Conversion of the hot torsion test results into flow curve with multiple regimes of hardening

The method of Fields and Backofen has been commonly used to reduce the data obtained by hot torsion test into flow curves. The method, however, is most suitable for materials with monotonic strain hardening behaviour. Other methods such as Stüwe’s method, tubular specimens, differential testing and the inverse method, each suffer from similar drawbacks. It is shown in the current work that for materials with multiple regimes of hardening any method based on an assumption of constant hardening indices introduces some errors into the flow curve obtained from the hot torsion test. Therefore such methods do not enable accurate prediction of onset of recrystallisation where slow softening occurs. A new method to convert results from the hot torsion test into flow curves by taking into account the variation of constitutive parameters during deformation is presented. The method represents the torque twist data by a parametric linear least square model in which Euler and hyperbolic coefficients are used as the parameters. A closed form relationship obtained from the mathematical representation of the data is employed next for flow stress determination. Two different solution strategies, the method of normal equations and singular value decomposition, were used for parametric modelling of the data with hyperbolic basis functions. The performance of both methods is compared. Experimental data obtained by FHTTM, a flexible hot torsion test machine developed at IROST, for a C–Mn austenitic steel was used to demonstrate the method. The results were compared with those obtained using constant strain and strain rate hardening characteristics.

Student-generated submicro diagrams : a useful tool for teaching and learning chemical equations and stoichiometry

This paper reports on a pedagogical approach to the teaching of chemical equations introduced to first year university students with little previous chemical knowledge. During the instruction period students had to interpret and construct diagrams of reactions at the submicro level, and relate them to chemical equations at the symbolic level with the aim of improving their conceptual understanding of chemical equations and stoichiometry. Students received instruction in symbol conventions, practice through graded tutorial tasks, and feedback on their efforts over the semester. Analysis of the student responses to formative test and summative exam items over consecutive years indicates that there was a consistent improvement in the abilities of the various cohorts to answer stoichiometry questions correctly. The responses provide evidence for diagrams of the submicro level being used as tools for reasoning in solving chemical problems, to recognise misconceptions of chemical formulae and to recognise the value of using various multiple representations of chemical reactions connecting the submicro and symbolic levels of representation. The student-generated submicro diagrams serve as a visualisation tool for teaching and learning abstract concepts in solving stoichiometric problems. We argue that the use of diagrams of the submicro level provides a more complete picture of the reaction, rather than a net summary of a chemical equation, leading to a deeper conceptual understanding.