Metallurgy Fundamentals for Welding

WELD 150

Section 1003

Metallurgy Fundamentals for Welding

Syllabus

Spring 2016

Instructor: Matthew Nichols

Office: GTA 106

Phone: 775-753-4718

Email-

Office Hours: TBA

Course Information

Course Title: Metallurgy Fundamentals for Welding

Course Number:WELD 150

Course Discipline:Welding

Course Description:This course is designed to provide training and understanding of Metallurgy as related to the welding industry.

Course Prerequisites:None

Course Location:Weld Shop classroom

Course Times:Jan. 26, 2016 – Mar. 15, 2016, Tu. & Th., 1:00PM - 3:30PM

Course Credits:2 Credits

Textbooks

Required Textbooks:Metallurgy Fundamentals, 5th Edition, Brandt/Warner, Goodheart Wilcox

(ISBN: 978-1-60525-079-3)

Learner Expected Outcomes

Upon completion of this course, the students will be able to:

Identify the basic steps in the production of steel. (1), (2), (3)

Describe how cast iron is made. (1), (2), (3)

Identify the properties and used of iron ore and pig iron. (1), (2), (3)

Differentiate between common steel-making and cast iron-making processes. (1), (2), (3)

Discuss how rolling mills change steel ingots into different shapes. (1), (2), (3)

Explain how a crystal is formed in metal. (1), (2), (3)

Discuss the formation of space lattice structures and dendrites. (1), (2), (3)

Describe the appearance of atoms inside crystals. (1), (2), (3)

Explain how temperature affects the growth of a crystal. (1), (2), (3)

Tell what is meant by grain size. (1), (2), (3)

Explain what happens inside a piece of metal when it breaks. (1), (2), (3)

State what is meant by deformation of metal. (1), (2), (3)

Summarize the different types of metal failure or breakage. (1), (2), (3)

Describe work hardening and its applications. (1), (2), (3)

Describe five important structural forms of steel and iron. (1), (2), (3)

Identify the transformation regions and other major elements of an iron-carbon diagram. (1), (2), (3)

Use an iron-carbon diagram to determine the steel structures that occur at various combinations of temperatures and percentages of carbon. (1), (2), (3)

Explain how different cooling techniques are used to produce mechanical properties in steel. (1), (2), (3)

Use an iron-carbon diagram to determine the temperature to which steel must be heated to cause it to harden. (1), (2), (3)

Compare different structures of steel under a microscope. (1), (2), (3)

Describe the microscopic appearance of ferrite, pearlite, cementite, austenite, and martensite. (1), (2), (3)

Recognize ferrite, pearlite, cementite, austenite, and martensite by looking at their microstructures. (1), (2), (3)

Explain heat-treating processes. (1), (2), (3)

Describe the effects and purpose of quenching. (1), (2), (3)

Discuss the four stages that metal goes through as it is quenched. (1), (2), (3)

Identify common quenching mediums and techniques and describe how they affect metal. (1), (2), (3)

Point out the advantages and disadvantages of quenching a material more rapidly. (1), (2), (3)

Apply some practical quenching techniques. (1), (2), (3)

Describe the purpose of annealing and normalizing metal. (1), (2), (3)

Explain how annealing and normalizing affect the hardness, strength, and brittleness of metal. (1), (2), (3)

Describe how annealing and normalizing affect the crystal structure of metal. (1), (2), (3)

Identify three different types of annealing processes. (1), (2), (3)

List the different ways in which annealing and normalizing affect metal compared to quenching. (1), (2), (3)

Explain the purpose of an isothermal transformation (I-T) diagram and describe how it is used. (1), (2), (3)

Recognize the difference in usage between an I-T diagram and an iron-carbon phase diagram. (1), (2), (3)

Determine whether a material will become stronger during the heat-treat process by evaluating its I-T diagram. (1), (2), (3)

Compare different industrial I-T diagrams. (1), (2), (3)

Plot a temperature-time line on an I-T diagram. (1), (2), (3)

Explain the purpose of tempering. (1), (2), (3)

Identify characteristics of tempered steel. (1), (2), (3)

Discuss some practical aspects of tempering. (1), (2), (3)

Describe common tempering methods used in industry. (1), (2), (3)

Explain how tempering affects distortion and hardness. (1), (2), (3)

Explain the principles of surface hardening. (1), (2), (3)

Identify metallurgical applications for surface hardening. (1), (2), (3)

Describe the three basic surface-hardening methods. (1), (2), (3)

Identify eight different processes used to case-harden materials. (1), (2), (3)

Compare the advantages and disadvantages of each surface-hardening process. (1), (2), (3)

Measurement of Learner Outcomes

(1) Written Examination

(2) Practical Evaluation – Students will be asked to show competence by kinesthetic demonstration.

(3) Verbal – Students will demonstrate competence by presenting oral demonstrations in groups and individually.

Students will be tested for knowledge and skill attainment through written tests comprised of questions taken from handouts, reading assignments, homework and lectures. Quizzes may be unannounced, but tests will be announced at least one class period before they are given.

Method of Instruction

A combination of lecture, discussion, demonstrations and film/video presentations will be used in the classroom training. Hands-on training will be in the welding lab.

Course Requirements

1. Students will be required to hand in homework assignments by due date.

2. Students will be required to hand in shop assignments.

3. Students will be required to hand in class assignments.

Lab Assignments:

1. Students will conduct and display spark testing specimens.

2. Students will build and forge a center punch and cold chisel.

NO CELL PHONES, MP3 PLAYERS, CD PLAYERS, ETC. WILL BE ALLOWED IN THE CLASSROOM OR THE LAB EXCEPT AS PERMITTED BY THE INSTRUCTOR.Violation of this policy will result in the student being dismissed from class that day and it will count as an absence.

Attendance Policy:You are expected to attend all class meetings. Exceptions may be discussed with the instructor with suitable make-up activities agreed upon (before the absence). All course work is due on the assigned dates whether or not you are present. You will lose ten percent (10%) of your grade for every day (not class period) that it is late. The instructor assumes no responsibility for making sure you receive any course material for which you were absent. This is your responsibility.

After being tardy three times this will count as one absence. If you are tardy more than one hour this will count as a half day absence, and if two and a half hours late or more this counts as an absence. AFTER TWO ABSENCES PER CLASS, OR 3 PER SEMESTER, YOU WILL BE DROPPED FROM THE CLASS AND RECEIVE A GRADE OF “F”.

Students with Disabilities:GBC supports providing equal access for students with disabilities. An advisor is available to discuss appropriate accommodations with students. Please contact the Director for Services to Students with Disabilities (Julie Byrnes) inElko at 775.753.2271 at your earliest convenience to request timely and appropriate accommodations.

Grading Policy and Grading Scale

Grades will be weighted according to the following scale:

Class Participation, Assignments, Tests and Quizzes80%

Lab Assignments20%

Up to 20% could be deducted from your grade for blatant safety violations.

Grade Scale:

A94% - 100%A-90% - 93%

B+87% - 89%B84% - 86%B-80% - 83%

C+77% - 79%C74% - 76%C-70% - 73%

D+67% - 69%D64% - 66%D-60% - 63%

FBelow 60%

Drop Deadlines

If you do not formally withdraw by the drop deadline, your instructorwill automatically assign you a grade of “F.” The last day to drop the course is 2/17/2016.

Plagiarism

Plagiarism is presenting someone else’s words, ideas, or data as one’s own. When a student submits work that includes the words, ideas, or data of others, the source of that information must be acknowledged through quotation marks as well. In academically honest writing or speaking, the student will acknowledge the source whenever another person’s actual words are quoted, whenever another person’s idea, opinion, or theory is used, even if it is completely paraphrased in the student’s own words, or whenever facts, statistics, or other illustrative materials are borrowed, unless the information is common knowledge.