Introduction to Materials Science & Engineering Course Objective. Introduce fundamental concepts in Materials Science You will learn about:. material structure.
how h structure t t dictates di t t properties ti. how processing can change structure This course will help you to:. use materials properly.
realize new design opportunities with materials Chapter 1 - 1 LECTURES Lecturer: 박 광헌 (Kwangheon Park) Time: Tue,Thu. 9:00 – 10:30am Location:1 365 Location:1-365 Activities:. Present P t new material t i l. Announce reading and homework. Take quizzes and final Chapter 1 - 2 COURSE MATERIALS Required text:. Fundamentals of Materials Science and Engineering, Engineering W.D.
Callister, Jr. Rethwisch, 3rd edition, John Wiley and Sons, Inc. Optional Material:.
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The principles of engineering materials, Barrett, Nix, and Tetelman Chapter 1 - 3 COURSE WEBSITES Course Website:. Syllabus. Lecture notes. Answer keys. Grades Text Website: Chapter 1 - 4 Chapter p 1 - Introduction. What is materials science?. Why should we know about it?.
Materials drive our society – – – – Stone Age Bronze Age Iron Age Now?. Silicon Age? G. Polymer Age?
Chapter 1 - 5 Structure, Processing, g, & Properties p. Properties depend on structure ex: hardness vs structure of steel (d) Hardness (BHN) 600 500 400 (c) (a) (b) 4 m 300 200 30 m 30 m 100 0 01 0.1 0.01 01 30 m Data obtained from Figs. 11.31(a) and d 11 11.33 33 with ith 4 wt% t% C composition, iti and from Fig. 14.8 and associated discussion, Callister & Rethwisch 3e. Micrographs adapted from (a) Fig.
11.19; ((b)) Fig. G 10.34;(c) ( ) Fig. G 11.34; and (d) Fig. 11.22, Callister & Rethwisch 3e. 1 10 100 1000 Cooling Rate (ºC/s). Processing can change structure ex: structure vs cooling rate of steel Chapter 1 - 6 Types yp of Materials. Metals: – Strong, ductile – High thermal & electrical conductivity – Opaque, reflective.
Polymers/plastics: Covalent bonding sharing of e’s – Soft, ductile, low strength, low density – Thermal & electrical insulators – Optically translucent or transparent. Ceramics: ionic bonding (refractory) – compounds of metallic & non-metallic elements (oxides, carbides, nitrides, sulfides) – Brittle, Brittle glassy glassy, elastic – Non-conducting (insulators) Chapter 1 - 7 The Materials Selection Process pp 1. Pick Application Determine required q Properties p Properties: mechanical, electrical, thermal, magnetic, optical, deteriorative. Properties Identify candidate Material(s) Material: structure, composition.
M t i l 3 Material 3. Id tif required Identify i d Processing P i Processing: changes structure and overall shape ex: casting casting, sintering sintering, vapor deposition deposition, doping forming, joining, annealing. Chapter 1 - 8 ELECTRICAL. Electrical Resistivity of Copper: 6 Adapted from Fig. 12.8, Callister & Rethwisch 3e.
Engineering Materials Lecture
12.8 adapted from: J.O. Linde, Ann Physik 5, 219 (1932); and C.A. Wert and R.M. Th Thomson, Ph i off S Physics Solids, lid 2nd 2 d edition, McGraw-Hill Company, New York, 1970.) (10-8 O Ohm-m) Resisstivity, 5 4 3 2 1 0 -200 200 -100 100 0 T ((°C) C). Adding “impurity” atoms to Cu increases resistivity. Deforming Cu C increases resistivity.
Resisti it Chapter 1 - 9 THERMAL - Silica fiber insulation offers low heat conduction. Adapted from chapteropening photograph, Chapter 17, Callister & R th i h 3 Rethwisch 3e. (Courtesy (C t of Lockheed Missiles and Space Company, Inc.) 100 m. Th Thermall C Conductivity d ti it of Copper: - It decreases when you add zinc! The ermal Conductivityy (W/m m-K).
Space S Sh ttl Tiles: Shuttle Til Adapted from f Fig. 19.4W, Callister 6e.
(Courtesy of Lockheed Aerospace y, Ceramics Systems, Sunnyvale, CA) (Note: 'W' denotes fig. Is on CD-ROM.) 400 300 200 100 0 0 10 20 30 40 Composition (wt% Zinc) Adapted from f Fig. 17.4, Callister C & Rethwisch 3e. 17.4 is adapted from Metals Handbook: Properties and Selection: Nonferrous alloys and Pure Metals, Vol. 2, 9th ed., H. Baker, ((Managing g g Editor), ), American Society y for Metals, 1979, p. 315.) Chapter 1 - 10 MAGNETIC.
Magnetic Storage: vs. Composition: p - Adding 3 atomic% Si makes Fe a better recording medium! Mag gnetization - Recording medium is magnetized by recording head. Magnetic Permeability Fe+3%Si Fe Magnetic Field Fig. 18.23, Callister & Rethwisch 3e. 18.23 is from J.U. Lemke, MRS Bulletin, Vol.
31, 1990.) Adapted from C.R. Barrett, W.D. Nix, and A.S. Tetelman, The Principles of Engineering Materials, Fig.
Electronically reproduced by permission of Pearson Education Education, Inc Inc., Upper Saddle River, New Jersey. Chapter 1 - 11 OPTICAL. Transmittance: - Aluminum oxide mayy be transparent, p, translucent, or opaque depending on the material structure. Single crystal polycrystal: low porosity polycrystal: high porosity Adapted from Fig Fig. 1 1.2, 2 Callister & Rethwisch 3e. (Specimen preparation, P.A. Lessing; photo by S.
Tanner.) Chapter 1 - 12 DETERIORATIVE. Stress & Saltwater. Crack speed p in salt water!
Crrack spee ed (m/s) - causes cracks!. Heat treatment: slows 10-8 10-10 Adapted p from chapter-opening p p gp photograph, g p Chapter 16, Callister & Rethwisch 3e. (from Marine Corrosion, Causes, and Prevention, John Wiley and Sons, Inc., 1975.) “as-is” “held at 160ºC 160 C for 1 hr before testing” Alloy 7178 tested in saturated aqueous NaCl solution at 23ºC i increasing i lload d Adapted from Fig. 11.20(b), R.W. Hertzberg, 'Deformation and Fracture Mechanics of Engineering Materials' (4th ed.), p. 505, John Wiley and Sons, 1996. (Original source: Markus O.
Speidel, Brown Boveri Co.) - material: 4 m 7150-T651 7150 T651 Al 'alloy' alloy (Zn,Cu,Mg,Zr) Adapted from chapter chapter-opening opening photograph, Chapter 11, Callister & Rethwisch 3e. (Provided courtesy of G.H.
Narayanan and A.G. Miller, Chapter 1 - 13 Boeing Commercial Airplane Company.) SUMMARY Course Goals:. Use the right material for the job. Understand the relation between properties, structure, and processing. Recognize new design opportunities offered b materials by t i l selection. L ti Chapter 1 - 14.
A PBL group at Problem-based learning ( PBL) is a in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on with a defined solution, but it allows for the development of other desirable skills and attributes.
This includes knowledge acquisition, enhanced group collaboration and communication. The PBL process was developed for medical education and has since been broadened in applications for other programs of learning. The process allows for learners to develop skills used for their future practice. It enhances critical appraisal, literature retrieval and encourages ongoing learning in a team environment. The PBL tutorial process involves working in small groups of learners. Each student takes on a role within the group that may be formal or informal and the role often rotates.
It is focused on the student's reflection and to construct their own learning. The Maastricht seven-jump process involves clarifying terms, defining problem(s), brainstorming, structuring and hypothesis, learning objectives, independent study and synthesis. In short, it is identifying what they already know, what they need to know, and how and where to access new information that may lead to the resolution of the problem. The role of the tutor is to facilitate learning by supporting, guiding, and monitoring the learning process. The tutor must build students' confidence to take on the problem, and encourage the students, while also stretching their understanding.
This process is based on constructivism. PBL represents a paradigm shift from traditional teaching and learning philosophy, which is more often -based. The constructs for teaching PBL are very different from traditional classroom or lecture teaching and often requires more preparation time and resources to support small group learning. Contents. Meaning Wood (2003) defines problem-based learning as a process that uses identified issues within a scenario to increase knowledge and understanding. A PBL group at PBL follows a constructivist perspective in learning as the role of the instructor is to guide and challenge the learning process rather than strictly providing knowledge.
From this perspective, feedback and reflection on the learning process and group dynamics are essential components of PBL. Students are considered to be active agents who engage in social knowledge construction.
PBL assists in processes of creating meaning and building personal interpretations of the world based on experiences and interactions. PBL assists to guide the student from theory to practice during their journey through solving the problem. Supporting evidence Several studies support the success of the constructivist problem-based and inquiry learning methods. One example is a study on a project called GenScope, an science software application, which found that students using the GenScope software showed significant gains over the control groups, with the largest gains shown in students from basic courses.
One large study tracked middle school students' performance on high-stakes standardized tests to evaluate the effectiveness of inquiry-based science. The study found a 14 percent improvement for the first cohort of students and a 13 percent improvement for the second cohort. The study also found that inquiry-based teaching methods greatly reduced the achievement gap for African-American students.
A systematic review of the effects of problem-based learning in medical school on the performance of doctors after graduation showed clear positive effects on competence. This effect was especially strong for social and cognitive competencies such as coping with uncertainty and communication skills. Another study from looked at whether students who learn with PBL are better at solving problems and if their attitudes towards mathematics were improved compared to their peers in a more traditional curriculum.
The study found that students who were exposed to PBL were better at solving more difficult problems; however, there was no significant difference in student attitude towards mathematics. Examples in curricula Malaysia and Singapore In, an attempt was made to introduce a problem-based learning model in secondary mathematics, with the aim of educating citizens to prepare them for decision-making in sustainable and responsible development. This model called first sprouted in in 2008, and as a result of training courses conducted, a paper was presented at the conference in 2010, followed by two papers during the conference in 2011.
This model was introduced to the field of education management, Education for International and Intranational Understanding (EIU), and human resource management, among educators from countries, in and beyond Malaysia, affiliated with SEAMEO RECSAM. Several Malaysian universities had begun implementing PBL in their curricula in an effort to improve the quality of their education. In collaboration with of Denmark, PBL was introduced at (UTHM).
Since then the PBL was widely used among engineering and as well as humanities lecturers at UTHM. In, the and courses included several sessions of problem-based learning in their curriculum as a way of teaching interactions between students. In, the most notable example of adopting PBL pedagogy in curriculum is, the first polytechnic in Singapore to fully adopt PBL across all diploma courses. Medical schools Several medical schools have incorporated problem-based learning into their curricula following the lead of, using real patient cases to teach students how to think like a clinician.
More than eighty percent of medical schools in the United States now have some form of problem-based learning in their programs. Research of 10 years of data from the indicates that PBL has a positive effect on the students' competency as physicians after graduation. Was the second institution to adopt PBL within a medical school environment and continues to apply this within the Faculty of Medicine, Nursing and Health Sciences for the Bachelor of Medicine / Bachelor of Surgery (MBBS) programs delivered in Australia and Malaysia. offers its whole program in PBL format only, as does St. George's University of London, another pioneer in the PBL format. The graduate entry medical school in Ireland followed by adapting the SGUL program as well as other programs to also provide its program in PBL format only. In 1983 the college of medicine and medical sciences was founded in Bahrain as part of the Arabian Gulf University.
It adopts a problem-based learning curriculum from the beginning and offers its MD program in PBL only. In 1998, opened its, with curriculum based completely on PBL. In 2002, (JMP), an accredited five year Master of Science/Medical Doctorate Program housed at, began offering a 100% case based curriculum to their students in their pre-clerkship years.
The curriculum integrates the basic and preclinical sciences while fostering an understanding of the biological, social, and moral contexts of human health and disease. The students spend their last two clerkship years. Peninsula College of Medicine and Dentistry (South West England), set up its medical BMBS course based around PBL in 2002. Peninsula offered a fully integrated course that prepared students for life as a doctor, with early exposure to clinical experiences and opportunities to discuss them through their PBL and small-group programme.
In 2010 PCMD was divided to create and Exeter Medical School. The PBL courses of each school continues to develop and now uses an 8 step process, which is an evolution of the Maastricht 7 jump process. (LECOM) offers a PBL pathway at the main campus in,. In 2004, LECOM founded a branch campus in, using an entirely PBL format. A satellite campus in, is also exclusively PBL.
In 2002, of, began offering an International Medicine program based on problem-based learning. Gazeira University in Sudan was the first in the country to adopt PBL in its medical college, a trend that was followed by some of the newer medical colleges. In 2008 the famous Faculty of Medicine of the University of Khartoum, which was following a traditional curriculum since its foundation in 1924 made a being change in curriculum structure by adopting a blend curriculum that incorporate problem solving learning strategies.
When I opened the document to edit it in Google Docs, I immediately noticed a page break: my content started on page two, not page one. Opened in Google Docs Next, I uploaded the file to Google Drive. Aprire file odg con word list.
In 2008 of, and Riyadh, Saudi Arabia started using PBL for all of their medical programmes. The, which opened in in 2008 uses the PBL format as part of its Bachelor of Medicine/Bachelor of Surgery and Bachelor of Vision Science/Master of Optometry courses. In 2009, of, started using PBL for all of its medical programmes. High schools In 2008, a secondary Catholic school in Australia, employed the methods of PBL in their teaching for year 9 and 10 boys. The learning system was a great success and since has been expanded to lower grades to challenge students to think outside of the box and relate content drive courses to problems in the real world.
(NLCP), on Chicago's west side, continues to refine its very high expectations. As they progress freshman through senior year, these vertically aligned projects involve increasingly rigorous in research, close reading, quantitative reasoning, argumentation, writing, and presentation skills. Each NLCP Junior and Senior Project derives itself from the student's own driving question (examples of driving questions include 'How can genocide be stopped globally?'
And 'Does making obesity a disease help or harm obese people?' . Barr, Robert B.; Tagg, John (1995). 'From TeachingtoLearning —A New Paradigm for Undergraduate Education'.
27 (6): 12–26. Kirschner, Paul A.; Sweller, John; Clark, Richard E. 'Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching'. Educational Psychologist.
41 (2): 75–86. Merrill, M. David (2002). 'A pebble-in-the-pond model for instructional design'.
Performance Improvement. 41 (7): 41–46. Schmidt, H. 'Foundations of problem-based learning: Some explanatory notes'.
Medical Education. 27 (5): 422–32. Schmidt, H. 'Problem-based learning: Rationale and description'.
Medical Education. 17 (1): 11–6. External links. at Purdue., Chicago, IL. PBL4C.