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2 2020

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Influence of inclusions on bending fatigue strength coefficient the medium carbon steel melted in an electric furnace

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Lipiński T. , Wach A.

Production Engineering Archives

2020

tom Vol. 26, Iss. 3

88--91

The parameters of high-grade steel are influenced by a combination of factors, including chemical composition and production technology. The impurity content is also a key determinant of the quality of high-grade steel. Inclusions may also play an important role, subject to their type and shape. Inclusions may increase the strength of steel by inhibiting the development of micro-cracks. The analyzed material was one grade of medium-carbon structural steel. The study was performed on 6 heats produced in an industrial plant in 140 ton electric furnaces. The experimental variants were compared in view of the five heat treatment options. The results were presented to account for the correlations between the fatigue strength coefficient during rotary bending, the diameter of and spacing between impurities. The relationship between the fatigue strength and hardness of highgrade steel vs. the quotient of the diameter of impurities and the spacing between impurities was determined. The proposed equations contribute to the existing knowledge base of practices impact of impurities with various diameters and spacing between non-metallic inclusion on fatigue strength.

Competencies required for teachers in higher education to conduct classes using a strategic business game

100%

Wach A. , Gaweł A.

e-mentor

2020

nr 2(84)

13-21

Contemporary business education should place more emphasis on the development of a proactive attitude among students, engage their creativity in problem solving, shape their analytical competencies and hone their skills related to teamwork, discussion and decision-making. However, this requires the teacher to replace the conventional transmission-based manner of conducting classes with an approach that places the student’s activity at the center. Any shift towards designing educational opportunities and supporting students in the process of constructing their knowledge requires a change in the methodological skills of teachers in higher education. The aim of this article is to present skills related to designing and conducting classes from a constructivist point of view, with the use of strategic business simulation games. The tasks of a teacher using constructivism were examined on the basis of in-depth interviews with university teachers who use business games in their work with students. The present case study shows that when the research participants teach, they create educational opportunities which place their students in problem situations and encourage them to make a series of managerial decisions. They activate the students’ prior knowledge, allow them to make mistakes, stimulate interactions in the process of negotiating the meaning of the reality and support them in realizing the knowledge they acquire. The teachers create a context and immerse the students in running a virtual business, giving them an opportunity to build integrated and holistic knowledge. By giving their students autonomy, they teach them self-reliance and responsibility. It was observed in the analyzed narrations that, apart from a change in tools connected with using a business simulation, there was also a change in thinking about learning and teaching. What is of particular importance in this context is that these changes were accompanied by the teacher’s development and a transformation from someone who based their classes mainly on experience and intuition, into a reflective and conscious educator who not only understands the mechanisms of learning and teaching, but can also name and explain them.