An infiltration technique using W-Cu composite powder has been developed to enhance microstructural uniformity of W-Cu pseudo-alloy. W-Cu composite powder, manufactured by reduction from WO3 and CuO powder mixtures, were blended with W powder and then cold iso-statically pressed into a cylindrical bar under 150 MPa. The pressed samples were pre-sintered at 1300 oC for 1 hour under hydrogen to make a skeleton structure. This skeleton structure was more homogeneous than that formed by using W and Cu powder mixtures. The skeleton structures were infiltrated with Cu under hydrogen atmosphere. The infiltrated W-Cu pseudo-alloy showed homogeneous microstructure without Cu rich region.

A new tungsten heavy alloy with hybrid structure was manufactured for the kinetic energy penetrator. The tungsten heavy alloy is composed of two parts: core region is molybdenum added heavy alloy to promote the self-sharpening; outer part encompassing the core is conventional heavy alloy to sustain severe load in a muzzle during firing. From ballistic test, it was found that the penetration performance of the hybrid structure tungsten heavy alloy is higher than that of conventional heavy alloy. This heavy alloy is thought to be very useful for the penetrator in the near future.

The passivation and oxidation process of tungsten and molybdenum narlopowders, produced by electrical explosion of wires was studied by means of FE-SEM, XPS. XRD, TEM, DIA-TGA and sire distribution analysis. In addition, the phase transformation of W and Mo nanopowders under oxidation in air was investigated. A chemical process is suggested for the oxidation of W and Mo nano-particles after a comprehensive testing of passivated and oxidized powders.

Many educators question the value of explicit grammar instruction in foreign language education and look for alternative ways to enhance the communicative ability. Focusing on Korean leaners’ acquisition of English relative clauses, we examine whether grammar knowledge can result from experiencing English texts without explicit knowledge being provided at the outset of the learning. Our study shows that many grammatical features of English relative clauses can be acquired incidentally without explicit grammar instruction. Further, we found that the knowledge acquired through the implicit incidental learning can be better retained than that through the explicit learning.