Engineering Materials
GENERAL EDUCATION: This course does not fulfill a General Education requirement.

DESCRIPTION: Atomic and microstructure of engineering materials, including metals, ceramics, polymers, and composites. Factors influencing the fabrication, processing, and selection of materials in engineering analysis and design. Case studies of engineering material failures.
TAUGHT: Fall, Winter, Summer
CONTENT AND TOPICS: Introduction to Engineering Materials; Review of Atomic Structures and Bonds; Models of Crystal Structure for metals, ceramics, and polymers; Imperfections and Dislocations in Solids; Solid-State Diffusion; Mechanical Properties of Materials; Deformations and Strengthening; Equilibrium Phase Diagrams; Phase Transformations and Thermal
Treatment of Material; Material Types and Applications; Case studies.
GOALS AND OBJECTIVES: The student will:
1. Develop and review nature of atomic bonding (metallic, covalent, ionic, weak).
2. Recognize and develop criteria for material classes (metals, ceramics, polymers, composites, electronic, magnetic, foams).
3. Review and strengthen models of unit cell structures (crystallography). Develop standard conventions for location, direction, and plane within a unit cell. Develop concepts of greatest linear and area density of atoms within unit cell. Define slip systems.
4. Develop criteria, quantification models, and classes of crystal imperfections.
5. Develop and apply mathematical model equations for steady state and transient solid diffusion.
6. Review and strengthen macroscopic material property parameters and relationships (stress, strain, modulii of elasticity, rigidity, toughness, resilience, fatique, creep, ductile and brittle characterizations).
7. Develop and use concepts for material strengthening due to dislocations.
8. Develop models for quantitative description of material failures, including crack propogation, fatigue, creep, and inelastic deformation.
9. Develop and utilize conventions for equilibrium phase diagrams for binary systems of metals and ceramics. Emphasize iron-cementite (steel) diagram.
10. Develop structure and nonenclature for time-temperature-transformation binary component diagram.
11. Review ferrous-nonferrous metals descriptions and acquisition of relevant property data.
12. Apply atomic-, micro-, and macroscopic material property descriptors to ceramic, polymer, and composite materials classes.
13. Locate an engineering component which suffered material failure; perform forensic analysis. Allow student selection of alternative presentation: a class of material properties not explicitly discussed in class (e.g., electronic materials, magnetic properties; memory materials; environmental and economic issues in materials selection; . . .)
REQUIREMENTS: Design/Forensic/Topic Presentation Project,
Homework, Labs, Quizzes
PREREQUISITES: Prerequisites or co-requisites: Chemistry 105; Mathematics 112
OTHER: "Design and Forensic Reports". Each student who chooses this option will locate an engineering component or system which has failed. The failure will be investigated to determine:
(a) what is the material from which the part was manufactured;
(b) what were the likely causes for the failure;
(c) what changes in design or material would prevent the failure from occurring under normal operating conditions.
A summary report of findings will be written. A one-page handout will be prepared for class members. A multi-media presentation will be prepared and presented to the class for each project. This is an opportunity to actually "do some engineering", learn new skills, perform materials research, and develop skills in technical presentation.

"Topic Presentation Project." A student who chooses this option will research the selected topic and produce a coherent multi-media presentation on a topic of relevance in this introductory materials science and engineering course. The presentation will usually be limited to one 50-minute class period. Two students can share one topic on a two-day presentation. The intent is for the student to teach the rest of the class about the material characteristics, provide for the students an executive summary of the presentation, and gain experience and confidence in making oral presentations to a group of engineering peers. This is an opportunity to teach and to learn from each other.