMARY

Four rubber erasers from the campus bookstore, two green and two

white, have been cut to have identical dimensions. These are loaded

in compression with a mechanical test machine capable of applying

cyclic loads and providing output to an X-Y plotter. The anelastic

behavior of rubber as well as the relative stiffnesses of composite

materials loaded transversely and longitudinally may be demonstrated

to beginning students or used as input for computer analysis by

advanced students.

DEMONSTRATION EXPERIMENTS

Anelasticity

In most instances, students are already familiar with the elastic

behavior of metals--linear loading and unloading, without hysteresis

loss. Figure 1 illustrates representative experimental behavior for

the rubber erasers. Clearly seen is that the elastic deformation is

highly non-linear with a large variation between loading and unloading

consistent with the energy damping capacity of rubber materials. With

the trade-mark identification still visible on the erasers, it is of

interest to the students that such familiar everyday materials can

behave in an unexpected way.

Relative Stiffness

Central to any mechanical testing program is to compare one material to another. This can be demonstrated to students by producing

curves for the green and the white erasers on the same sheet of graph

paper. Because the samples have been cut to have identical geometries, the comparison is immediate without the necessity of

computations.

Composite Materials

Prototype composite materials can be constructed by stacking the

erasers in different ways as shown in Figure 2. Compression of these

stackederasers demonstrates the different stiffness of composite materials loaded longitudinally and transversely. Again because of the

identical geometry, the comparison is immediate, without computations.

89
QUANTITATIVE POSSIBILITIES

Data Generation

As a start to quantitative analysis, students can measure the

dimensions of the samples and convert the various FORCE-DEFLECTION

graphs obtained into STRESS-STRAIN curves. In the analysis mentioned

below, individual points from the curves are required. These may be

read off manually by the students, or two alternatives can be used to

emphasize the engineer's use of computers in today's world. In one

alternative, the graphs are put onto a digitizing pad and a mouse or

cursor is used to generate numerical points directly into a microcomputer. In the other alternative, the machine output that drives

the X-Y plotter is fed to a data collection device that is programmed

to sample the voltages while the experiment is being run. The data

sampling device has internal memory and can be subsequently connected

to a microcomputer to transfer data.

Elastic Modulus

In addition to being a function of the strain, the elastic modulus of rubbery materials is several orders of magnitude lower than

that of metals. To obtain numerical modulus values, students are

directed to generate the stress-strain data along the center of the

hysteresis loop. These points are then used with a least squares fit

computer program to generate the coefficients of a quadratic or higher

order fitted polynomial. The derivative of the polynomial is then

interpreted as the instantaneous modulus during the experiment.

Damping Capacity

The area of the hysteresis loop represents the energy absorbed by

the sample per unit volume per cycle of loading. To obtain this area,

students must generate stress-strain numerical values for the loop

itself. These numbers are then used with a computer program that

performs Simpson's one third rule numerical integration to compute

the area.

CONCLUDING REMARKS

The experiments described can address students at many levels.

Without numerical computations, the experiments demonstrate qualitatively several aspects of materials behavior. For analysis, the

computer is used and the analytical techniques themselves might be

the emphasis of an instructor. Still another focus could be the data

collection system itself--data sampling and/or real time analysis.

9O
m

&

120_ I I [ I _ I t

1O0--

80--

60

40

o

0.000

m

// "'///_

0.012 0.016

DEFLECTION (inches)

Figure 1 : (Force) versus (Deflection) for rubber eraser

undergoing cyclic compression.

"/A

I / A

/ / ,4

/ / /

/ z /

/ / /

/// / ,'q

/// I

Figure 2: Stacking of erasers to simulate composite materials.

91

N90-24363

THE EFFECT OF THERMAL DAMAGE ON THE

MECHANICAL PROPERTIES OF POLYMER REGRINDS

Nikhil K. Kundu

Purdue University

Statewide Technology

Elkhart, Indiana

SUMMARY

Reprocessed polymers are subjected to high processlng

temperatures that result in the breakdown of molecular chains and

changes in the molecular structures. These phenomena reflect in

the mechanical properties of materials. Practically every regrind

is seen as a new material.

These experiments deal with the molding, regrinding, and

reprocessing of test specimens for the study of their" mechanical

properties. The comparative test data from each recycled material

would give students an insight of the molecular structures and

property degradation.

Three important rheological and mechanical properties such as

melt flow, impact strength, and flexural strength are to be

determined. These properties play key roles in the selection of

engineering materials.

The material selected for demonstration was Makrolon 3QQOL, a

polycarbonate thermoplastic from Bayer AG. The thermal degradation

due to repeated processing reflects in the decrease in molecular

weight and breakdown of molecular chains causing increase in melt

flow. The Izod-impact resistance and the flexural strength

deteriorate gradually.

INTRODUCTION

The demand for plastics has increased tremendously over the

last decade. More than half of the demand for polycarbonate goes

into communications and electronics. As demand increases in the

more critical engineering applications, the use of all available

feed stock, even regrind, becomes a necessary requirement.

This work investigates the effect of reprocessing on the

mechanical properties of polycarbonate. The polycarbonate material

studied was Hakrolon 3OOOL manufactured by Bayer AG.

Polymers are exposed to heat and mechanical shearing during

injection molding, which results in the breakdown of molecular

93

PRECEDING PAGE BLANK NOT FILMED
chains. Practically every regrind is seen as a new material. The

author suggests that the students should mold their own specimens

and regrind and reprocess the same material using approprLate

processing parameters. The comparative test data from each recycled

material give students an insight of the molecular structures and

corresponding property degradation. Three important mechanical and

rheological properties, such as melt flo_, impact strength, and

flexural strength can be easily determined and play key roles in

the selection of engineering materials.

TESTING OF MECHANICAL PROPERTIES

Equipment

Injection molding machine, scrap grinder, flexural stress

tester, impact tester, and melt flow measuring instrument.

Test Specimens

Test specimens were prepared according to DIN 53452 for

flexural stress and according to DIN 53453 for izod impact tests.

5Qmm x 6mm x 4mm test specimens were injection molded. The

specimens were molded at 31Q C with a cycle time of 40 seconds.

Specimens for impact tests had a notch 0.9 mm wide and 1.3 mm

deep.

To start 300 specimens were molded, tested, and reground.

Then 240 specimens were molded with the same processing

parameters, tested, and reground. The third, fourth, and the fifth

moIding followed.

Test procedure

For every processing ten specimens were tested for flexural

stress, twenty specimens for impact strength, and five readings

were taken for melt flow readings.

Flexural stress

The specimens were placed on supports at both ends and load

applied at the center until failure. Figure 2 shows the testing

apparatus manufactured by Zwick. Bending stress was calculated

using the applied load, the bending moment, and the moment of

inertia of the sample.

94
Flexural stress $'b= M/([/c)

I /c= bh; I6

(MPa)

b=width of the specimen

h=height of the specimen

M=bending moment= PL/4

P=load at the center

Notched Izod impact test

Izod impact tests were done on an impact tester from

Zwtck. 'Fhe energy required to break a notched samp[_

with respect to the area under the notch is considered as impact

strength. The test is done by clamping a specimen in th_ base of a

pendulum testing machine. The pendulum is released and the energy

consumed in breaking the sample was recorded. The impact strength

was calculated by using the energy as recorded by the tester and

the cross sectional area of the sample.

Impact strength CX = E/(bh. ) (kdlm _ )

E=energy reqd. to break the sample

b=width of the sample

h=height of the sample

Melt flow

The melt [low test indicates relative flowabillty of polymers

in the melt form. It is the most basic test on thermoplastic

polymers.

Melt flow of a polymer is determined by the amount of viscous

polymer forced through a standard orifice at a certain temperature

under load for a certain time. The melt flow apparatus is shown in

figure 3.

RESULTS AND DISCUSSION

A set of sample test results for only the first moldings are

given at the end of this paper. Table I shows the results on

flexural tests, table 2 shows the results of notched izod impact

tests, and the results of melt flow test are given in table 5.

Finally a summary of the test results for all five moldings is

given in table 4 which is also graphically reproduced in figure

4.

95
Flexural Stress

Bending stress, a form of fatigue, is a unique stress with

characteristic mechanisms that are distinctly different from those

of static or" impact stresses. Bending stress data are helpful in

understanding plastic fatigue performance, ranking materials, and

qualitatively guiding design.

The data on bending stresses shows a wide varzety of results.

The Makrolon 3@OOL molded at 310 C remained relatively the same

until the third molding in which a slight increase in resistance

was observed, after which a significant decrease occurred. This may

be explained by a difference in fiber orientations, or a difference

in melt flow or significant decrease in the molecular weight.

Notched Izod impact test

During impact testing , the specimens undergo three stages of

development. The elastic stage, then the crack propagation stage

and finally the separation stage. As the specimens are remolded, a

significant decrease in impact resistance is observed. As the

material is recycled, its thermal history is changed as well as

the flow patterns.

Melt Flow

The melt flow increases with each cycle because of main chain

scission. The Makrolon 3Q@QL experienced a significant increase in

melt flow between the first and the fourth moldings but basically

leveled off at the fifth. This is the result of the high processing

temperature which causes a decrease in molecular weight and a

breaking down of the materials' main chains.

96
TABLE 1

Flexural Test

Makrolon 3000L

First Molding

Specimen Load (N)

1 151.76

2 154.02

3 152.06

4 152.06

5 156.96

6 153.04

7 151.56

8 157.94

9 155.98

I0 151.56

TABLE 3

Melt Flow Test

Makrolon 3000L

First Molding

Time (min) Weight (g)

2 0.5925

4 0.6330

6 0.6607

8 0.6615

I0 0.6305

Melt Index = 3.185/10min

TABLE 2

Notched Izod Impact

Makrolon 3OOOL

First Molding

Specimen Energy

1 0.761

2 0.798

3 0.682

4 8.775

5 0.741

6 0.834

7 0.780

8 0.736

9 0.510

10 0.804

11 0.844

12 0.530

13 0.804

14 0.824

15 0.569

16 0.608

17 0.765

18 0.716

19 0.608

20 0.824

Test

(J)

Temperature

310 ° C

TABLE 4

SUMMARY OF TEST

Molding Impact

Strength

kdlm 2

RESULTS

Bending

Stress

MPa

Melt Flow

g/lOmin

Makrolon

3000L 1

2

3

4

5

44.83

32.08

15.79

4.02

4.02

96.82

95.94

98.30

broken

broken

3.18

3.64

6.65

12.33

12.3.3

97
Figure 2. Flexural stress tester

Figure I. Injection molding machine

Figure 3. Melt flow apparatus

98

ORIGINAL PAGE

BLACK AND WHITE PHOTOGRAPM
A

V

k

Z.

r_

z

lot:)

15

- E

0

8o w 10

3

0

J

Go [_

J

40 IE 5

20

_MELT FLOW

_BENDI NO STRESS

_IMPACT STRENGTH

£ I

FIGURE 4

5O

\

\

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4 -T_

PROCESS I NG

4-O

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20

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99

N90-24364

EXPERIMENT TITLE: Demo of Three Ways To Use a Computer to Assist in Lab

AUTHOR: J.P. Neville

AFFILIATION: Wentworth Institute of Technology, Boston, Mass.

Key Words:

1.) Enhancement of video presentations

2.) Remedial help and testing

3.) Information source and lab simulation

PREREQUISITE KNOWLEDGE REQUIRED: None

OBJECTIVE:

Help the slow learner and students with a lmlguage problem,

or challenge the advanced student.

EQUIPMENT and SUPPLIES:

Computer capable of generating movies

PROCEDURE:

1.) Technology has advanced to the point where images generated on a

computer can easily be recorded on a VCR and used as a video tutorial. This

transfer can be as simple as pointing a video camera at the screen and recording

the image. For more clarity and professional results, a board may be inserted into a

computer which will convert the signals directly to the "IV standard. Using a

computer program that generates movies one can animate various principles which

would normally be impossible to show or would require time-lapse photography.

For example, you might show the change in shape of grains as a piece of metal is

cold worked and then show the recrystallization and grain growth as heat is

applied. More imaginative titles and graphics are also possible using this

technique.

2.) Remedial help may also be offered via computer to those who find a

specific concept difficult. A printout of specific data, details of the theory or

equipment set-up can be offered. Programs are now available that will help as well

as test the student in specific areas so that a "Keller " type approach can be used

with each student to insure each knows the subject before going on to the next

topic.

3.) A computer can serve as an information source and contain the

microstructures, physical data and availability of each material tested in the lab.

With this source present "unknowns" can be evaluated and various tests simulated

to create a simple or complex "case study" lab assignment.

REFERENCES:

In-Office Video Taping: What will be Next?, by Prof. John Lindenlaub of Purdue,

Session 2630 of the 1987 ASEE Annual Conf., Proceedings Vol. 3 page 1337

Multimedia Software Development for Electronics Technology Students by Dr.

Charles Schuler, Technical Education News (Spring 1989)

Hypermedia by Dawn Stover, Popular Science, May 1989

101

PRECEDING PAGE BLANK NOT FILMED
Equipment available in video stores in 1989:

Camera: There are many available - both from a tape size and feature point of view.

There are also industrial versions as well as those designed for home use. Prices also run

the full range with $1000 being the tag on one that does almost everything.

Features needed:

The camera needed for making tutorials need not be capable of recording but it should

have a zoom lens. If it can record, it may take the place of one of the VCR units shown in the

diagram.

The camera will need to be capable of being operated at a distance. If it comes with a

remote control it will be easier than having the shop rewire the unit. It should have an

electrically operated Zoom as this is the major control that you will want to change during

taping.

You can add simple titles with many cameras and this may be the least expensive

way to superimpose them on your finished product.

Fade capability is a nice feature but may not see much use, depending on your style.

VCR: "Flying erase heads" are needed if a smooth transition is to be made from one

scene to the next. This usually means you will need a machine with 4 heads.

The ability to change the speed of the picture is a good feature since you can play

back at a different speed than recorded and use this new speed in your final edited tape.

Increasing the speed of animation this way may help it run smoother. Pictures taken off a

computer can also be enhanced this way.

Editing Equipment:

Sound mixing: To add music or voice over your original tape and still keep the

original sound track you will need a Video Tape Audio Mixer. Sima Products Corp. of

Chicago is currently marketing a "SoundMixer" in department stores for around $70.00. This

unit is capable of mixing 3 inputs, changing the volume of each separately. This allows you

to use PIP [picture-in-a-picture] and have the voice come from one source.

Picture-in-a-Picture: Rabbit Systems of Santa Monica, Ca. market a "Double Play"

unit for $250.00 which is designed to show two TV stations on your screen at once, [PIP]. It is

a rather useless, overpriced unit as advertised but makes a great, inexpensive way to add

yourself to a tutorial. Setting the unit to Ch. 3 one can mix a live camera and a tape and send

the result to another VCR. This will create a "Talking Head" in any one of the four corners of

the picture. The insert can be added or removed at any time and you can swap the small

picture for the large at any time also. It is a nice way to add a personal touch to film clips or

animation. It is also a way to show a problem and do it at the same time in a tutorial.

DirectEd is a unit available from Videonics of Campbell, CA. for around $500 which

generates titles in various colors and provides several different transition modes from one

scene to the next. It also provides a few "graphics" you can add. Once you have marked

your tape, the machine will automatically use your original to generate a new tape, removing

parts or inserting the titles you desire in the proper places. It is much less expensive and

less work than using a computer, but it provides no animation.

102
to record

work at

desk

record Prof.

v

Color

con_puler

[_iac II] NTSC

converter

to generale titles Tand aninlalion

I I

Digitizer to add

pictures & text

TV Set

Monitor

_'licrophone

fronl can, era @

or exlernal for

editing

Sw-itch

I

n,t|SlC

Recorder __

for _'lo_e clips

or pre-recorded

rifles, etc.

Video l

Mixer

IVCR I Final

,qr,_ r, r

IAudi° _'Hxer I

I

103
J_eeording lesson or

tutorial material

i_ecording lilies

and animation

It J]

computer pre- recorded

[-_-].I '_veR I

I

Monitor

_r

Mic

Mixer |1_1

Y _r

_' !' Switch J

Editing stage where

voice and PIP can be

added as well as placing

lilies and animation n

proper sequence.

104
N90-24365

A - •

The Magnetization Process - Hysteresis

Richard Bal samel

Science High School

Newark, NJ

The way in which a piece of magnetic mateMal behaves when in a

changing magnetic field tells a great deal about its properties. The

magnetic properties of any material are essentially a superposition of the

magnetic properties of a larger number of magnetic regions called

"'domains". A domain is a region in a magnetic material where the

elementary atomic magnetic moments point in the same mrection.

Between domains are transition regions called "domain walls" in which the

atomic magnetic moments change directions from one orientation to

another.

Suppose we put a piece of iron in a long coil where the field produced

by the coil, Happ is uniform. With no field in the coil, the iron breaks up

into many alternating domains with equal volumes of up and down domains.

If we apply a current to the coil,the domain walls will start to respond as

soon as the field exceeds some minimum strength called the coercive

field. If we make a graph of the net magnetization of the iron, M,(onthe

vertical axls ) as a function of the field intensity, H, produced by the

current in the col1.,we obtain a curve such as that shown in Fig. I.

As the current in the coil ( and its magnetic field ) in_-:rease,the up

domains grow larger and larger as the down domains decrease and the net

magnetization increases. At some field level all of the down domains have

been eliminated, and the material is said to be saturated. We designate

the field H_t. Fields above H,_-.._t no longer change the net magnetization.

This is ]ustwhat we should expect. When all the magnetic moments are

lined up with the field, the net magnetization cannot increase further, no

matter how much current is applied.

If we now decrease the current, the net magnetization will decrease

as well, but it does not begin to decrease until the external field, Happ is

somewhat below the saturation level. Then, down domains appear,

gradually grow and the net magnetization decreases. Notice that the graph

does not retrace the same curve. Even when the current is back to zero..

there is usually some magnetization left. This is called the remanent

magnetization.

105
Increasing the current again, but in the opposite direction gives us an

opposite field, - I-I_p.The magnetization continues to decrease and when

H_p becomes equal to -H c , the coercive field, the magnetization reaches

zero again. Further increasing of the negative field causes the

magnetization to increase in the opposite direction until the sample is

again saturated when the field reaches -Hsat . On decreasing the strength

of - H_p, the negative field, up domains reappear, and eventually at H c

the net magnetization is brought back to zero.

106

If we continuously change the current back and forth, that is,if we

applied alternating current to the coil, a loop is traced out.

One of the outstanding features of this curve is that there is a

difference in the path of the magnetization for increasing and decreasing

field. This is called hysteresis and the curve iscaIledahysteresis

loop. Hysteresis is seen in many other physical systems. For instance,

suppose we had a block of wood resting on a horizontal sheet of sandpaper

and held in a certain position by springs. If we plotted the position of the

block against an applied force that went alternately positive and negative,

the plot would look very much like the magnetic hysteresis loop, except

that itwouldnot show saturation. In both the mechanical and the

magnetic cases, as you go around the hysteresis loop energy is dissipated.

It turns out that the area of the loop is directly proportional to the energy

dissipated and therefore, to the coercive field. In transformer

applications it is desirable to minimize the magnetic energy losses. Thus,

one looks for magnetic materials with the smallest Hc .

l NMI_EzTETIZATION

)'[ T [/

(_) .._G,Ne"r¢F_L"L[

i

i

- Hsot - H

I

!

' i (+)

lTI it! llll[ 

I

I

i

Hc Hsot Hmox

Fig. I- Sketch of a magnetic hysteresis loop and

the corresponding domain structures of a plate

with easy axis perpendicular to the surface.
Maonetic materials in which the domain walls move veru easilu, and

which therefore have low coercivity, low remanence, and very narrow

hysteresis loops, are called soft magnetic materials. The use of the

adjective "'soft" arose because these tend to be mechanically soft and

easily deformable. An iron nail which has a relatively thin hysteresis loop

w_ll bend. Over the decades there has been a great sustained effort to

improve the magnetlc properties of this class of materials.

At the other extreme are magnetic materials which we want to stay

magnetized, so called permanent magnets. These we want to have as large

a magnetic moment as possible, and when magnetized, to retain that

moment even when exposed to moderate magnetic fields. These are called

hard magnetic materials. These materials have high coercivity and

remanence and thus wide hystersis loops. Typically they are mechanically

hard, often exceedingly brittle. A permanent magnet made of Alnico will

break quite easily. Hard rnagnetic materials can be prepared by

introducing non-magnetic impurities which hinder the motion of domain

walls. Another way to make a hard magnetic material is to divide it into

particles so small that a domain wall will not fit within the particle. If

there can be no domain wall, the magnetization cannot reverse by the

domain wall mechanism we have described. Only when we apply a field

which exceeds the anisotropy will the magnetization flip over. Thus a

further requirement is for a large anisotropy. The magnetic recording

materials used in tapes and credit cards have been developed using this

approach.

The achievement of good hard magnetic materials also has important

economic consequences. Very recently the discovery of greatly improved

hard magnetic materials has revolutionized the design of small permanent

magnet motors The development of materials is a vital part of the

ongoing improvements in magnetic recording on which the technology of

our society is evermore dependent.

An apparatus and activity which show hysteresis in materials in a

qualitative manner have been developed. The activity and construction

notes follow.

The hysteresis loops introduced above constitute a tremendously

valuable tool in characterizing magnetic materials. In transformers and

motors the magnetization is swept through a hysteresis loop 60 times

every second. Each time some of the electMcal energy is converted to

heat. If the coercive force is large, the hysteresis loop is fat. Considera

practical application of this princip'le.A material with a large coercive

force in addition to the eddy current losses, would cause a motor to

become very hot. Materials with a large coercive force, !-_quirelarge

expensive motors On the other hand if the domain walls move in very

small fields, i.e.,if Hc is.tiny,motors can be smaller and less electrical

energy is wasted in heating up the atmosphere.

107
Construction Notes: Hysteresis

I.You can builda standforthecoilsusingone footof Ix3 pine,two 5 - 112 inchpiecesof2xZ

pine,anda 3 - I/2 inchpieceofIx2 pine.

2.Drilla 314 inch holein thecenterofthepieceof Ix2, oneinchfrom one endasshown.Then

cutthepieceof I×Z lengthwisedown thecenter.

3.Drillthreesetsoftwo 5116 inchholeson the

Ix4 threeinchesfrom oneendandone inchinfrom

theedgeasindicatedbelow'.Usea 1i2 inchbitto

countersinkthesesixholestoa depthofI/2 inch.Thisisnecessarysothatthebindingpostwill

fit.Drillanother5/I 6 inch holeon thecenterofthe I×3 board.

!_-- 3 inches

O0 O0

0

I in.on

centers

.I,

I in.

-4,

4.Nov gluethet',,_) piecesof2x2 on thebottomendsand thetwo pieceswith thehalfcircles

:_ndthetopends. Thecompletedstandshouldlooklikethis:

108
O0 O0 O0 _---'__

0

5.Takeonefootof3/4inch outsidediametertubing.LeavingaboutI - I/Z feetofloosewire

andstartingone inchinfrom thelefthandend..wind about300 turnsclockx.'ise of#28

enameledmagnetwire.Afterthisleavea oneinchlengthofstraightwire.Holditin placewith a

pieceoftapeandthenwind 300 turr_counterclockwise,continutngtomove totherightend of

thetubeasshown below.LeaveanotherI - 112 feetofloosewire on thisend.Holdtheturnsin

placewithtape.

6. Take six inches of one i nch inside diameter t ubi rig. Leaving 1 - I ,'2 feet of wi re loose on each

end,wind about275 turnsclockwiseon thistube.Holdtheturnsin placewith tape.

AAAA A_ ,I_.it& _ I_

SMALLER TI_IE_E

A .w- ,m A A l_- ,I_ .A fPmII_

_r _UvUr _ V V

LARGER TUBE

7.Now slide,thelargerdiametertubeover the

smaller,coveringthecoils.Labelallfourwiresastowhich coiltheyarefrom: theouter,

largerdiameter,coilortheinner,smallerdiameter,coil.Threadallfourendsthroughthehole

onthemiddleofthestand.

8. Tape the ends of the smaller tube into the half circles in the wood on either end of the stand

and turn the stand over.

9.Placethreesetsofbindingpostsinthesixholesandtightenthe nuts Labelthethreesetsof

postsas"_C IN","X- axis",ar_I"Y - ;_',(is "

10. IdentifLj the two ends of the outer, larger diameter, coil..Solder a one ohm ,three watt

resistor to one of these ends. Solder the resistor to orle of the bi nding _.._,,-,_t_. of the set marked "AC

IN ".Soldertheothere_ totheotherpostofthisset.

1I.Identifyoneoftheendsoftheinner,smallerdiameter,coilandsoldera 100 K ohm resistor

toit.Then solderthe 100 K ohm resistortoone ofthepostslabeled"Y - a._:is".Soldertheother

endoftheinnercoiltotheotherpostofthisset.Fihallg soldera Ij._.f ,::,]pacitor tobothpostsof

thisset.

109
12. Solder a vi re from the post that hasthe one ohm, three watt resistor to one of the posts

labeled "X - axis " Solder another wire from the joint betveen the oneohm resistor and the end

of the outer coil to the other post labeled "X - axis" Check your circuit vith the di_ram helov

f

SAMPLE

110
Activity: Hysteresis of Common Magnetic Materials

The way a material is magnetized m the presence of an alternating

magnetic field can be displayed on an oscilloscope.. T,_eresulting

"'hysteresis loop'"reveals important properties of the material.

You will need: an AC power supply (5 to 10 volts ),an

oscilloscope, and several samples of different magnetic

material s.

I.When current is passed through the outer coil,it acts as the

primary of a transformer, producing a magnetic field along the

length of the tube. The inner coil acts as the secondary of the

transformer and senses the field produced by the primary or

drive coil.The two oppos]tely wound halves of the sense coil give

equal and opposite currents which cancel each other perfectly.

When a magnetic sample is placed into the tube within the first

half of the sense coil, the two output signals of the secondary

coil halves no longer cancel and the result depends on the extra

field produced by the sample itself.

2. Pass a 60 Hz alternat!ng current (about 0.5 to 1.0 amps) through

the outer primary coil using the power supply (or a six volt stepdown transformer plugged into a wall socket) with a one ohm

resistor in series. The voltage across this series resistor is the

X-input to the oscilloscope. It is numerically equal to the current

in the coil, which is proportional to the field in the center of the

coil.The Y-input to the oscilloscope is the signal from the sense

coil attached as shown In the figure. A resistor and capacitor in

this sensing circuit are used to filter out extraneous highfrequency signals. On the oscilloscope, set the Y-axis scale to 10

mV/cm and the X-axis scale to 0.2 Vlcm.

INN£R

WlNOI N6

,..__ LARC.._R

_ TUBI_

<,,,!

III
.

With no sample in the coil, the output should be a

horizontal straight line.(If the coils are not well

matched, this line will slope up or down. Sliding the

outer coil back and forth over the inner coil should

result in a better balance and a better horizontal line.)

Place various metallic obiects into the first half of the

sense coil.Non-magnetic samples such as an aluminum

nail will have hardly any effect on the output. A

hacksaw blade will produce an open hysteresis loop.

Paper clips, a screw driver, a coat hanger, transformer

core material, will each produce an interesting loop.

(Adjust the Y-axis scale to display the best loop for

each sample.) Note that some loops are thin and some

are wider or square. Using a small piece of silicon iron,

or several together, see the difference in the loops

when they are magnetized along the roiling direction or perpendicular to

it.Try a large iron nail and see the changes produced by flattening it

with a hammer and by heating it in a Bunsen burner. Explain the shape of

each loop in terms of the motion of domain walls and the rotation of the

magnetization within each sample.

4. The magnitude of the applied field can be calculated from the formula:

H= (4_.N I) i IO00XI

where N = number of turns. I = current in amperes,and I = length of the

coil in meters. If the c]rcult has been designed so that I = I amp,

N = I000 turns and l = 12.5 cm. then the field in the center of the coil is

112
H = (_4X 3.1416 X 1000 X l)/ (_I000X 0.125)

= 1.005 amps/meter = 80 oersteds

(Remember that the earth'smagnetic fieldis about I oersted.)

Ifthe X-axis scale on the oscilloscope is set at 0.2 V/cm, and the

voltage across a I ohm series resistor is used as the input,each cm on

the horizontalaxis is equivalent to 16 oersteds.This calibrationcan be

used to estimate the value of the coercive force from the half-width of

the hysteresis loop at the X-axis.The Y-axis cannot be easily calibrated,

since itdepends on the volume of the sample, but the remanent

magnetization can be estimated asa fractionof the saturation

magnetization for each loop.

NET

Mz

TIZATION

I

I

(+)

I

I

-Hsot

I

I .I

I I

-Hc Hc Hsat H mox

113

N90-24366

TENSILE AND SHEAR STRENGTH OF ADHESIVES

Kenneth A. Stibolt

Anne Arundel Community College

Arnold, Maryland

PREREQUISITES

This experiment is conducted in a freshman-level course:

Introduction to Engineering Materials. There are no prerequisites for the course although students should have some

knowledge of basic algebra.

OBJECTIVES

I .

2.

To tension and shear test adhesives.

To determine the tensile and shear properties of

adhesives.

EQUIPMENT AND SUPPLIES

Tension testing machine.

Flat plate jaws for testing adhesive shear specimens.

Rod jaws for testing adhesive tension specimens.

Adhesive shear specimens.

Adhesive tension specimens.

Vernier calipers.

PROCEDURE

i. Measure dimensions of adhesive contact area for tension

and shear specimens (mm).

2. Calculate contact area of tension and shear specimens

and record results (mm2).

3. Install flat plate jaws in tension testing machine.

4. Mount adhesive shear specimen in flat plate jaws.

5. Slowly increase load on specimen until adhesive fails in

shear. Note and record ultimate load (N).

6. Repeat steps 4 and 5 for the remaining adhesive shear

specimens.

7. Install the rod jaws in tension testing machine.

8. Mount adhesive tension specimen in rod jaws.

9. Slowly increase load on specimen until adhesive fails in

tension. Note and record ultimate load (N).

i0. Repeat steps 8 and 9 for the remaining adhesive tension

specimens.

115

PRECEDING PAGE BLANK NOT FILMED
RESULTS

i.

2.

3.

•

Calculate ultimate tension and shear stress for all

specimens (Pa).

Tabulate adhesive type, load type and ultimate stress.

Establish some conclusions about the effectiveness of

the various adhesives tested relative to the material

bonded.

Establish some conclusions about the load type (tension

or shear) producing the best adhesive performance.

NOTES TO INSTRUCTORS

This experiment is best conducted on a tension testing

machine with mounting jaws available for testing flat plate

and rod specimens. Figure 1 shows the adhesive tension

specimen• Figure 2 shows the shear specimens• Both are made

from readily available aluminum• Dimensions of the specimens

can be adjusted to the availability of material and load

capacity of the tension testing machine.

Using a variety of adhesives will make the experiment

more interesting. Purchasing types used in the home and in

construction is easy. Obtaining types used for industrial

manufacturing is more difficult. Lead time for bonding

together tension and shear specimens should be long enough

for adhesives to develop their full strength. Try to have

similar surface finishes and clamping pressures for all

specimens•

After the specimens are tested, many can be reused by

removing adhesive and establishing a new substrate. This

can be accomplished by wire brushing, surface grinding or

sanding.

This experiment investigates the effect of load type and

adhesive on ultimate strength. Other test variables can be

introduced such as substrate type (wood and plastic), surface

finish, cure variables and environmental conditions.

116
__ PL_TES f_llO _ BF1LTS PER SPECIHEN

] -DRILL ii DIA FUR

---T-_-_ --/ kilo X 1,5 X 99

"" | "xX/ HEX HEAD BOLT

| // "\ 8E7 kleo

-k. /" \ STRENGTH

t.... 64-------l//

,2'[]

'L,EC TI E]N A,A'

FIGURE 1

Adhesive Tension Specimen

,D 0

_I

135

MATERIAL: ALUMINUM

o(_ PLATES PER SPECIMEN

[]VERLAP PLATES 38 mm FOR SPECIMEN

FIGURE B

Shear Specimen

117

N90-24367

Experiments and Other Methods for Developing Expertise

with Design of Experiments in a Classroom Setting

John W. Patterson

Iowa State University

Ames, Iowa

INTRODUCTION

The only way to gain genuine expertise in "SPC" (Statistical Process Control)

and "DOX" (the design of experiments) is with repeated practice, but not on

canned problems with "dead" data sets. Rather, one must negotiate a wide variety

of problems each with its own peculiarities and its own constantly changing data.

The problems should not be of the type for which there is a single, well-defined

answer that can be looked up in a fraternity file or in some text. The problems

should match as closely as possible the open-ended types for which there is always

an abundance of uncertainty. These are the only kinds that arise in real research,

whether that be basic research in academe or engineering research in industry.

To gain this kind of experience, either as a professional consultant or as an

industrial employee, takes years. Vast amounts of money, not to mention careers,

must be put at risk. The purpose here is to outline some realistic simulation-type

lab exercises that are so simple and inexpensive to run that the students can

repeat them as often as desired at virtually no cost. Simulations also allow the

instructor to design problems whose outcomes are as noisy as desired but still

predictable within limits. Also the instructor and the students can learn a great

deal more from the postmortum conducted after the exercise is completed. One

never knows for sure what the "true data" should have been when dealing only with

"real life" experiments. To add a bit more realism to the exercises it is sometimes desirable to make the students pay for each experimental result from a makebelieve budget allocation for the problem.

Of course, the students find all this open-endedness and uncertainty very

unsettling, but this is what most characterizes the kinds of investigations they

will encounter later and it is important that these features be part of the

students' lab experience. Better that the students' first encounters with these

kinds of anxieties come in a college classroom under the tutelage of an experienced educator, than on their first job under the direction of a stressed out

supervisor.

MECHANICAL SIMULATION

To be most effective, a lab exercise should be mechanical in nature and

completely open to visual inspection while it is working. The reason is simple:

_ii our experience is at the macroscopic level where mechanical phenomena dominate

and it is largely by "seeing" that we have gained our experience. Hence, we take

119

PRECED;NG PAGE BLANK NOT FILMED
data points more seriously when we can plainly see them being generated in a

simple, easily understood fashion. Only later should one go to more exotic data

production schemes, such as analog circuits or computers whose inner workings are

usually much further removed from the world we experience.

One of the most effective teaching devices for introducing students to

statistical methods is the so-called Quincunx, originally introduced by Sir Francis

Galton back in the 1800's (see Figure i). These simple machines allow one to

generate endless sequences of samples, each drawn from a well defined population

of known mean and standard deviation. Even easier to understand are the sampling

boxes and sampling bowl schemes that are also in wide use today (see Figures 2-4).

None of these are difficult to construct, but all are commercially available. For

example, the Lightning Calculator Company of Troy, Michigan ([313]-649-4462) sells

ready-to-use versions of the Quincunx, chip boxes, sampling boxes, and sampling

bowls. They come completely assembled and are shipped with brief instructional

brochures, an audio cassette, and ready-to-copy data forms for use in the lab.

Statco Products, also of Troy, Michigan ([313]-879-7224)offers a similar array of

such items.

Xbar-R charts for in-control processes are easily constructed using these

devices and the students benefit from seeing the histograms take shape as the beads

are dropped. Attributes charts (% defective, etc.) are best illustrated by

sampling from a mixture of differently colored beads all housed in the same bowl.

Specially constructed paddles make it easy to draw samples of various sizes.

Sampling bowls can be used to construct and study p charts, u charts and c charts.

To control the attribute's mean frequency (% defective etc.), one simply

adjusts the fraction of beads having a particular color in the sampling bowl. To

examine the effects of different sample sizes one simply uses a different sampling

paddle. With the quincunx, one controls the location of the bead drop by sliding

it left or right. Different pegboards can be inserted to change the standard

deviation of the Quincunx and the user decides on the number of beads dropped per

sample. Again, the ease of operation of sampling bowls and the Quincunx makes it

possible for the students to conduct as many runs as they care to and the data

generation procedure is not nearly the time consuming distraction it is when actual

experiments are used. Sometimes students dream up personal mini-research

investigations to check various aspects of the recommended SPC and DOX procedures.

Consider, for example, a scatter diagram study of the relation between the ranges

and standard deviation of samples drawn from a Quincunx. Will the relation depend

on the number of items per sample? Could this kind of information be used to

convert R bar values into control limits on an Xbar-R chart? The possibilities

are almost endless.

Also available from the Lightning Calculator people is a process simulation

training kit called "prosim" (See Figure 5). It explains how the Quincunx can be

used to demonstrate such statistical design strategies as One Way ANOVA, 22 and 23

factorial designs, two factor expriments with interactions, and Taguchi's L8 and

L90rthogonal Arrays. After a little thought, however, it is easy to see how these

instructions could be modified so as to simulate data for almost any kind of

statistical design strategy in use today, including the so-called response surface

methods.

120
COMPUTER SIMULATION

Once you see how the mechanical simulators work, it is a fairly simple matter

to write programs that do the same thing either on a PC or on a hand held programmable calchlator. Two software packages, a statistics simulator and an SPC

simulator, were described in pp 84-5 of the July 1989 Quality Progress. In

essence, they are computer versions of the Quincunx and run on IBM/PC/XT/AT

compatibles having 128K of memory and one or more disk drives.

In my view, computer simulation methods are most useful for teaching and

learning the strategies for designing multi-factor experiments and then interpreting the results. Many people insist that only real life experiments carried out

with actual laboratory equipment should be used when teaching the design of

experiments; however, I disagree. Restricting oneself only to real life

experiments of the simplest sort, there is no definitive way to critically check

the inferences one is led to with the DOX strategies he or she is employing. And

if one tries to solve this problem by going to a very simple experiment--such as

studying the period of a simple pendulum as a function of the mass, length and

starting angle of the pendulum--the students simply go to the closest physics

text to see what dependences are predicted from theory. This eliminates the most

important aspect of the exercise, namely the haunting feeling one has about

investigating some response variable without knowing whether--much less how--it

depends on the controls being studied. Knowing these things beforehand completely

changes the mindset of the investigator and can severely undermine his or her

ability to proceed objectively.

By using tailor-made simulation programs, the instructor can generate noisy

data from a well understood law such as the gas law, V = nRT/P. But the law

should then be disguised by replacing V, n, T and P with Y, u, v and w respectively.

Also, by adding a superfluous control variable or two, say x and z, (that do not

appear in the gas law formula), the instructor knows to look for these as being

totally insignificant factors in the experiment. If they do register significant

effects, either the student or the DOX software must be doing something wrong.

Afterwards, the students can be told that Y was really the volume of a perfect

gas, u was the number of moles, v the absolute temperature, w the pressure and

that x and z were dummy variables all along. When all this is revealed afterwards,

the students find "the scales falling from their eyes", so to speak, and can then

review the decisions they made in a totally different light, namely that of

informed hindsight.

Here in un__disguised form is a DOX problem based on the gas law. Shown in

Figure 7 is the computer code I used to simulate noisy V data on a Casio fx-8000G

(or fx-7000 G) hand held programmable calculator.

HANDS-ON, IN CLASS EXERCISE USING SIMULATED DATA

Design, execute and interpret an experiment to study the alleged dependence

of gas volume (V:IO 350)* on mole number (n:O.5 2.0), temperature (T:300 i000),

*The values over which the variables are to be ranged are bracketed by the numerical values following the colon. The same is true for the control variables n, T

and P.

121
pressure (P:O.5 2.0), and xylene content (x:O.01.0). Assume we require a resolution

of 1.5 units for the response variable V and that its estimated standard deviation

is about 0.7.

Steps: i) Execute the resolution preliminaries.

2) Design an experiment using a linear, factorial, quadratic or cubic

design for all four of the control variables listed above (n,T,P,x).

Use five replications.

3) Conduct experiments at the control settings given your experimental

design and analyze the data.

4) Produce an effects table and analyze it to see if any of the four

control factors has little or no effect.

5) Produce contour maps of P vs T for n = 0.5 and 1.25 and shade in the

P-T domain(s) for which V is less than 50 but greater than 30.

6) Now use the ideal gas law to sketch in the "true" contours for V = 50

(or any other choice that meets your fancy) and compare these to the

same contours on the response surface map.

In the MSE 341 course at Iowa State, we use a software package called EChip to

teach expertise in experimental design. This will be described further below. The

following problem is taken directly from the EChip text and the software contains

a simulator program that can generate response data for whatever control variable

settings the user wishes to specify. I include here the entire problem description

but not the simulator program nor the extended text discussion of the problem.

However, I think the reader will appreciate the realistic nature of the problem,

which is based on an industrial problem that was successfully solved by an EChip

user.

ECHIP PROBLEM 5: EXTRUSION OF A NEW THERMOPLASTIC

This is a wrap-up problem that ties together all you have learned so far.

should take about four hours to complete and everyone should be able to obtain

a defensible solution using the methods discussed thus far.

It

Background

You work in R and D in the plastics division and have been asked to fully

define the process for making a new plastic in one of the extruders on the compounding line. An extruder is like a giant meat grinder with a massive internal screw

(auger) in the extended barrel. Raw materials are fed into the receiving funnel

at one end; these are melted and mixed by a combination of heat added by elements

on the barrel wall and by the shearing action of the auger. Everything eventually

gets pumped out the extruder die (hole) at the exit end of the barrel.

122
The Control Variables

On talking with the inventor of the new plastic, you find he has worked only

with small, lab scale equipment and that he has not defined the precise viscosity

of the base polymer of the new plastic. Consequently, you will have to determine

the percentage of the two additives add i and add 2. He also says that the moisture content of the base polymer (which you can control) often seems to be

important.

You can control the temperature in each of four zones along the extruder

barrel (T!,T2,T3 and T4) by automatic controllers on the heater elements.

Adding all this to information obtained from the operators of the extruder,

you find there are at least ten control variables that may or not be important.

Here they are along with the ranges over which they can be adjusted.

Add 1 .... 0.0% to 0.5%. This is supposed to induce uniform melting.

Add 2... 2.0% to 4.0%. This is a filler that is said to improve strength.

Viscosity... The viscosity can be set anywhere from 60 to 80.

Moisture... The moisture content can be set from 0.1% to 0.25%.

Tl through T4...Each can be controlled at 260C min to 320C max, independently.

Rate... Feed rate of input is from I00 to 200 pounds/hr.

RPM (auger)..Can be set anywhere from 150 to 300 rpm.

The Response Variables

On talking to your marketing people, you conclude that tensile strength (TS)

is the most important property but measuring it requires a destructive test. It

would be nice if the TS correlated with some easily monitored manufacturing

variables so that the TS for each batch could be estimated from the other measurable

variable. Old hands tell you they can pretty well estimate the TS of thermoplastics

from the temperature of the melt during production. This is almost too good to be

true so you decide to verify their claim by studying both the TS and the melt T as

response variables. So your responses are chosen as follows.

Estimated range is from 280 to 325C

Ranges from 15000 psi to 30,000 psi with the minimum advertised

specification being 25000 psi

Standard Deviation and Resolution

Discussions with marketing have resulted in a desired resolution of 10%. The

general argument is that products less than 22,500 psi will be totally unacceptable.

Since this is 10% less than 25,000 psi, the resolution of the experiment must be

capable of detecting at least this difference.

You are fortunate in having a data base of tensile testing data from which you

have calculated a standard deviation estimate of 0.02 for log 10 tensile strength.

The antilog of 0.02 is approximately 1.05 which means that the standard deviation

is about half of the desired resolution.

You may use 0.04 (the common log of (i. I0) for resolution and 0.02 for standard

deviation in the number of trials calculations.

123
Final Hints

Make sure you have the goals clear. Many students, proceeding in haste, think

optimization is the only goal. If you think this, reread p 5.4 very carefully.

Check it out. Try your model out and see how well it predicts.

All of the indicators may be positive. There may be no lack of fit indicated

in the Effects Table, and the contour plots may make sense, but the model may still

be in error. There is little redundancy in the recommended designs and they can

fit the particular set of data but not the response surface from which the data

comes; recording errors are a common problem.

The comments about the analysis of linear designs in the last paragraph of

section 10.2 are important.

This problem should be worked several times. The first time without using

design augmentation. Get fresh data at each stage. Once you have "solved" it this

way and read Appendix B, you can redo it with design augmentation. For a third

trial, you might try blocking-- once without blocking is recommended.

ECHIP'S DOX SOFTWARE

Many factors have conspired to keep undergraduate engineers from gaining

knowledge of the DOX strategies they so badly need. For example, few if any

engineering students have had the time or inclination to fulfill the prerequisites

required for the DOX courses traditionally offered in statistics departments. This

has tended to keep them out of formal DOX courses in college. Those engineers who

have learned these methods have done so either as part of a graduate program or,

more likely, by attending intensive short courses after graduation and at some

employer's expense. Such short courses are marketed by numerous companies, consultants and continuing education units around the country. Interestingly, they

learned to use DOX without taking all the traditional prerequisites. Also, more

and more software packages with DOX capabilities are becoming available to the

users of personal computers and these, too, can be used quite effectively by students

who have not taken extensive prerequisite courses in statistics. In other words,

engineers are bypassing departments of statistics and are learning DOX strategies

on the job, either from short courses or through the use of software packages or

both.

In an effort to better prepare our MSE students for what they will face upon

graduation, we have purchased a license to use the EChip software package in our

MSE 341 course. We feel its statistical methods are more than rigorous enough for

our purposes and we especially appreciate EChip's emphasis on strategies rather than

statistics or calculation procedures. The software focuses more on how to make the

key decisions when designing and executing experiments and leaves the computational

details and statistical analyses to the computer and keeps them "behind the scenes",

as it were. After first deciding whether the proposed investigation will fit within

the available budget, the user is directed on a swift but systematic course of

action through the cycle shown in Fig. 8. An extensive array of response surfaces

produced in the form of contour maps that can be scrolled, sorted through and

124
interacted with in the most useful fashion. Upon completion of the study, one

decides on whether or not another battery of experiments should be undertaken.

so, the procedure is repeated, though in a modified form that accounts for what

has been learned or what variables may be left out.

If

EChip provides a choice of several standard designs plus a powerful algorithmic

design option for use when none of the standard ones can possibly suffice. This

can occur when certain regions of the control variable space simply cannot be

sampled due to unavoidable technical difficulties. EChip enables the user to

disallow whole groups of troublesome control variable settings and then to

algorithmically devise an optimal design in the subregion of settings that is

left. Algorithmic designs are also used when mixture variables are to be included

or when one wishes to augment the design executed in the previous iteration.

As EChip is response surface oriented, the response variables (several may be

studied simultaneously) must be of the continuous type. Some but not all the

controls may be of the categorical variety but the software is intended for studies

involving continuous control variables for the most part. EChip's ability to

handle both mixture and nonmixture controls simultaneously makes it especially

useful for materials and chemical engineers.

CONCLUDING REMARKS

In the foregoing s_ctions, I have promoted the use of simulation schemes,

first of the mechanical-visual sorts and later of the computer-numerical types.

In my view, these are the best ways to generate response data for multifactor

experiments. Since the instructor specifies everything (including the noise

level!) in the model that generates the data, it is relatively easy to diagnose

the mistakes that arise in the students' work because there is no possibility

for poor lab methods or experimental equipment failures to cause problems.

Discrepancies can only be due either to software bugs or to inadequacies in the

DOX strategies being used or to mistakes or poor judgment by the user. I, for

one, very much favor the simulation approach when trying to help students acquire

expertise in the use of DOX methods for analyzing or optimizing complicated multifactor processes. On the other hand there is indeed a lot to be said for also

including real experiments in such a course, despite all the difficulties they

may entail. For this reason, I conclude by citing a number of candidate experiments we are hoping to incorporate in the MSE 341 course in future offerings.

Unlike the examples discussed so far, these place much greater emphasis on mixture

variables.

i) Study the dependence of AC conductance and capacitance for aqueous solutions

(H20 + NaCI + sugar + H2CO3 + etc.) on temperature (°K) compositions (mixture

variables), AC frequency (H2), geometric variables (distance between electrodes, their areas, etc.).

2) Study AC conductance, capacitance and density of moist soils (H20 + sand,

silt, etc.) and their dependences on compaction pressure, water contact,

soil type, AC frequency, etc.

3) Study dependence of freezing point depression of aqueous (or other) solutions

on composition variables.

125
4)

5)

Study dependence of density and permeability of sintered Ti02 (or ZnO, NaCI,

etc.) powders on binder type, compaction pressure sintering temperature,

sintering time, particle size distribution, etc.

Study dependence of final density and porosity of hot pressed pellets of

bakelite powder on hot pressing temperature, pressure and time.

THE QUINCUNX

Figure i. The Quincunx.

ORIGINAL PAGE

BLACK AND WH|TE PHOTOGRAPH

126
Front

Back

THE SAMPLING BOX

Figure 2. The sampling box.

ORIG!N^[: PACE'

BLACK AND _,Vt_i;-E. F; _:_'i _'::,qAPH

ORIGINAL PAGE IS

OF POOR QUALITY 127
THE SAMPLING BOWL

Figure 3. The sampling bowl.

 ̧: ̧%, ̧ ,

THE CHIP BOX

Figure 4. The chip box.

128
PROSIM, which stands for process simulator, is a training aid that uses a

quincunx to teach designed experiments.

The PROSIM kit includes :

• Master Forms to be used by the instructor and student.

• Overhead Masters for instruction and demonstrations.

• A "D" ring binder for the 140 plus page manual.

The training package includes step by step procedures for how to set up any

quincunx with a variety of factors and degrees of significance. The handy setup

forms and work sheets will he p simplify any design experiment class. The data

analysis forms included treat conventional designed exper ments and Taguchi

Orthogonal Arrays.

The detailed procedures included with PROSIM address the following

topics:

1. How to set up and scale the quincunx.

2. One way ANOVA.

3.2 2 Full Factorial Designs.

4. 23 Full Factorial Designs.

5. Two factor experiments with interactions.

6. Taguchi L80rthogonal Arrays.

7. Taguchi I_90rthogonal Arrays.

PROSIM

Figure 5. Prosim.

ORIGINAL PAGE IS

OF POOR QUALF.,'Y

129
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130

ORIGINAL PAGE IS

OF POOR QUALITY
PROG 5 Comments and Remarks

Mcl

"SD"?_S

Lbl 1

PROG 3

"n" ?_N

"T" ?_T

,,p,,?_p

"x" ?_x

082NT ÷ P_V

V + S x A_V

"V=" :V A

GOTO 1

(CASIO fx-7000G)

PROG 3

%_A'48_F:LbI2

A + RAN#_A

DS2 F:GOTO 2

(A-24) + 2_A

(CASIO fx-70OOG)

Clears all memory registers

Prompts for STD. DEV "(TRUE)" and stores it in S

PROG 3 is a subroutine that returns a number

"A" drawn from a normal (0.i) population

Prompts for a value of n and stores it in reg. N

" " " " " T " " " " " T

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I' 11 It It tl X It It It It tl X

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Adds a normal residual noise contribution (STD

DEV = S) onto V(TRUE) and stores that in V

Displays V = and the value just simulated

cycles back to Lbl i for the next simulated

experimental result

Comments and Remarks

Sets A to _ and counter, F, to 48

Adds RAN# (uniform in int. 0-i) to register A

Decreases counter By 1.0 when F > %, GOTO Lbl2

When F drops to 4, convert the sum in

A to a normal (0,I) value and store it in

A for use in the main program.

Figure 7. A program with subroutine for simulating volume data

with a known variability Assumes V = _RT/P.

The Experimental Cycle

WRITE

'REPORT

STUDYTHE

CONTOUR PLOT

DECIDE ON

• RESOLUTION

CHOOSE

VARIABLES

CONSULT

AN DESIGN

EXPERT EXPERIMENT

ANALYZE

DATA

RUN ',

EXPERIMENT

ENTER DATA

Figure 8.

131

N90-24368

MANUAL AND COMPUTER-AIDED MATERIALS SELECTION

FOR INDUSTRIAL PRODUCTION:

AN EXERCISE IN DECISION MAKING

Seth P. Bates, D.I.T.

San Jose State University

Summar3_

Students are introduced to methods and concepts for systematic selection and evaluation of

materials which are to be used to manufacture specific products in industry. For this laboratory exercise, students are asked to work in groups to identify and describe a product, then to proceed through the

process to select a list of three candidates to make the item from. The exercise draws on knowledge of

mechanical, physical, and chemical properties, common materials test techniques, and ,esource

management skills in finding and assessing property data. A very important p_u't of the exercise is the

students' introduction to decision making algorithms, and learning how to apply them to a complex

decision making process.

Significance

Materials selection is the process of choosing materials from which to make products in industrial production. A familarity with materials selection is critical to product designers, to product and

manufacturing engineers, and to industrial technologists who will have close review over production

lines and problems. In addition, a study of the decision making involved is sound basic education for

today's college students.

The Problem

Ten years ago, when this researcher first started a study of the materials selection process, very

little in the way of computer tools was available to aid the designer or engineer in the process. At

that time, an article in Metals Progress t described an early but well-designed system for polymer

selection used at John Deere's corporate headquarters in Moline, Illinois. Other true systems for

selection were manual in basis, including several card-based methods. The most notable of these was

developed by H. Laurie Miller of Northern Telecom, in Canada 2. Mr. Miller explored several manual

methods, including transparent overlays to identify matches to requirements and slotted cards for appropriate materials. None of these methods were adequate to deal with the large quantities of data

involved: They are even less adequate today.

Manual Methods

In spite of the problems, most industries continued, as they do today, to select materials for

production of products without the use of computing tools. There are essentially only four 'practical'

approaches to materials selection in use throughout industry:

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133
1. Use the material that was used last time

2. Use something that is in stock or heavily used for other products

3. Call in a materials supplier to evaluate the problem and recommend a suitable material.

4. Use an in-house expert or hire a consuhant who has training in materials selection (the

materials 'expert').

The consequences of the first three approaches will be clear upon a moments introspection.

Formal university training in materials selection (option 4) is strangely rare. The program in Industrial

Materials at the Division of Technology in San Jose State University attempts to give each graduating

student an introduction to the rudiments of manual methods for materials selection. Because this field

can so easily be expanded to encompass stress analysis, mechanical design, and other disciplines, it is

important to distinguish the method of selection from the methods for product design. Our students

are given the handout that follow_s this report to help them learn and execute the selection process.

Computer Solutions

In 1978, the first Apple II microcomputers were beginning to be marketed. No one even

dreamed that IBM Corporation would ever show any interest in the "toy box" computer market. In

that context, the only computer systems powerful enough to handle the computation, and especially the

data storage and manipulation required for materials selection, were large miniconlputers and mainframes. Such large systems were controlled by the data processing staff. For this reason, early studies

showed very limited user access to such systems even where they existed, and the cost of system development was exorbitant for most engineering and design groups.

In 1981, the researcher established that it was indeed possible for a computer program, given

appropriate input, to select materials from a database which will perform competitively to materials

selected manually by professional materials engineers. In other words, given the parameters of the

study _, the computer could successfully select materials very similarly to expert materials applications

engineers. The algorithm developed for use in the program for this research was refined from several

studied from all over the country and even in England. It also incorporated studies of the decisionmaking methods used by a number of expert materials selection engineers from John Deere, Amana,

and Rockwell Collins Avionics Division.

An algorithm is a mathematical model of a process, which in this case can be applied as a rule by

the program as it evaluates data from a database. It constitutes a decisionmaking rule, and as such it

represents an effort to establish some artificial, expert system capabilities for materials selection. In

the research program, the computer will attempt to minimize 'Z' in the equation

n

Z = _--J (xi - Yi) / Yi ]

i=1

as 'i' varies from I to 'n' properties. This equation is the main algorithm used by the program to evaluate materials. X_ is a material property found in the databank, and Y1 is provided by the selector as a

target specification for each property during program startup. Minimizing the value of Z gives us the

materials with properties that offer the smallest total percent deviation from specifications.

134
This rule is simple and easily executed by the computer, but it is not adequate by itself, as it

assumes that each property is equally important in each selection application. Since this is not the

case, we must add a weighting factor to the formula so that deviations become more or less significant

depending on the importance the selector assigns to each property for a given application.

The resulting algorithm is effective, but to perform this numeric calculation on each property for

each material in the database can consume huge amounts of computer time, delaying user reponse time

unacceptably. The algorithrn is thus augmented by a simple screening tool which eliminates from consideration for any given problem all materials which do not meet specific absolute property requirements stated by the selector (user). This allows us to quickly reduce the number of materials that need

to be screened. The computer will not take as long to screen tile remaining candidates. As a matter of

practical concern, A Hewlett Packard model 2000 time sharing minicomputer, very primitive by

today's standards, using the BASIC language, never required more than three minutes to evaluate up

to ten property specifications for over 300 candidates (even when time sharing).

In today's microcomputer environment, however, an}' high-end desktop computer can be configured as a basis for cost-effective materials selection. Mininmm system requirements will depend

mainly on the size of the database used, but could easily be met by a Macintosh SE/30 or better, or by

a PC AT running at 8 MHz or more, and with a rapid-access hard disk drive of 20 or more Megabytes

capacity. Such computer systems can also support programs that have recently been released by the

American Society for Metals (ASM) a, by Corth Publishing Group (the D.A.T.A. series) 5, and by others

who have attempted to develop commercial solutions.

Future Problems

Although the researcher is attempting to develop a PC-based systen, that will evaluate materials

from all groups (metals, plastics, and others), this has not been accomplished in the conunercial market. Many factors contribute to the difficulty, but the principal one is that for each group oi' materials,

different test standards, test methods, and data presentation are used. It is easy to develop some

conversion or translation tables, but others are nearly impossible. New test standards and procedures

',,,,ill be necessary before such a system can really work well, and this may never be workable given the

significant differences that exist between the material families.

Nonetheless, workable PC-based models for materials selection from a limited database can be

developed in any classroom and engineering group by a single programmer with a little development

time. This will remain an exciting field for further study for several decades to conm, due to the

enormous benefits that methodical materials selection offers for enhancement of productivity and

product liability stature.

Conclusions

Students can undertake real selection problems based on these laboratory techniques, and those

with some programming proficiency can develop prototypical computer-based selection systems. The

study of these methods is of use to product engineers, manufacturing methods engineers, pn__uct

designers (including industrial designers), and manufacturing managers and can result in great cost

savings and in a more secure liability position through improved documentation.

135
References

1. Unterweiser, P. M. (April, 1977), Computer aided engineering at John Deere: A materials

selection data system. Metal Progress, pp. 38-43.

2. Miller, H. Laurie (February, 1975), Systematic selection of plastic resins. Canadian Plastics, pp.

20+.

3. Bates, S. P. (December, 1981), A feasibility study of a system for computer-aided selection of

materials. Dissertation, University Microfilms, Ann Arbor, MI.

4. A.S.M. (1988), MetSel, A computer program for metals selection. ASM, Metals Park, OH.

5. Corth Publishing Group. D. A. T. A. , Tools for plastics selection.

136
StudentHandoutfor

MaterialsSelectionProblems

Dr. SethBates

I. Abstract

This paper is a guideline for tile solution of materials selection problems. Materials selection, in this context, means choosing a material from which to make a part or product in industrial production. The material chosen, clearly, must be able to withstand reasonable

stresses during the life of the product, and not fail catastrophically where life or health of

users is endangered.

In order to conduct the selection, you will need to think through every aspect of the part.

From this you will come up with a list of properties which the material should exhibit.

Your technical report should explain what the criteria are, how you arrived at them, and

how you went through the process of choosing the one best material for the application.

Materials Selection Problems

II. Introduction

The selection of a material for a specific application revolves methodical, thorough, and

imaginative thinking. It should be approached as a big challenge to your knowledge and

abilities. There are many' models (procedures) available for selecting materials. This

document provides you with two tools to use:

ao

b.

a model, or set of procedures, which you will use to arrive at good solutions

guidelines for writing up your selection report.

11I. A Model Procedure for Ylaterials Selection

This model is presented m a number of steps which are identified as

Part or product identification

Properties specifications development

Coarse screening of families

Fine screening

Final identification

Reiterations

IV. Part or product identification. Identify the part or product to be manufactured. Try

to use parts or products which involve only one material, for simplicity. Prepare a simple

but clear sketch or drawing. Describe in detail:

137
a.

b.

C.

d.

The functions of the part - what it is and what it does

The operating environment - in terms of the mechanical, physical, and chemical

forces that will act on the part

Any accidental forces that might reasonably be expected, and any accidental forces

that might not be expected, but could have serious consequences

The potential users of the product. Indicated age range, education or training level,

or any other significant factor

V. Materials specifications developmenl. Using information from the last section (b.

and c.), list in detail the types of properties and characteristics that the material must exhibit, and the values or ranges of values where possible. The following list will help:

Properties Characteristics

a. mechanical d. fabrication qualities

b. physical e. economics and aesthetics

c. chemical f. any other relevant data

For examples of relevant properties, consider those listed in the references found in the

reference list. Clauser's book, other Materials Science texts, and the Materials Reference

Issue are not adequate sources of information for these data.

VI. Coarse screening. Identify those properties which must be met (called 'go/no-go'

properties). Using the go/no-go's, evaluate the major families of materials to determine

which actually offer candidate materials from which to make }'our part. The families

include:

a. metals - ferrous e.

b. metals - nonferrous f.

c. ceramics and glasses g.

d. elastomers h.

thermoset polymers

thermoplastic polymers

polymer composites

woods and wood composites

Then, using the go/no-go's and the databanks (references) listed above, identify specific

materials from the families which passed the coarse screening. Use correct names, not

tradenames (e.g. acrylic or acrylonitrile, rather than Plexiglass). You may have as many as

15 to 30 candidates (materials) at this point. Try to be selective enough to keep the number

small.

VII. Fine screening. Rate all the properties that are still significant (some may not be) in

terms of relative importance. Using these relative ratings, evaluate the candidates. Use

Clauser's system (1975, p. 19). Identify the best 3 to 5 candidates and rank them.

VIII. Final identification. Compare the three to five final candidates on the most important points. If they all seem equally good choices, consider more subtle aspects such as

aesthetics and economics. Rank them according to their relative value in this application,

and explore the pro's and con's of using each one.

IX. Reiterations. Every materials selection involves compromises. At any point in the

coarse or fine screening process you nm___,see that some specification has unnecessarily

limited the choice of materials, material types, or families. If this has occurred in your

case, reconsider the original part description:

138
-Could the part be designed differently, to allow looser (or different) specifications?

-Perhaps aesthetics could be satisfied by a different method of finishing.

-Has your selection in fact identified a suitable material?

If these or other considerations apply, consider a redesign or reevaluation (reiteration).

You should be flexible, and willing to change your part design. The selection of materials

is a dynamic process.

X. Reference List for Selection Handout

ASM, (annual) Metals Handbook, vol. 1, Properties and Selection. Metals Park, Ohio

Clauser, H. R. (1975) Industrial and Engineering Materials. New York: McGraw-Hill.

The following are also useful:

The Materials Selector Issue of Materials Engineering (annual), Penton, Cleveland, OH.

The Modem Plastics Encyclopedia (annual), McGraw-Hill, New York, NY.

The International Plastics Selector (annual), Cordura Publications, San Diego, CA.

End of Handout

139

SCANNING X MICROSCOPY

Slide and Video Presentation by F. Alan McDonald

IBM Research Center

Dr. McDonald presented a slide/tape presentation on the variety of

scanning microscopy techniques and the research being conducted at

the IBM Thomas J. Watson Research Center in Yorktown Heights, New

York, and other research developments throughout the world in

scanning X microscopes.

|

Please refer to Scanned-Probe Microscopes, Scientific American;

October 1989, pages 98 through 105, for the formal presentation of

the topic.

This article, by H. Kumar Wickramasinghe, Manager of Physical

Measurements at the Yorktown Heights Center, explains how scannedprobe microscopes examine a surface at a very close range with a

probe which may be just a single atom across. These microscopes

can resolve features and properties on a scale beyond other

microscopes.

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141

N90-24369

PREPARING TECHNICIANS FOR

ENGINEERING MATERIALS TECHNOLOGY

James A. Jacobs

School of Technology

Norfolk State University

Norfolk, Virginia

Carlton H. Metzloff

Erie Community College - North

Main & Youngs Road

Buffalo, New York

Materials science and engineering is definitely among the worlds

hottest technologies; the other two being biotechnology and

communication technology.

Every expert interviewed [deans of engineering schools, school

placement directors for engineering and heads of firms that

emphasize advanced technology and employ significant numbers

of engineers] had materials at or near the top of the list

[top i0 careers for 1990s]. The burgeoning need for new

materials stretches from high performance, specialty

applications to cheap, high-volume substances for mass

production. The implications for use and adaptation are

unlimited.., focused on developing ceramics, metal alloys,

polymers, b_ological substances and other crystalline and

amorphous materials. Beyond creation of such breakthroughs,

there will be plenty of jobs in bringing these materials up

to mass production and introducing them into manufacturing,

processing, power systems, construction and other areas of

application. (Paul Price, Graduating Enqineer, March, 1988.)

A long held principle is that for every engineer and scientist

there is a need for ten technicians to maximize the efficiency of

the technology team for meeting needs of industry and government.

Developing an adequate supply of technicians to meet the

requirements of the materials related industry will be a challenge

and difficult to accomplish.

A variety of agencies such as the National Institute of Standards

and Technology (NIST formerly NBS), NASA, ASM International and

Battelle Laboratories feel the need and wish to support development

of engineering materials technology programs. In a joint effort

among Battelle Laboratories, Department of Energy (DOE) and

Northwest College and University Association for Science _NORCUS),

for development of an engineering materials technology program for

vocational programs and community colleges for the Pacific

Northwest Region was recently completed. This effort has

implications for a national model.

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143
Curriculum

The increasingly interdisciplinary character of research [in

materials science and engineering] has created serious

problems of communication. Physicists often do not fully

understand what chemists mean by terms like oxidation

potential, and chemists often do not understand physicists'

calculations involving path integrals and thermal Green's

functions. Physicists and chemists attach different meaning

to the term resonance. Electrical engineers understand logic

circuits and switching devices but may know little chemistry

and nothing about ceramics. Ceramicists understand materials

and processes, but may not grasp electronic circuits or

device physics. A period of adjustment will be needed for the

different constituencies to learn to work together more

effectively. (John P. McKelvey. "Understanding

Superconductivity", Invention & Technoloqy. Spring/Summer.

1989. p.56.)

The communication problem stated here involves MSE. Engineering

materials technology at an associate degree level of education is

even newer. A curriculum for technicians could take many forms in

an attempt to meet the requirements of many areas related to

materials science and engineering. Among the few programs, Erie

Community College and Hocking Technical College are offering AAS

degrees; the Texas State Technical Institute System is establishing

a program at its Sweetwater campus.

The model Associate of Applied Science degree in Engineering

Materials Technology shown on the attached sheet provides a general

structure. It purposely has course titles which need delimiting

while also including a core of courses necessary to develop

cognitive, affective and psychomotor skills with the underlining

principles of math, science and technology so students have job

entry skills, and so that students can learn about and adapt to

evolving technology.

Needs analyses, advisory committees and other similar input are

required to delimit the program in order for it to serve specific

needs. For example, two courses each are shown for materials

processing and manufacturing processing. This leaves room for

covering the hundreds of processes in materials technology. But

community or regional needs would influence whether there was an

emphasis on metal working, plastic processing or perhaps electronic

materials such as semiconductors.

Many materials technologies are emerging. They will compete with

established but evolving technologies which have their special

interests to promote. For example, composites are being designed

and promoted to replace metals. But the established metal industry

is developing new alloys, more efficient processing techniques and

means to keep them competitive.

IN
Students

As mentioned above, due to a lack of public awareness about

materials technology in general and of the career opportunities in

MSE in particular, it may be difficult to attract students into a

new program. There are on-going efforts such as the career

outreach program by ASM International and the course Materials

Science Technology in the Northwest Pacific that have been designed

to increase awareness of MSE.

On the Virginia Peninsula a master technician program was developed

with a 2 plus 2 plus 2 structure involving vocational schools,

community colleges and universities. We developed two materials

and processes technology curriculum guides for the Commonwealth of

Virginia's Technology Education Service and have also written

numerous modules on engineering materials technology which have

been published in The Technology Teacher. These modules can be

used to develop awareness in high school and introductory college

levels of science and technology. There are other means to promote

the career opportunities in materials technology including

scholarships and contests that emphasize MSE.

145
ENGINEERING MATERIALS TECHNOLOGY

ASSOCIATE OF APPLIED SCIENCE DEGREE

FIRST YEAR

First Semester

Communication

Mathematics

Chemistry

Engineering Materials Technology

Physics

Second Semester

Communication - Technical Reporting

Mathematics

Chemistry

Processing of Materials

Computing in Engineering Technology

Static & Strength of Materials

3

3

4

3

4

17

3

3

4

3

2

3

18

Summer Session

Cooperative Education 3

Second Year

First Semester

Manufacturing Processes I

Non-Destructive Evaluation

Social Science

Metals and Polymers

Materials Handling, Safety & Environment

Second Semester

Materials Processes II

Ceramics and Composites

Manufacturing Processes II

Engineering Materials Technology Project

Elective or General Education

4

3

3

4

18

4

4

3

3

3

17

146
iX3PICAL OUTLINE

Preparing Technicians for Engineering Materials Technology

I. History of Materials Science Department

A. 1947 - Erie County Technical Institute

1960's - Changed to Erie Community College

B. 1947 - Department of Metallurgical Technology

1960's - Changed to Materials Science Technology

II. Curriculum Requirements

Math - Technical Mathematics I

Intermediate algebra & trigonometry.

Math - Technical Mathematics II

Intermediate algebra & trigonometry.

Physics - Technical Physics I

Friction, fluids, sound thermodyn_nics, heat transfer.

Physics Lab - Experiments in Mechanics

Heat & sound.

English - College Composition

English - Composition & Reading in Science & Lit

Chemistry - Introductory College Chemistry I

For students that require working

knowledge of chemistry. Includes:

chemical bonding, chemical equations,

stoichiometry & gas laws.

Chemistry - Chemistry I Laboratory

Topics covered: measurements,

physical properties, specific heat,

atomic weights, chemical reactions,

etc.

Chemistry - Introductory College Chemistry II

Topics covered: solutions, acidimerry & alkalimetry, oxidationreduction, chemical equilibrium,

organic chemistry, metal & polymers.

4.0 credits

4.0 credits

4.0 credits

0 credits

3.0 credits

3.0 credits

3.0 credits

1.5 credits

3.0 credits

147
Chemistry - Chemistry II Laboratory 1.5 credits

Covers: solutions, acid & base

titration, intro to organic compounds & qualitative analysis of

transition metals.

Social Science - Macro & Microeconomics

- General Psychology

Materials Science I - Intro to Materials Science

The basic study of structures of materials and

how these relate to their properties.

_terials Science II

Indepth study of all materials.

Materials Science II Laboratory

Metallurgical sample preparations and microscopic study of metallurgical specimens.

Advanced Processes & Materials

Materials joining covered in depth, as example

welding and adhesive bonding. Nonmetallics as

polymers, elastomers, ceramics & composites.

SPC, product liability and product reliability

are covered.

Advanced Processes & Materials Laboratory

Use metallographs & MP 4 camera used to study

polymers, ceramics & composites. Join metals

with several welding processes.

Strength of Materials

Study of various mechanical properties of

common materials. Stress-strain relationships,

yield strength, elastic limit, modulus of elasticity.

Strength of Materials Laboratory

Formal report writing on tension, compression,

shear, hardness, torsion, bonding impact &

fatigue experiments. Use of equipment is

stressed.

Microprocessor Applications in Materials Science

It is based on the premise that computers are a

useful tool for solving, evaluating & modeling

problems in Materials Science Technology.

Non-Destructive Inspection

Liquid penetrant, ultrasonic, eddie current,

magnetic particle, x-ray and gamma radiation

techniques are studied.

3.0 credits

3.0 credits

5.0 credits

1.5 credits

2.0 credits

2.0 credits

3.0 credits

1.0 credit

3.0 credits

3.0 credits

148
Non-Destructive Inspection Laboratory

Application & operation of equipment, interpretation of results included in laboratory procedures.

Metal Casting

A course in elementary metal casting practices

covering pattern design, molding processes,

sand testing, gating & risering & solidification.

Metal Casting Laboratory

Many non-ferrous alloys are poured into green

sand mold, ceramic molds, metal molds & graphite

molds. Electric arc, induction & gas crucible

furnaces are used.

Casting Processes

All the industries that are associated with the

manufacturing of castings are studied. This

would include refractories, ceramic, plastics,

rubber, wood & cement industries.

Casting Processes Laboratory

Steel, gray iron, ductile iron & stainless steel

produced & made into useful objects. The senior

research project will test the resources, intelligence, ingenuity & ability of students to work as

a team.

Machine Tools & Drawing

Fundamentals of mechanical drawing with emphasis

on blueprint reading. Intro to basic machine

tools, lathe shaper, mill, grinder & drill press.

Metallurgical Instrumentation

Indepth study of strain gages, carbon analysis,

micro-hardness testing, pyrometry, creep &

emission spectroscopy.

Metallurgical Instrumentation Laboratory

Perform tests on installation, calibration &

operation of instruments.

Industrial Metallurgy

Visitations to materials science plants.

Manufacturing Processes I

Introductory course covering the fundamental

manufacturing methods, processes & equipment.

Manufacturing Processes I Laboratory

The laboratory will afford the students hands-on

experience with forging, casting, powder

metallurgy, etc.

1.0 credit

1.0 credit

2.0 credits

1.0 credit

2.0 credits

1.0 credit

3.0 credits

1.0 credit

1.5 credits

1.0 credit

1.0 credit

149
Manufacturing Processes & Materials II

An advanced course covering automated systems

manufacturing, example - flexible manufacturing

& computer-integrated manufacturing.

Manufacturing Processes & Materials II Laboratory

Topics in control systems, pick & place operations,

automated assembly & computer-integrated manufacturing.

A Survey in Computer-Aid Design

A five-week survey of basic CAD tasks necessary

to complete simple orthographic projections usirLg

micro CAD systems.

1.0 credit

1.0 credit

1.0 credit

150
N90-24370

FUTURE AUTOMOTIVE MATERIALS - EVOLUTION OR REVOLUTION

P.Beardmore

Research Staff, Ford Motor Company

Abstract

An exciting era is evolving in the application of new materials technologies

to automotive applications. The desire on the part of the automobile industry

to completely satisfy the customers while concurrently meeting increasing

demands and regulations for stringent emission control and fuel efficiency is

opening a plethora of opportunities for new materials. In many cases,

materials solutions are the only mechanisms for resolving some of the upcoming

issues. The materials scientist and engineer will therefore have a primary

role to play and will assume a position of significance hithertofore unseen in

the automobile industry. The nature of the industry dictates that changes are

primarily evolutionary with respect to chronology but nevertheless some of the

future material changes will be revolutionary in nature. This presentation

will treat three primary systems of the vehicle separately, based on the

different materials approaches which will be adopted. These areas are (1)skin

panels, (2)body structures and (3)powertralns. The competition between a

variety of new materials in these 3 systems will be discussed in detail with

the various tradeoffs being outlined. Amongst the more prominent of the new

breed of materials will be new steel technologies, structural plastics (FRP),

aluminum alloys (conventional and rapidly solidified), titanium alloys, metal

matrix composites and smart materials (electrorheological fluids, etc.). The

pace of development and application is accelerating rapidly and the impetus is

likely to increase. Exciting materials days lie ahead!

151
NINETIES INFLUENCES

• Total Customer Satisfaction

• Competition

• Environment

• CAFE

APPLICATION STRATEGIES

• Skin Panels

• Body Structures

• Engine Components

152
APPLICATION STRATEGIES

Skin Panels I

• Body Structures

• Engine Components

FUTURE AUTOBODY MATERIALS

MAJOR ISSUES

• Cost Effectiveness

• Lightweight

• Environment/Recyclability

153
POTENTIAL AUTOBODY MATERIALS

• High Strength Steels

• Engineering Plastics

Structural Composites (FRP)

• Aluminum Alloys

SKIN PANELS

MAJOR ISSUES

• Cost Effectiveness

• Class A Surface Finish

• Paintability (Paint Adhesion,

• Heat Resistance

• Repairability

• Recyclability

Formability

Functionality (Stiffness, CTE, Dent Resistance,

Oil Canning)

Lightweight

Handleability/Damage Resistance

Etc.)

154
SKIN PANELS

• Mild Steel

• Bake Hardenable Steels

• SMC

Thermoplastics

• Aluminum Alloys

FUNCTIONALITY

• Stiffness

- Overall Panel/Closure Panel Stiffness

- Local Panel Stiffness (Oil Canning)

• CTE

- Fit and Finish

-Interference

• Dent Resistance

- Yield Strength Controlled

155
STEEL SKIN TECHNOLOGY

• Materials

- Mild Steel

- Bake-Hardenable Steels

• Advantages

- Cost

- Quality Control (e.g. Continuous Anneal Lines)

- Formability

- Experience (Vast Data Base)

- Improved Dent Resistance (B-H)

• Limitations

- Weight (?)

- Deep Drawability (B-H)

PLASTIC SKIN PANELS

156

• Materials

- SMC - Horizontal Panels

- T/P - Vertical Panels

• Advantages

- Design and Styling Versatility

- Existing Experience Base

- Few Structural Issues

• Limitations

- Higher Cost

- Temperature Limitations
SURFACE FINISH

Long Period Waviness

• Short Period Waviness

• Local Defects (Pores, Etc.)

Read Through (Welds, Ribs, Fibers)

• Quantitative Measurements

HEAT RESISTANCE

E-Coat Temperatures (40OF)

Paint Oven Temperatures (280- 325F)

157
SKIN MATERIALS

Cost

CTE

Surface

Stiffness

Formability

Joinability

Recyclability

Repairability

Lightweight

Dent Resistance

Heat Resistance

Mild Steel [B/H Steel SMC T/P AI

÷ ÷ -- _

÷ ÷ + -- ÷

÷ + -- ÷ ÷

÷ ÷ ÷ -- ÷

÷ ÷ ÷ ÷ --

+ + -- _ _

÷ ÷ - ÷ ÷

÷ ÷ -- ÷ ÷

-- _ ÷ ÷ ÷

- ÷ + ÷ -

÷ + - _ +

APPLICATION STRATEGIES

• Skin Panels

Body Structures I

• Engine Components

158
BODY STRUCTURES

MAJOR ISSUES

• Cost Effectiveness

• Lightweight

• Formability

• Functionality (Durability,

• Weldability/Joinability

• Repairability

• Recyclability

Crash, NVH)

PRIMARY STRUCTURE

• Structural Integrity

• Sustain Primary Loads

• Manage Crash Loads

° Provide Acceptable Vehicle Dynamics (NVH)

159
BODY STRUCTURE MATERIALS

Mild Steel

High Strength Steels

Aluminum Alloys

Structural Composites (FRP)

BODY

POTENTIAL

STRUCTURES

WEIGHT REDUCTIONS

High Strength Steels (Up to 15%)

• Aluminum Alloys (Up to 40%)

• FRP Composites (30-50%)

160
BODY STRUCTUR

• High Strength Steels

- Yield Strengths 35-75 ksi

• Advantages

- Cost

- Property Control (e.g. Continuous Anneal Lines)

• Limitations

- Formability

- Weight (?)

• Aluminum Alloys

• Advantages

- Lightweight

• Limitations

- Cost

- Formability

- Joinability (?)

161
BODY STRUCTURE

Aluminum Alloys -- Two (2) Types of Construction

• Stamped and Bonded Construction

• Extrusions for Space Frame Construction

STRUCTURAL COMPOSITE PROCESSES

• HSRTM

u

Maximum Part Integration

Optimum Weight/Performance

Process Requires Development

Compression Molding

m

Experience

Existing Materials

162
BODY STRUCTUR

• Structural Composites (FRP)

• Advantages

- Lightweight

- Low Investment Cost

- High Part Integration

Limitations

- High Volume Capability

- Fully Accounted Cost (?)

• Derivative Vehicle Structures

• Complete Composite Body Shells

163
BODY STRUCTURE

• Derivative Vehicle Structures

° Complete Composite Body Shells

• Derivative Vehicle Structures

I • Complete Composite Body Shells !

164
BODY STRUCTUR

ULTIMATE OBJECTIVE

Primary Structure

Surface Quality

With Class A

BODY STRUCTURE MATERIALS

Cost Effectiveness

Lightweight

Formability

Joinability

Repairability

Recyclability

Mild Steel _HSS A/

÷ ÷ -

÷

÷

÷ ÷

FRP

?

÷

÷

÷

÷ ÷ -- ÷

÷ ÷ ÷

165
APPLICATION STRATEGIES

• Skin Panels

• Body Structures

Engine Components I

ENGINE MATERIALS

TECHNICAL TRENDS

• Materials Only One Aspect

• Alternate Materials Consideration At Design Inception

• Wide Variety of Newer Materials

166
LIGHTWEIGHT ENGINE

POTENTIAL SYNERGIZED

MATERIALS

BENEFITS

• 5% Fuel Economy

• 50% NVH Improvement

• 35% Weight Reduction

• 25% Reduction in HC Emissions

• 10% Performance Improvement

• Improved Package Efficiency

GASOLINE ENGINE LIGHTWEIGHT COMPONENTS

Materials and Applications

• Titanium Alloys

(Valves, Retainers, Connecting Rods, Springs)

• Rapidly Solidified Aluminum Alloys

(Intake Valves, Connecting Rods, Retainers)

• Metal Matrix Composites

(Pistons, Connecting Rods, Retainers)

• Fiber Reinforced Plastics

(Piston Skirts, Connecting Rods, Retainers)

• Ceramics, Aluminides

(Valves)

167
ENGINE MATERIALS

Valve System

Lightweight valve system components allow lower spring loads

which reduce friction _ Fuel Economy Gains

Component

Exhaust Valve

Intake Valve

Valve Spring Retainer

Valve Springs

Tappets

Rocker Arms

Material

Titanium Alloy, Ceramics

Ti, RS AI Alloy, Ceramics

Titanium

Titanium

AI, MMC

AI, MMC, FRP

Power Conversion System

NVH and emissions improvements through weight reduction and

lower crevice volume

Component

Piston

Piston Pin

Connecting Rod

Material

MMC, Plastic Skirt

MMC, Ceramic

MMC, RS AI Alloy, Titanium

168
ENGINE MATERIALS

Engine Structure

Weight, size, cost reductions and NVH improvement through

use of innovative materials such as aluminum, magnesium and

composites (metal or plastic matrix) for engine blocks,

cylinder heads and manifolds.

ENGINE BLOCK MATERIALS

• Cast Iron -- Thin Wall

• Aluminum

• Magnesium

• FRP

169
FUTURE AUTOMOTIVE MATERIALS

Evolution an___dRevolution!

For the Material Scientist -- A Dream Come True!

170
AUSTEMPERING

Professor James P. Nagy

ERIE COMMUNITY COLLEGE

Main & Youngs Road

Buffa]o, NY

PREREQUISITE

OBJECTIVE

EQUIPMENT

SUPPLIES

SAFETY

EQUIPMENT

SAFETY

PRECAUTIONS

The student should have knowledge of the

topic, Isothermal Transformation Diagrams.

The object of this experiment is to observe

the effects of nonequilibriun cooling of a

carbon alloy steel. Various percentages of

bainite and martensite will be produced in

samples using the austempering heat treatment.

Two heat treat furnaces

Rockwell hardness tester

Water quench tank

250 ML stainless steel beaker

Tongs capable of handling small samples

Tongs capable of handling a beaker half filled

with molten lead

Hack saw

Pliers

Metallurgical polishing equipment

Metallograph or metallurgical microscope

3/8 inch (9.525 mm) diameter SAE 4140 steel

bar stock

Lead chips (approximately 1 kg)

Cold mounting compound

2% nital etch

Bailing wire

Safety glasses

Heavy weight apron

heat resistant gloves

Students must wear their safety glasses,

apron, and gloves when performing the heat

treating part of this experiment. Students

must wear safety glasses when etching the

samples with the nital etch.

171
PROCEDURE

I. Set one heat treat furnace to 845 degrees Celsius

2. Set the other heat treat furnace to 400 degrees Celsius

3. Add a sufficient amount of lead to half fill the

stainless steel beaker and place it in a furnace set at 400

degrees Celsius.

4. Each student will cut a sample from the SAE 4140 steel

bar approximately 3 mm in thickness. Cut a grove on the

edge of the sample about 1 mm in depth, and diagonally across

the sample cut a second grove 1 mm in depth. Take a piece of

bailing wire approximately 50 mm long and wrap it around the

sample in the two groves making a wire handle on the sample.

5. The students in the laboratory class will break up into

four groups.

GROUP A - will austenitize their samples at 845 degrees

Celsius for 15 minutes, then quench their samples in the lead

at 400 degrees Celsius for !0 seconds, then w_ter quench

their samples.

GROUP B - will austenitize their samples at 845 degrees

Celsius for 15 minutes, then quench their samples in the lead

at 400 degrees Celsius for 30 seconds, then water quench

their samples.

GROUP C - will austenitize their samples at 845 degrees

Celsius for 15 minutes, then quench their samples in the lead

at 400 degrees Celsius for 60 seconds, then water quench

their samples.

GROUP D - will austenitize their samples at 845 degrees

Celsius for 15 minutes, then quench their samples in the lead

at 400 degrees Celsius for 400 seconds, then water quench

their samples.

NOTE - When the sample is removed from the 845 degree furnace

and quenched in the lead at 400 degrees, the sample must be

handled by the bailing wire handle. If the sample is held by

tongs, the tongs will shield the sample from the lead and

give an inadequate quench.

172
6. Remove any oxide coating or decarb and hardness test the

samples using the Rockwell C scale.

7. Mount the samples in cold mount, polish, and etch the

samples.

REQUIRED

i. Observe the samples under the microscope and determine

the percentage of bainite and martensite.

2. Make a table of hardness of samples and time in the lead

quench.

3. Make a table of hardness and percent bainite in the

samples.

4. Make graphs of hardness and percent bainite VS time in

the lead quench.

5. Using the Isothermal Transformation Diagram show the

cooling cycle for each sample.

LABORATORY INSTRUCTORS NOTES

The key to this experiment is to use a small sample of steel

in order to get the sample to cool at the desired cooling

rates. Wrapping a bailing wire around the sample to use as a

handle to hold the sample is of great importance.

Have the students hardness test the samples before mounting

them.

Steel will float in molten lead. Have the students make sure

that the sample is not allowed to float.

The samples from group A will be all martensite. The samples

from group B will contain just a slight amount of bainite.

The bainite will etch much faster than the martensite and

stand out, showing how the feathers of bainite are formed.

The samples from group C will contain 30 to 50 percent

bainite, and the samples from group D will be i00 percent

bainite.

The bainite will show up best if the samples are lightly

etched.

173
oC °F I 1 l_lJi_ _ ,,t!_lt] E ''ll!lij J t llliit t l i11t

L i!' .....

j I,' _i! ,_'TTI I I k

200 -- 00; i ' , 4 1 I I I 'I J ' '

- I-T DIAGRAM I

,oo-200 I I I t I t I I t I I

i I . I i I

-- I I MIN. IHOUR 11DAY

o- ,, ,,,, T_:i_i ..-.:!_,ri ;];ii_ ,,,I_

o

il Iti1!

20

29

29

37

44

51

51

0.5 I 2 5 E) 102 103 104 105 I06

I

3C

A

= 2¢

TIME- SECONDS

"i ......I" I_'I I ' ̧ I ̧ I " I"'

bm E-Q HARDENABILITY --

sol I 1 r

- K

_ _DNESS

-- _ _ % MAR EN:_FFE

I0

- I -

M _ M+B't-F j._

-.,'1...., ,,,I.. ...... I,,. ,,,I ........

8

DISTANCE

i 4140

!1_:)

$0

so

,o z_

zo |

16 24 32 40

FROM QUENCHED END -_ INCH UNITS

C-0.37 Mn-0.77

Cr-0.98 Mo-0.21

Austenitized at 1550°F

Grain Size: 7-8

LEGEND

A == Austenlte M _ Martensite

F = Ferrite B = Bainlte

C ---- Carbide P = Pearllte

174
REFERENCES

Brick, Pense, and Gordon. Structure and Properties o__f

Engineering Materials. Fourth edition, New York: McGraw Hill,

1977. p 136-152.

Pollack, Herman. Materials Science and Metallurgy. Fourth

edition, Englewood Cliffs, NJ: Prentice Hall, 1988. p194-208.

Jacobs and Kilduff. Engineering Materials Technology. First

edition, Englewood Cliffs, NJ: Prentice Hall, 1985. p193-199

175

Title:

Hands-On Thermal Conductivity

Author:

L. Roy Bunnell

Presenter:

Stephen W. Piippo

Richland High School

Affiliation:

Battelle, Pacific Northwest Laboratories

Richland, WA

Key Words:

Thermal Conductivity, Insulation, Heat, Energy, Convection

Prerequisite Knowledge:

Essentially none, this experiment can be used at any level higher than about

fifth grade.

Objectives:

To convey to the students the correct interpretation of something they have

probably all noticed in everyday life, and to demonstrate the difference in

thermal conductivity shown by a variety of materials.

Equipment and Supplies:

Samples of materials exhibiting the widest possible range of thermal

conductivities, all in blocks of approximately equal size, about I0 x 2 x 2

cm. A good basic assortment would be aluminum, glass, firebrick and

Styrofoam, as representing high, medium, low and very low conductivities,

respectively. A look at a table such as the one attached will reveal other

choices which may be more available locally and which will represent other

points along the thermal conductivity scale.

Procedure:

Arrange the test materials, with reference numbers, on a tabletop. The

following morning, invite several (or all) students to briefly place the back

of their hands in brief contact with the test blocks. They will notice that

some of the blocks appear to be colder than others, and should note the

comparative coldness of the blocks on simple data sheets. Remind the

students that the materials have been on the tabletop overnight and could

not possibly be at different temperatures. So why do some feel colder than

others? The students should be allowed to speculate, and should record their

speculations in their notebooks. The correct answer is that our hands are

richly supplied with nerves which sense the passage of heat energy into or

out of our bodies. Since the skin is normally at a temperature of about 28 C

(80 F) and the blocks are perhaps 5 degrees C colder, the "warm" or "cold"

feelings result from faster or slower energy transfer, respectively, from us

to the test blocks. So metals such as aluminum feel cold, while good

insulators like Styrofoam feel warmer. The students have probably all

noticed that different substances in a room feel as if they are at different

temperatures, but few have actually thought about it enough to know why this

is true.

PRECEDING PAGE BLANK NOT FILMED 177
Sample Data Sheet:

This is obvious and will be omitted.

Instructor Notes:

Metals conduct heat better for the same reason that they conduct electricity

better: their outer electrons are not localized but are shared by all of the

atoms in the piece of metal. Their regular crystal lattice also helps the

thermal energy, carried by vibrations called phonons, to travel better

through metals. The glass does not possess this regular structure and is

bonded such that outer electrons are localized and not shared. Much the same

logic holds for the ceramic brick, except here conductivity is even lower

because porosity has been intentionally left inside the brick. These pores

are small and so do not support convection currents in the air filling the

pores. This is the reason that fiberglass mat is good insulation; the fibers

can fill space at a low density, meaning that not much material is present,

and the fibers prevent formation of convective cells. Foamed plastics also

make use of these tiny air bubbles to restrict the flow of heat. A piece of

aluminum foil, crumpled very tightly, is a pretty good insulator, much better

than solid aluminum, because of these small internal pores.

For energy efficiency, it is very important that houses be well-insulated.

The material actually forming the insulation is not of much concern because

its main function is to keep convection cells from forming and thus

transferring heat from the inside wall to the outside wall. Since fibrous

materials are very good at doing this, they should be non-flammable and nontoxic. Asbestos, a favorite natural insulation of the past, is being removed

from many buildings at great cost because of its health hazard.

References:

Any college physics text will have a general explanation of thermal

conductivity.

R. A. Flinn, P. K. Trojan, Engineering Materials and Their Applications,

Third Edition, Houghton Mifflin Co., Boston, 1986, Pages 712-718.

J. A. Jacobs, T. F. Kilduff, Engineering Materials Technology, Prentiss-Hall,

1985.

178
Title:

Work-Hardening and Annealing in Metals

Author:

L. Roy Bunnell

Presenter:

Stephen W. Piippo

Richland High School

Affiliation:

Battelle, Pacific Northwest Laboratories, Richland, WA

Key Words:

Work Hardening, Annealing, Dislocations, Strain Hardening, Recovery, Stress

Relief

Prerequisite Knowledqe:

Students should have some introduction to dislocations and slip in metals.

Objective:

To demonstrate to the students, in a hands-on manner, how a metal (copper)

becomes more resistant to deformation as it is deformed, and how annealing

may be used to restore the ductility of the metal. The experience provides a

means of making dislocations more real to the student, and the ensuing discussion

shows positive and negative effects of the phenomenon.

Equipment and Supplies:

Each student is provided with two pieces of #10 bare copper wire, about 20 cm

long, and the students share a pair of common pliers which are used to make

the original bends in the wire. For the annealing, a furnace capable of 225

C is required. If none is available, a home oven capable of 450 F will do.

Procedure:

After bending each piece of wire according to the sketch on the next page,

The students are asked to grasp the wire sections by hand, then to twist the

center section of wire through three complete revolutions. The students will

note that this is fairly easy at first, but gets quite difficult. Why is

this? After some discussion, the students should be told that the copper was

originally in a soft or annealed condition and is being work hardened by the

twisting. Each student should twist both segments of wire because they are

to be compared after one is annealed.

Place one wire from each student into a furnace or oven, and heat to 225 C

(450 F) for at least 2 h; turn the oven off and allow the wire to cool

inside. The next day, take the wire samples out and redistribute. Note the

darkened color of the wires; this is caused by surface oxidation during

annealing. Each student will now twist the non-annealed wire through one

more complete turn, then do the same for the annealed wire. The difference

in the effort required will be quite obvious. How did the heat affect the

cold-worked metal?

Instructor Notes:

Beyond the use of normal care, there are no unusual precautions for this

experiment. Before the experiment, the students need to be told about the

role of slip in the deformation of metals, and to be briefly introduced to

179
dislocations as a way in which slip is made easier. Essentially,

dislocations make it unnecessary to lift an entire plane of atoms and move it

in reference to the plane below it. It may be helpful to use the analogy of

the carpet; if a carpet is slightly misplaced in a room, it is not necessary

to lift the whole thing at once to move it. A much easier way is to make a

small bump in the carpet, starting a wall or corner, then simply push the

bump across the room. The entire carpet can be moved easily this way. It

might be effective to demonstrate this, using a small piece (I-2 square

meters) of carpet remnant or sample.

The reason why the copper becomes work-hardened is that the dislocations,

which are originally fairly few in number, increase in number as deformation

continues and get tangled with each other and with grain boundaries in the

metal so that moving them becomes increasingly difficult. Annealing

provides energy which can be used to move the dislocations out of the metal

so that it can once again be deformed easily.

Positive Aspect: For metals that are to be used only at low temperatures

where annealing cannot occur, cold-working can be used to increase the

resistance to deformation. Metals differ in their sensitivity to workhardening; copper was chosen because it work-hardens well and because it can

be annealed at a relatively low temperature.

Negative Aspect: A work-hardened metal is more subject to breaking during

forming then an annealed one. For example, metals are made into wire by

pulling them through a series of holes in a die, each hole smaller than its

predecessor. After most metals have been pulled through these holes, they

work-harden to the point where they must be annealed before further forming

is done or they are likely to break.

References:

R. A. Flinn, P. K. Trojan, Engineering Materials and Their Applications,

Houghton Mifflin, 1986

R. E. Reed-Hill, Physical Metallurqy Principles, Van Nostrand, 1964

Sources of Supplies:

Bare copper wire is commonly used as a ground wire in electrical circuits,

and can be obtained at any electrical supply house for about $O.40/meter.

#12 Wire is even cheaper and could be used if #10 is not available, but it will

twist much easier and the difference in effort when work-hardened may be

harder to detect.

180
CERAMIC FIBERS

Bruce M. Link

Purpose

The purpose of this experiment is to demonstrate that glass ceramics are fundamentally stronger than everyday observation leads us to believe.

Acknowledqments and Intentions

This paper does not put forth any new ideas or particularly unique or original work,

but rather is an assimilation of various text materials. It draws heavily upon basic

work conducted by Griffith, Jurkov, Anderegg and others who experimented with ceramics in the early 1900's. The objective of this paper is to present an experiment

that will readily demonstrate some of the basic properties of glass and ceramics.

Material s

2 Small "C" clamps balanced and drilled as in figure I.

I Spool of fine high purity aluminum wire (22 gage 17 stranded should work

well. The finer the better)

1 Plastic bucket or other suitable lightweight container.

I Precision scale good to 5g over a 10Kg range.

10 Kg of sand or other heavy substance. (lead shot will do)

10 Glass rods

I Bunsen burner, gas supply and striker.

I Micrometer good to .0005"

i Safety glasses

Experimental Setup

Basically the two "C" clamps will be used to apply tension to either glass or metal

fibers. One "C" clamp will have to be suspended from the ceiling or other suitable

support structure. The second "C" clamp will be affixed to the bottom of the fiber

and the bucket (or pannier) suspended from it. Weight will be added to the pannier

until the fiber breaks. The diameter of the fiber will then be measured by means of

the micrometer. Figure 2 shows the experimental setup.

Procedure

Aluminum Wire

I. Trim off a piece of aluminum wire approximately 50mm in length. Strip off the

insulation and separate a single strand. Make several measurements along its length

and determine its average diameter.

2. Place the strand in the setup as shown in figure 2. Add weight until the fiber

breaks. Measure the diameter of the shorter of the two pieces at the break. Determine the load on the fiber. Calculate and plot the breaking strength (weight/unit

area).

3. Set the longer fiber up in the setup and repeat steps 2 and 3 until the longest

fiber is too short to continue.

181
Glass Fiber:

I. Take one of the glass rods and heat it slowly and carefully over the Bunsen

burner. Slowly draw out a glass fiber that is approximately 0.010" in diameter and 50mm long. Trim the fiber from the rod and place it in the fixture.

Repeat steps 2 and 3 from the aluminum wire experiment.

Part II

I. Produce four fibers each of aluminum and glass as in Part I. Trim the fibers

to the following lengths: 5mm, 10mm, 20mm and 40mm.

2. Measure the initial breaking strength of each fiber and plot the results.

Results

The results of part I of the experiment will show that the apparent breaking strength

for both the glass fiber and the aluminum fiber increases as the procedure is repeated. The results for glass should be much more dramatic.

The results of part II of the experiment show something very different about the

glass and the metal fibers. In both cases the strength of the fiber will tend to

decrease as the length increases, but the curve for the aluminum fiber is much flatter than that for the glass fiber.

Discussion

It is possible to overlook the differences between the results for the glass and

metal fibers and to say that the general trends are the same. If you do, you will

not discover anything about glass. The questions that this experiment raises are

I. In part I why does the strength of the glass improve so radically? Why

doesn't the metal strength improve as dramatically?

2. From part II why is it that the length of the fiber should have such a

crippling effect on the strength of the fiber?

It is easy to explain the increase in the strength of the aluminum fiber from part I

of the experiment as being due to work hardening of the entire fiber do to repeated

loading. The measurements of the fiber diameter should be enough to convince you

that this is taking place. However, the improvement in glass fiber strength cannot

be explained by the same theory. If one looks at the measurements of the glass fiber

diameter at the places where it broke, one should note that the fiber tends to maintain its average diameter. The metal fibers continually neck down.

Part II of the experiment provides a small clue to the breaking of glass fibers. If

one's data is very good (this can be accomplished by repeating the experiment many

times and averaging the results), one should be able to calculate the breaking

strength of a glass fiber of zero length. It should be noted that this value will be

much higher than that for the aluminum fiber. If a material is so theoretically

strong, how is it that it can be so weak? An explanation for this can be helped

along by taking one of the glass rods and slamming it against the table. Glasses are

indeed brittle and non ductile. If one then imagines that there is a very small

crack in the glass (a Griffith crack or one even larger), then this crack will

182
concentrate the stresses in the glass. Since the glass cannot ductilely deform to

spread the stress very well, the stress will remain high and cause the crack to

propagate. Metals, on the other hand, can dutilely deform and reduce the localized

stress. This makes them more resistant to internal defects.

This line of reasoning also neatly explains the glass sensitivity to length. The

shorter the fiber is, the lower is the probability of its having a serious defect

(and almost any defect is serious for a ceramic in tension). The aluminum fiber

will be less sensitive to length because it can plastically deform and negate the

seriousness of most defects.

References:

1. Physical properties of glass, J.E. Sanworth, Oxford at the Claredon Press, 1950.

2. "Ind. Eng. Chem.," 1939,31,290, F.O. Anderegg.

3. "Phil. Trans. Roy. Soc.," Series A 1920,221,163, A.A. Griffith.

183
Hole bored over

contact of "C" clamp

Lead tape

to center balance

_-- Rubber lining

or other gasket

material

Figure I "C" Clamp Construction

"C" clamps

Pannier

Figure 2 Experimental Setup

184


National Aeronauticsand

Space Administration

1. Report No.

NASA CP- 3074

4. Title and Subtitle

7.

Report Documentation Page

2. Government Accession No.

National Educators' Workshop: Update 89

Standard Experiments in Engineering Materials

Science and Technology

Author(s)

Compilers:

James E. Gardner - NASA Langley Research Center, Hampton,

Virginia and

James A. Jacobs - Norfolk State University, Norfolk, Virginia

9. Performing Organization Name and Address

NASA Langley Research Center

Hampton, Virginia 23665-5225

3. Recipient's Catalog No.

5. Report Date

May 1990

6. Performing Organization Code

8. Performing Organization Report No.

L-16785

10. Work Unit No.

505-63-01-15

1 1. Contract or Grant No.

NAG1-976

13. Type of Report and Period Covered

Conference Publication

14. Sponsoring Agency Code

12. Sponsoring Agency Name and Address

National Aeronautics and Space Administration

Washington, D.C. 20546-0001, National Institute of Standards and

Technology, Gaithersburg, Maryland 20899, and Norfolk State

University, Norfolk, Virginia 23504

15. Supplementary Notes

Supporting Organizations: ASM International

Battelle, Pacific Northwest Laboratory

Materials Education Council

6. Abstract

This document contains a collection of experiments presented and demonstrated at the National

Educators' Workshop: Update 89, held October 17-19, 1989 at the National Aeronautics and Space

Administration, Hampton, Virginia. The experiments related to the nature and properties of

engineering materials and provided information to assist in teaching about materials in the

education community.

Key Words (Suggested by Author(s))

Materials

Experiments

Education

118. Distribution Statement

Unclassified - Unlimited

Subject Category - 23

'9.Secur'",C'a's".'o"h'sreoor"r20. Unclassified Securi",C'a"'.'o'th's".'oe' Unclassified 12'. No.o' ago, 194 122. r'ce A09

4ASA FORM 1626 OCT86

For sale by the National Information Service, Springfield, Virginia 22161-2171 NASA Langley, 1990