An Innovative Two-Tiered Approach for
Teaching Engineering Materials to
Manufacturing Engineering Students
P. A. Manohar
Assistant Prof. of Engineering
Robert Morris University, Pittsburgh, PA
Contents
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The three big questions
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Proposed solution
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Tier 1: Essential Teaching Elements
Tier 2: Course Enrichment Elements
Effectiveness
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Teaching Engineering: generic issues
Engineering Materials: inherent issues
Tuning it for manufacturing
ABET outcomes assessment
Student performance
Student feed back
Summary
The three Big Questions…
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What are the generic issues in teaching
engineering courses in the
contemporary environment?
What are Materials-specific issues in
teaching an introductory course?
Which aspects of materials knowledge
are
relevant
for
manufacturing
engineering?
Generic Issues
awareness of social,
ethical responsibilities,
and contemporary issues;
communication skills
hands-on, use of multimedia, friendly learning
environment Domain knowledge, student
Students
and instructor satisfaction
Instructor and Course Content
Community
ABET
safe, supportive,
motivating environment, Parents
value for money
Applicable Outcomes
Prospective Employers
University
Administration
course aligned with
program outcomes, ABET
outcomes assessment,
FCARs
Skills: technical,
communication,
problem solving…
Employer Expectations
An ability to learn, adapt, apply, communicate, solve problems…
The first use of aluminum in aerospace dates back to
1903 when the Wright brothers used an Al-Cu-Mn alloy
cast by Alcoa for the engine crankcase of the Flyer the first aircraft.
Airplanes
Truck
Wheels
Aluminum
Beginnings
Easy Open
Cans
Automotive
Structures
Cookware
A
Household
Foil
Alcoa Proprietary
April 10, 2002
Alcoa/Boeinga Meeting
1840
1860
1880
1900
3
1920
1940
1960
Truck
Bodies
1980
Heat
Exchangers
Roofing
Napoleon’s
Rattle
Dr. Greg Hildeman
Electrical
Conductor
Model T
Castings
2000
Marine
What Makes a Good Materials / Manufacturing
Engineer in the Aluminum Industry?
Key Attributes of a Good Materials / Manufacturing Engineer:
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Exceptional Communication Skills
Thinks in terms of Value Creation
Has Hands-on, Practical experience
Pays Attention to Detail
Has a high level of Energy, Passion and Drive
Takes Initiative and assumes Leadership roles
Thinks Globally
Has a strong Technical Education and Analytical Skills
Applies Critical Fundamental Thinking to Solve Problems
Is a Team Player in a Diverse, Multi-cultural workplace
Establishes a Strong Network
Pursues Continuous Learning
Promotes Safety, Health and Environmentally Sustainable
Development
Dr. Greg Hildeman
Inherent Issues in Teaching Materials Engineering
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3D visualization and analysis of internal structure of
materials
Interdisciplinary nature – physics, chemistry,
mathematics and engineering
Comprehend correlation between structural details
that exist at various length-scales: nano (atoms),
meso (crystals), micro (phases), macro (bulk)
Complex and non-linear relationships between
composition – structure – processing – properties
and performance
Read, interpret and apply complex diagrams
Ever-broadening horizon of engineering and
engineered materials
Tuning it for Manufacturing
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Products
Designs
Processes
Variability
Quality assurance and control
Economics
Energy economy, sustainability,
environmental protection
Proposed Teaching Plan
Tier 1: Essential Elements
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Set teaching method
Generate student assessment tasks
Plan laboratory work
Create ideas for continuous learning
Develop a system for course administration
Prepare for Faculty Course Assessment
Report (FCAR)
Essential Teaching Elements
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Set teaching methods appropriate for the topic: e.g.
material properties – laboratory; crystallography –
physical models; diffusion - simulation and
mathematical analysis, strengthening mechanisms –
analysis of graphs, problem solving
Student assessment tasks: designing questions that
address specific applicable ABET criteria: e.g. Given
that the atomic radius is 0.143 nm and crystal structure
FCC, calculate the theoretical density of pure Al. How
does it compare with the experimentally determined
density? Explain your answer. (ABET #1: an ability to
apply knowledge of mathematics, science and
engineering)
Essential Teaching Elements (contd.)
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Laboratory work: tension testing of mild steel, medium carbon
steel, stainless steel and Al 6061 alloy, Charpy ‘V’ Notch impact
testing at 32, 70, 212 oF, visual observations and analysis of
fracture surfaces, hardness testing (HRC, HRB, HRA, BHN), heat
treatment of precipitation hardenable Al-Cu alloys
Continuous learning: Materials are deep seated in human culture.
Do you agree with this statement? Why or why not? Give
examples. Research homework on modern and emerging
materials e.g. smart materials (SMA, piezoelectric ceramics,
MEMS), nanoengineered materials (carbon nanotubes), bio and
bio-mimetic materials (valves, stents, implants, muscles, tissues,
membranes)
Course administration: syllabus, policies, lecture and lab schedule,
attendance sheets
FCARs: review past FCARs before designing the course, not as a
post script
Proposed Teaching Plan
Tier 2: Course Enrichment Elements
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Multi-media resources
Virtual Materials Science
Polymer laboratory
Physical model building
Industry visits
Guest lecturers
Conferences and Trade Shows
Polymer Laboratory
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2 hours hands-on experiments conducted by
the Colloids, Polymers and Surfaces program
of CMU
Starch, polysacchride, sodium polyacrylate –
water soluble packing beans
Polystyrene – shrink wraps, zoom balls
Sodium alginate, PVOH – polymer gel –
ingredient of the nappies
Vinyl alcohol + sodium tertraborate = SLIME
Polypropelyne – cleaning of oil spills
Physical Models
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Magnets – metallic and polymeric structures
Paper clips – straight chain and cross-linked
polymers
Minerals: Garnet (cubic), Zircon (tetragonal),
Beryl, Ice (hexagonal), Quartz
(rhombohedral), Plagioclase feldspars
(triclinic), Gypsum (monoclinic, raw material
to make plaster of Paris), Topaz
(orthorhombic)
Conferences and Trade Shows, e.g. MST
Shape Memory Alloy: Ni – Ti
alloy engine valve springs
Knee Implants: Ti,
Co/Cr, HDPE
Heart Valves: Dracon,
Ti, Pyrolitic C
Hip Implants: Ti, Ultrahigh MW PE
Permanent Mold Casting: 90% Sn + Sb, Bi, Cu, MP: 425 oF
NDT: Dye Penetrant Testing
Stents: Polymer-coated SS wire
ASM Materials
Camp: half hour
each at eight
displays:
manufacturing
processes,
bioengineering,
cryogenic
phenomena,
mechanical testing,
corrosion, plastics,
non-destructive
testing and shape
memory alloys
Trade shows:
Pittsburgh Artists
Blacksmiths
Association
Multi-Media Resources and
Virtual Materials Science
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Struers CD tracing the evolution of materials through
the ages
Simulations on dislocation motion, diffusion, on
Instructor’s Resources CD (Callister’s text book)
MATTER project (www.matter.org.uk) has on-line
experiments on rolling, recrystallization, quantitative
metallography along with information on application
notes, property data, case studies in Al and Fe alloys
Interactive activities on crystallography,
strengthening mechanisms, phase diagrams, diffusion
kinetics included on the student companion website
for Callister’s text book.
Tuning it for Manufacturing:
CES EduPack
Specialist DBs
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Eco design
Mil handbook 5 and
17
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Level 1
1st year students:
Engineering,
Materials Science,
Design
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Level 2
2nd - 4th year
students of Engineering
and Materials Science
and Design.
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Campus and IDES….
Level 3
4th year, masters
and research students
of Engineering
Materials and Design.
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64 materials
91 materials
2916 materials
75 processes
107 processes
233 processes
Prof. Ashby
THE MATERIALS TREE
Kingdom
Family
• Ceramics
& glasses
Materials
• Metals
& alloys
Class
• Hybrids
Attributes
Density
Steels
Cu-alloys
Al-alloys
Ti-alloys
• Polymers
& elastomers
Member
Ni-alloys
Zn-alloys
1000
2000
3000
4000
5000
6000
7000
8000
Mechanical props.
Thermal props.
Structured
information
Electrical props.
Optical props.
Corrosion props.
Supporting information
-- specific
-- general
Unstructured
information
A material record
Prof. Ashby
THE PROCESS TREE
Kingdom
Family
Member
Class
Attributes
Material
Joining
Processes
Shaping
Surfacing
Casting
Compression
Deformation
Rotation
Shape
Size Range
Injection
Tolerance
Composite
RTM
Roughness
Powder
Blow
Rapid prototyping
Structured
information
Min. section
Molding
Economic batch
Supporting information
-- specific
Unstructured
information
-- general
A process record
Prof. Ashby
EduPack: Data Analysis
Mechanical properties
Why the differences?
• Atom size and weight
• Bonds as (linear)
springs
• Spring constant for
various bond types.
Manipulating
properties
• Making composites
• Making foams
Prof. Ashby
EduPack: Product Design
45
Zirconia (HTZ)
Young's modulus (10^6 psi)
40
Wrought martens. stainless steel, AISI 440A, tempered @316C
35
Wrought martens. stainless steel, AISI 440B, tempered @316C
Wrought martens. stainless steel, AISI 440C, tempered @316C
Wrought austenitic stainless steel, AISI 304, HT grade D
30
Iron-base alloy, N-155, ST
Iron-Chromium-Nickel-Base Alloy, A-286, STA
25
Wrought martens. stainless steel, AISI 420, tempered @204C
Wrought austenitic stainless steel, AISI 302, HT grade D
Wrought martens. stainless steel, AISI 418, tempered @260C
0.5
1
2
Price (USD/lb)
5
10
Design Criteria
for Valve Body:
Low Cost,
Hardness: 50 HRC
min., Fracture
Toughness: 18
ksi(in.)0.5 min., Low
Coeff. of Thermal
Exapnasion,
Young’s Modulus:
15 x 106 psi min.,
Service Temp.: -30
– 300 oF, Corrosion
Resistance to Fresh
and Salt Water
Effectiveness of the Proposed Approach:
ABET Outcomes Assessment
% Class Scoring >=80%
100
80
60
Fall 04
Fall 05
40
20
0
1
2
4
5
7
11
ABET Criteria
ABET #1: apply knowledge of mathematics, science, and engineering; #2: design
and conduct experiments and analyze and interpret data; #5: identify, formulate
and solve engineering problems; #7: communicate effectively; #11: use
techniques, skills and modern tools necessary for engineering practice (not
assessed #4: function on multi-disciplinary team)
Effectiveness of the Proposed Approach:
Student Performance
60
% Students
50
40
Fall 04
30
Fall 05
20
10
0
A
B
C
Letter Grade
D
F
Effectiveness of the Proposed Approach:
Student Feedback (SIR II Data)
Assessment Item
Fall 04 Fall 05
Course Organization and
Planning
Faculty / Student Interaction
3.37
4.23
3.33
4.10
Effectiveness of Assignments /
Exams / Grading Tasks
Course Outcomes (interest,
learning, knowledge)
Overall Evaluation
3.28
3.94
2.93
3.63
2.67
3.97
Summary
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A two-tiered approach is presented here to
deal effectively with the complexities of
attempting to meet the needs of the many
stake holders in the contemporary teaching –
learning environment.
The approach is demonstrated with a case
study of its implementation in teaching an
introductory engineering materials course to
manufacturing engineering students
The effectiveness of proposed approach
shown in terms of ABET outcomes
assessment, student performance in the
course and student satisfaction survey results