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Materials – What Affects the Quality of Welding?

Project "Innovations in VET education" is co-financed by the European Union

Introduction to the WebQuest Topic
Information for the Teacher

Wprowadzenie do tematu WQ

In welding, one of the key elements affecting the quality and durability of the weld is the selection of appropriate welding materials. The welding process, which involves permanently joining metal parts using high temperatures, requires not only specialized skills but also carefully chosen materials that meet specific technical and strength requirements. Selecting the right materials results in high-quality welds that meet strength and aesthetic demands while also being resistant to various environmental conditions.

To understand what factors affect weld quality, we will look at several key materials used in welding. We will divide into groups so that each can analyze one of these materials and its impact on the welding process.

1. Welding Electrodes

Welding electrodes are a key component in the electric welding process (MMA). During welding, electrodes generate an electric arc that melts the base material and the electrode, creating a strong weld. Electrodes can be coated with different materials that protect the weld from oxidation and other contaminants in the air. Choosing the right electrode affects the weld's strength, quality, and durability, as well as how easily the weld is made.

2. Welding Wires

Welding wires are the basic welding material in MIG/MAG processes, where they are used as consumable electrodes that provide metal for the weld. The wire is automatically fed into the electric arc, where it melts and fuses with the base material. The selection of the correct welding wire is important because different types of wire provide different mechanical properties to the weld, affect the appearance of the joint, and can be tailored to specific needs, such as high tensile strength or corrosion resistance.

Information for the Teacher

This WebQuest is designed for vocational school students, especially those studying technical fields such as welding or metallurgy. Its goal is to familiarize students with various materials used in the welding process, their properties, and their impact on the quality of welds. By completing this project, students will understand how the proper selection of materials can improve the durability and strength of welds and minimize the risk of defects.

By completing this WebQuest, students will:

• Learn about the types of welding materials and their properties,

• Understand the parameters that influence weld quality,

• Learn to distinguish the advantages and disadvantages of various materials,

• Understand the factors to consider when selecting materials,

• Develop skills in both individual and group work and effectively presenting their knowledge.

Students will work both independently – gathering information – and in groups, preparing a presentation on the assigned topic. The task will be time-bound, allowing students to practice planning skills.

Suggested Time for Completing the WebQuest:

12 lessons

Assessment Criteria, Evaluated:

• Degree of topic coverage (maximum grade: 5, exceeding this knowledge: grade 6),

• Aesthetic quality of the presentation and the way the information is presented,

• Engagement and collaboration skills of the students.

Evaluation:

• The teacher will help students analyze the content together with them until they understand it. They will provide help, advice, and explanations, not ready-made solutions. This method will encourage independent action and creative thinking.

• The teacher should thoroughly analyze the content with students until they understand it. However, they should primarily provide guidance, advice, and explanations, not ready-made solutions. This method will foster independent action and creative thinking.

• Group division can be done based on different criteria, such as students' cognitive abilities, skills, and interests, to balance the groups effectively.

• The teacher can help students when working in groups by asking leading questions. It's important to remember that they are learning a new way of working (a process).

• The teacher should provide students with specific information regarding the evaluation of their achievements during group work and when summarizing the results.

• The time for completing the project should be adapted to the students' abilities. It is not predetermined. The timeframes for the stages should be considered as guidelines.

TASK

Students will work in four groups, each focusing on a specific aspect of welding materials and their impact on weld quality. Each group will examine a different type of material or technique, present its properties, impact on weld quality, and the advantages and disadvantages. The goal is to provide a detailed presentation and comparison of these materials to understand their applications in different welding processes.

• Group 1: Welding Electrodes

This group will focus on the types of electrodes used in welding (e.g., rutile, basic, cellulose electrodes).

They will discuss their properties, selection for different metals, and impact on weld quality.

They will present the advantages and disadvantages of electrodes depending on the working conditions and typical applications.

• Group 2: Welding Wires

This group will focus on different types of welding wires (solid, flux-cored) and their specifications.

They will explain how the type of wire affects weld quality, particularly in MIG/MAG processes.

They will present the advantages and disadvantages of each type of wire and its use in the industry.

• Group 3: Shielding Gases

This group will analyze the types of shielding gases used in welding (e.g., argon, CO₂, gas mixtures).

They will examine how the choice of gas affects weld quality, structure, and durability.

They will provide examples of shielding gas use in different welding methods and its impact on cost and quality.

• Group 4: Base Metals and Fillers

This group will focus on the selection of base metals and fillers, their compatibility, and impact on weld quality.

They will discuss the importance of selecting the right filler material for base metals and its impact on the structure and durability of the weld.

They will present the advantages and disadvantages of using different base materials and fillers based on requirements.

Why is it useful to work in groups?

Group work will allow each student to gain in-depth knowledge about one type of material or factor, and then compare their findings with others used in welding. This will help students acquire comprehensive knowledge about material selection and its significance in the welding process.

Stage 1: Introduction to the Task

• Students will familiarize themselves with the WebQuest topic and thoroughly study the provided materials and sources to understand the key factors affecting weld quality.

• At this stage, there will be a group discussion, allowing students to exchange initial information and understand the specifics of different welding materials such as electrodes, welding wires, shielding gases, and base metals.

• The criteria for selecting the appropriate materials based on design requirements and working conditions will also be discussed.

Stage 2: Working on Presentations

• Students will be divided into four groups, each assigned one topic.

• Each group will prepare a multimedia presentation that thoroughly discusses the selected material, its properties, advantages, and disadvantages, and provides examples of practical applications.

• The groups will analyze the impact of these materials on weld quality and determine in which conditions each solution performs best.

• Each group's presentation should also include examples of industries where the material is most commonly used and a technical analysis of its impact on weld durability, aesthetics, and safety.

Stage 3: Presentation and Discussion

• Each group will present their findings to the class, presenting their observations and conclusions about the role of the selected welding material.

• The key materials and methods for securing the weld will be discussed, as well as their significance for different types of welds.

• Students will participate in a discussion about the most important aspects of selecting welding materials based on the work environment, specific material requirements, and the type of welded element.

• At this stage, the importance of proper material selection for ensuring weld quality and durability over the long term will be emphasized.

Stage 4: Evaluation

• The teacher will evaluate student engagement, the quality of the prepared presentations, the communication within the groups, and student participation in the discussion.

• At the end, there will be a collective analysis and summary to organize the acquired knowledge about the importance of material selection in the welding process, its impact on weld quality and durability, and its suitability for different industrial sectors.

Stages of Work and Time

2h

Stage 1

4h

Stage 2

4h

Stage 3

2h

Stage 4

Points	2	3	4
Content Quality	Work is weak in terms of content. Missing elements.	Work is good in terms of content. Minor or no errors.	Work is excellent in terms of content. Correct, engaging information.
Presentation of Work	• Presentation is unclear, superficial, and not engaging. • Lack of participation in discussion.	• Presentation is clear, good, and interesting. • The student participates in discussions but with limited input.	• Presentation is attractive, thorough, and engaging. • The student actively participates in discussions and contributes significantly.
Aesthetic Impressions	• Work is unclear, untidy, and poorly executed. • Poor arrangement of elements on the page.	• Work is clear, neat, and carefully done. • Good arrangement of elements on the page.	• Work is aesthetically pleasing, clear, and highly polished. It stands out visually. • Excellent arrangement of elements on the page.
Group Work	Lack of involvement of all group members in work and creative collaboration.	Good involvement of all group members. Satisfactory collaboration skills.	Full engagement of all group members. Excellent cooperation and motivation within the group.

Teacher's Guide

1. Before starting the WebQuest, the teacher should familiarize themselves with its content and assess whether it is necessary to supplement the students' base knowledge for smooth execution.

2. The teacher should thoroughly review the WebQuest content with the students to ensure they understand the subject matter.

3. The teacher should review the sources before giving the WebQuest to students and, if necessary, select, limit, or expand them with additional (current) links.

4. Group division can be done according to any criteria, such as cognitive abilities, skills, interests, or predispositions, to ensure an even distribution of resources within each group.

5. The time allocated for the WebQuest should be adapted to the students' abilities. It is not predetermined. The teacher should set it individually according to the capabilities of each student group.

6. The teacher should assist throughout each stage of the WebQuest, consulting progress and work quality.

7. Students should be provided with access to a computer and the internet. It is recommended to work on a computer with a large screen to create a conducive group-working atmosphere.

8. It is also recommended to implement the WebQuest with students from other technical/vocational education profiles than the focus of this WebQuest. This way, students can expand their knowledge in other technical/vocational fields and develop in a new area.

9. Upon drawing conclusions from the completed WebQuest, the teacher should particularly focus on analyzing the soft skills (e.g., teamwork, negotiations, collaboration, presenting one's position) that each student has acquired, emphasizing that these skills will be very useful in their future professional careers (this could also be part of additional evaluation).

10. It is recommended to disseminate the results/products of students' work achieved through the WebQuest across the educational institution as "best practices," thereby encouraging other students/teachers to work using this innovative teaching method.