SYMPOSIUM JJ
The Undergraduate Curriculum in
Materials Science and Engineering (MSE)
December 2 { 4, 2002
Chairs
Elliot P. Douglas
Materials Science and Engineering
Univ of Florida
Gainesville, FL 32611
352-846-2836
Oscar D. Dubon
Jacqueline A. Isaacs
William B. Knowlton
Dept of MS&E
Univ of California-Berkeley
587 Evans Hall #1760
Berkeley, CA 94720-1760
510-643-3851
Mech, Ind & Mfg Engr
Northeastern Univ
334 SN
Moston, MA 02115
617-373-3989
College of Engineering
Dept of Electrical & Computer Engr
Boise State Univ
Boise, ID 83725
208-426-5705
M. Stanley Whittingham
Dept of Chemistry
SUNY-Binghamton
Science II
Binghamton, NY 13902-6016
607-777-4623
Proceedings to be published online
(see
ONLINE PUBLICATIONS at www.mrs.org)
as Volume 760E
of the Materials Research Society
Symposium Proceedings Series
* Invited paper
739
SESSION JJ1:
Chair: M. Stanley Whittingham
Monday Afternoon, December 2, 2002
Republic A (Sheraton)
teaching style in Japan that their eectiveness has been debated
among faculty members and students. I shall discuss how we have
addressed these challenges and have stimulated student interest in
MSE at Keio University.
3:30 PM *JJ1.4
1:30 PM *JJ1.1
THE NEW MSE CURRICULUM AT THE OHIO STATE
UNIVERSITY. Prabhat Gupta, Robert Snyder, The Ohio State
University, Dept of Materials Science and Engineering, Columbus, OH.
LURING UNDERGRADUATES TO MATERIALS SCIENCE.
Gregory C. Farrington, Department of Materials Science and
Engineering, Lehigh University, Bethlehem, PA.
Undergraduates do not naturally ock to specialize in Materials
Science. Physics and Chemistry departments are not much better at
luring undergraduates away from the dazzling world of information
science, computer engineering, and bio-everything. This situation is
unfortunate for all of the obvious reasons, not the least of which is the
central importance of materials science and engineering to the
economy. More ominously for academics, declining enrollments can
result in disappearing departments. In the UK, for example, a number
of chemistry and physics departments have been closed or
consolidated in recent years because of insucient student interest.
The same fate has befallen materials departments in the US. Too
often departments approach undergraduate enrollments the same way
they deal with the rain, as in either it rains or it doesn't and there is
not much you can do about it either way. Yet there is, at least in the
case of undergraduates. The focus of this talk is on the means of
attracting undergraduates to Materials Science, and the fundamental
sciences as well, through curricular innovation and a restructuring of
the undergraduate experience. Included is a discussion of the
innovative use of the web in such programs as the Clipper Project, a
Lehigh experiment in oering rst year college education to advanced
high school students; and the MatPaC coalition in which six materials
departments in Pennsylvania are cooperating in oering advanced
materials courses to students using the Internet and Internet2.
2:00 PM *JJ1.2
AN INTRODUCTION TO MATERIALS SCIENCE FOR
BIOENGINEERS: STRUCTURE AND PROPERTIES OF
BIOMATERIALS. William R. Graham, The University of
Pennsylvania, Dept. of Materials Science and Engineering,
Philadelphia, PA.
An eective platform for an introductory course in Materials Science
for Bioengineering students will be presented. The traditional
structure, property and performance relationship for materials
becomes very much more relevant to bioengineering students when
presented in the context of the materials used for surgical implants
and medical devices, the primary focus of this course being the total
hip prosthesis. A fascinating history is associated with the evolution of
the materials and design of contemporary prosthetic implant systems,
stemming from the original low-friction arthroplasty introduced by Sir
John Charnley in the early '70s. Aseptic loosening and osteolysis are
currently recognized as the primary long-term complications in total
hip replacement. In addition to appropriate mechanical properties,
component xation, wear characteristics, biocompatibility, response of
biological systems to implant materials and response of the materials
to the biological environment are important issues aecting the
long-term outcomes of total hip arthroplasty. In addition to
traditional examinations, students are required to prepare and present
a term paper from material in the current research literature
connecting the structure, property, performance relationships for
materials employed for a medical device application of their choosing.
2:30 PM *JJ1.3
MATERIALS SCIENCE EDUCATION AT KEIO UNIVERSITY:
ADOPTING U.S. INSTRUCTION PRACTICES IN JAPAN.
Kohei M. Itoh, Keio Univ, Dept of Applied Physics, Yokohama,
JAPAN.
The undergraduate experience in Materials Science and Engineering
(MSE) in Japan diers from that at U.S. institutions in several
respects. While MSE programs at many U.S. universities exist as
established departments, it is rare to nd MSE departments in Japan.
Therefore, materials science education in Japan is more convoluted
with other disciplines, occurring across a variety of departments such
as applied physics, chemical engineering, mechanical engineering, and
bioengineering. Here, I will report on the challenges of materials
science education in Japanese universities focusing on the Department
of Applied Physics at Keio University as an example. The challenge is
two-fold: 1) stimulating student interest in MSE before undergraduate
students choose their home department at the conclusion of their rst
year and 2) providing a rigorous MSE curriculum that will prepare
students for graduate education both domestically and abroad. For
this purpose, we have adopted a U.S. teaching style such as two
90-minute lectures per week (instead of one in Japan), weekly
homework assignments, discussion sessions with teaching assistants,
and oce hours. Such conventional pedagogical practices in the U.S.
represent major changes in instruction and culture of the traditional
A new MSE curriculum will go into eect at the OSU starting Fall,
2002. This curriculum is composed of four parts: 1) General
Education Core (required by the University of all undergraduates), 2)
Engineering Core (required by the College of Engineering and includes
courses in English, Math, Physics, Chemistry, Statistics,
Programming, Statics, and Stress Analysis) 3) Materials Science and
Engineering Core (includes courses on Atomic Scale Structure,
Microstructure and Characterization, Mechanical Behavior, Electrical
Properties, Thermodynamics, Transport and Kinetics, Phase
Diagrams, Phase Transformations, Materials Processing, Materials
Selection, and Materials Performance), and 4) Senior Year
MSE-Specialization. Novel features of this curriculum include: 1)
Concentration in a specialized area of MSE in the senior year: a
student can either choose from the six pre-approved specialization
tracks (Bio, Ceramic, Electronic, Manufacturing, Metallurgical, and
Polymers) or can petition for a customized track. 2) Increased
exposure to MSE courses in the sophomore year: four MSE core
courses have been moved to the sophomore year (Atomic Scale
Structure of Materials, Microstructure and Characterization of
Materials, Intro. to Mechanical Behavior of Materials, and Intro to
Electrical Properties of Materials). 3) Increased industrial exposure:
two new courses have been added (a lab course consisting of a tour of
local MSE-industries in the sophomore year and a seminar course in
the junior year consisting of speakers from a variety of
MSE-industries) in addition to the industry-sponsored design projects
in the senior year. 4) Development of ancillary skills in lab courses: for
most labs the focus will shift away from demonstration of concepts
from lecture courses and more towards development of various skills:
lab, experimental design and data analysis, computational, writing,
and communication.
4:00 PM *JJ1.5
TOWARDS A NEW UNDERGRADUATE CURRICULUM IN
MATERIALS SCIENCE & ENGINEERING. Donald R. Sadoway,
Department of Materials Science and Engineering, Massachusetts
Institute of Technology, Cambridge, MA.
The eld of materials science and engineering continues to grow while
the time to earn a bachelor's degree remains xed. Only by
implementing major changes both in content and in format of
undergraduate degree programs in MSE can we expect to meet the
educational needs of our students. At MIT, wholesale revision of the
undergraduate degree program in MSE is underway with the intention
of devising a course of study whose aim is to educate specialists in the
development and use of materials in technology. The curriculum
comprises core technical knowledge, professional development, and a
capstone activity. Pedagogical considerations include integration of
subject matter between subjects, reinforcement of theory through
applications, and presentation of material on a need-to-know basis,
i.e., in time blocks of several weeks as opposed to full semesters. Core
technical knowledge is divided into three broad categories: synthesis &
processing; composition & structure; properties & performance. In the
junior and senior years students can tailor their course of study by
choosing from a large number of restricted electives, each running
approximately four weeks, building upon the core and moving towards
the frontiers of the eld. Professional development is to be embedded
in the curriculum in accordance with ABET specications. Capstone
activities include senior thesis, industrial internship, and interdisciplinary design studio. Launch of the new program is slated for
fall 2003.
4:30 PM JJ1.6
THE CYMBALS AS AN INSTRUCTIONAL DEVICE FOR
MATERIALS EDUCATION. Mary Anne White, Dept. Chemistry and
Institute for Research in Materials, Dalhousie University, Halifax,
CANADA.
Discussion of the materials chemistry behind the production of a
cymbal provides an opportunity for exploration of a number of
materials topics, which could well resonate with students.
4:45 PM JJ1.7
THE NSF NSDL GREEN DIGITAL LIBRARY: GREEN'S
FUNCTIONS RESEARCH AND EDUCATION ENHANCEMENT
NETWORK. Laura M. Bartolo, Kent State University, Applied
Linguistics Institute, Kent, OH; Adam C. Powell IV, Massachusetts
Institute of Technology, Materials Science and Engineering
740
Department, Cambridge, MA; Gregory M. Shreve, Kent State
University, Applied Linguistics Institute, Kent, OH; Vinod K. Tewary,
National Institute of Standards and Technology, Materials Reliability
Division, Boulder, CO.
Greens functions are powerful mathematical tools with strong
pedagogical value providing not only solutions to dicult problems
but also visualization for understanding phenomena. The majority of
upper division engineering and materials science students receive very
little exposure to Greens functions and the boundary element method
(BEM). The Greens Functions Research and Education Enhancement
Network (GREEN) digital library, which the authors are developing,
will therefore play an important role in undergraduate and graduate
education. The National Science Foundation has launched the
National Science, Mathematics, Engineering, and Technology
Education Digital Library (NSDL) program to stimulate and sustain
continual improvements in the quality of science, mathematics,
engineering, and technology education. The NSDL Program is a major
digital library initiative and the GREEN Digital Library is a
collaboration of the Center for Theoretical and Computational
Materials Science of the Materials Science and Engineering
Laboratory at the National Institute of Standards and Technology
(NIST), Kent State University, and the Massachusetts Institute of
Technology with funding from the National Science Foundation. This
presentation describes the primary components of GREEN Digital
Library, an organized collection of educational materials integrating
research, education, and application of Greens functions to serve
undergraduate and graduate communities: 1. Problem Bank: A bank
of available real-world problems, introduced by industrial participants.
2. Code Bank: Working code for solved Greens functions routines. 3.
Archive: A list of citations to relevant literature, and published /
unpublished works subject to copyright restrictions, with links
elsewhere for additional information. 4. Teaching Bank: A collection
of lecture / course notes from existing university courses, as well as
providing a forum for discussion of approaches to teaching this material.
SESSION JJ2:
Chair: Oscar D. Dubon
Tuesday Morning, December 3, 2002
Republic A (Sheraton)
8:30 AM *JJ2.1
EXCITEMENT IS THE KEY TO LEARNING ABOUT
MATERIALS. John J. Mecholsky Jr., University of Florida,
Department of Materials Science & Engineering, Gainesville, FL.
Creating courses that excite Materials Science & Engineering students
is one of the most useful tools for enabling student learning. I will
describe a new course developed in the MSE Department at the
University of Florida to retain students in engineering: Engineering
Innovations in the 21st Century. This course had students examine
patents in biomaterials, nano-technology, MEMS devices and related
materials subjects. The students were required to write individual and
group reports about the patents, and then to make technical
presentations to the class. In addition to being presented with
interesting and useful information, students need to optimize
information retention. We, as teachers, can help. There are three main
ways everyone accesses information: verbally, kinestetically, and/or
visually. Unless we attempt to address all these media in the
classroom, we will not reach all of the students. I will discuss
techniques that can be used in the classroom to stimulate students to
think on their own and to create ideas. These techniques include
challenging contests with associated rewards, group homework, and
\hands-on" demonstrations and \quizzes." The positive and negative
aspects of these techniques will be discussed.
9:00 AM JJ2.2
USING INTERACTIVE MULTIMEDIA TOOLS TO TEACH
ANALYTICAL TECHNIQUES IN THE UNDERGRADUATE
CURRICULUM. Karin Prunera , Klaus Pingelb , Jens Beckerb ,
Horst-Peter Dressela , Christof Reinerc , Marc Schlosserc and
Hans-Jurgen Christa ; a Institute for Materials Technology, University
of Siegen, GERMANY; b Institute of Physics, University of Siegen,
GERMANY; c Institute of Inorganic Chemistry, University of Siegen,
GERMANY.
teaching materials characterization diers from department to
department, the basic principles are the same. Therefore, we use an
interdisciplinary approach involving the Department of Mechanical
Engineering, the Department of Physics and the Department of
Chemistry to develop a modular set of web-based teaching/learning
software tools with computer-based visualizations and simulations to
introduce the basics of these characterization techniques. The level of
introduction is suitable for undergraduates and examples from actual
research and industry projects give easy access for the beginner. For
the advanced learner more detailed chapters are provided as well.
Therefore, self-directed learning is possible for every student and the
software can be used both as a stand-alone tool or to complement
existing lectures. In a rst step a module on scanning electron
microscopy was developed and currently work on transmission
electron microscopy is under way. Additional modules are anticipated
for the future.
9:15 AM JJ2.3
TECHNIQUES FOR STUDYING SOLIDS: AN ON-LINE
APPROACH TO JUST IN TIME LEARNING FOR MATERIALS
CHARACTERIZATION. Wayne E. Jones Jr., Chuan-Jian Zhong, and
M. Stanley Whittingham, Department of Chemistry and Institute for
Materials Research, State University of New York at Binghamton,
Binghamton, NY.
The breadth of the Materials Science curriculum demands familiarity
with a broad range of characterization tools and techniques. We have
developed a hybrid course approach to a broad array of materials
characterization techniques that uses both conventional and on-line
methods. The on-line modules, taken individually, provide for just in
time learning which supports the research eorts of advanced
undergraduates, graduate students, and continuing education
industrial students. Working in partnership with experts from
academia and industry, we can ensure the most up to date curriculum.
With the support of an NSF CCLI grant a complete scanning probe
microscopy laboratory has been introduced into the freshman and
advanced undergraduate curriculum as an atomic scale analytical
visualization tool. Both scanning tunneling microscopy (STM) and
atomic force microscopy (AFM) have been incorporated and simulate
the study of well-dened, crystalline conductive or non-conductive
materials such as HOPG, mica, and other materials or biology
relevant systems. A number of open-ended questions have also been
generated involving interpreting the images of well-dened crystalline
materials and performing special projects. These questions serve as an
ideal vehicle for enhancing inquiry-based learning activities.
Additional modules involving X-ray diraction, Electron Beam
Microscopy, and X-ray Photoelectron Spectroscopy have also been
developed. Examples of individual modules, curricular design strategy,
and class testing will be discussed.
9:30 AM JJ2.4
MANAGING STUDENT GROUP PROJECTS IN AN
INTRODUCTORY MATERIALS SCIENCE COURSE.
Jacqueline A. Isaacs, Northeastern University, Boston, MA.
In an introductory materials science course for mechanical and
industrial engineering sophomores, a term-long student team project
is included as a graded activity. Successful completion of the project
fullls three course objectives where students learn 1) to compose
professional reports in teams and demonstrate eective
communication skills, and 2) to apply introductory concepts of
materials science well enough to follow technical articles on various
topics, and 3) to locate resources to gather additional information
related to a topic. To help students learn to research a topic, to write,
to work in teams, and to speak publicly, the course includes guest
lectures with various instructors with expertise in library research
skills, technical writing, and communication studies. Course
assessment indicates that sophomores nd their projects interesting
and they report learning a lot about the topics they selected.
Interventions in the early stages of the curriculum allow the students
to perform better during their senior year Capstone Design Project.
The details of how the projects are managed will be described.
10:15 AM JJ2.5
A TWO COURSE SEQUENCE FOR INTRODUCTION TO
MATERALS. Elliot P. Douglas, Univ of Florida, Dept of Materials
Science and Engineering, Gainesville, FL.
The use of analytical techniques such as scanning electron microscopy
(SEM), transmission electron microscopy (TEM), atomic force
microscopy (AFM), X-ray diraction (XRD), or optical microscopy
(OM) for materials characterization is of great practical importance in
many dierent disciplines. A basic knowledge of the underlying
physical principles and the capabilities and limitations of these
techniques should be developed during undergraduate education to
facilitate further more focused practical and theoretical training in
graduate school and in research projects. While the approach to
For many years the Department of Materials Science and Engineering
at the University of Florida has provided a single course in
Introduction to Materials. Recently, a new course in Materials
Chemistry was developed as an alternative to the traditional
chemistry course for MSE majors. Although not designed as a
sequence, the two courses together provide a more complete
introduction to the basics of MSE than the traditional single course.
For example, Materials Chemistry provides a brief description of the
thermodynamics underlying phase diagrams, while Introduction to
741
Berbeco, Robert Martello, Franklin W. Olin College of Engineering,
Needham, MA.
Materials provides a phenomenological description of how to interpret
phase diagrams. Together, these two courses oer a means to excite
students about MSE and attract more students to this major.
10:30 AM *JJ2.6
USING INTERDISCIPLINARY EXAMPLES IN NANOTECHNOLOGY TO TEACH CONCEPTS OF MATERIALS SCIENCE
AND ENGINEERING. Wendy C. Crone, Department of Engineering
Physics, University of Wisconsin-Madison, Madison, WI; Arthur B.
Ellis, Department of Chemistry, University of Wisconsin-Madison,
Madison, WI; George C. Lisensky, Department of Chemistry, Beloit
College, Beloit, WI; S. Michael Condren, Department of Chemistry,
Christian Brothers University, Memphis, TN; Amy Payne,
Department of Chemistry, University of Wisconsin-Madison, Madison,
WI; Ken Lux, Department of Engineering Physics, University of
Wisconsin-Madison, Madison, WI.
The National Science Foundation-supported Materials Research
Science and Engineering Center (MRSEC) on Nanostructured
Materials and Interfaces at the University of Wisconsin - Madison has
an extensive education and outreach eort. One theme of this eort is
the development of instructional materials based on cutting-edge
research in nanoscale science and engineering. The \Nanoworld
Cineplex" contains movies of experiments and demonstrations that
can be brought into classes and laboratories. Also available are kits,
software, teaching modules and articles. A hands-on kit for
nontechnical audiences, \Exploring the Nanoworld," has been
produced in collaboration with the Institute for Chemical Education.
In this presentation, novel hands-on demonstrations and innovative
laboratory experiments aimed at the college and high school levels
will be highlighted. High-tech devices and materials such as light
emitting diodes (LEDs), shape memory alloys, amorphous metal, and
ferrouids are discussed in the classroom and studied in the
laboratory as illustrations of nanotechnology and its impact on
energy, the environment and our quality of life. These examples
illustrate interdisciplinary research that provides connections among
materials science, chemistry, physics, engineering, and the life
sciences. They also highlight the tools of nanotechnology, such as
scanning probe microscopy, electron microscopy, x-ray diraction, and
chemical vapor deposition, which are associated with the preparation
and characterization of nanostructured materials. Demonstrations of
the incorporation of nanotechnology to teach fundamental materials
science principles presented are summarized at
http://www.mrsec.wisc.edu/edetc.
SESSION JJ3: IN-ROOM POSTER SESSION
Chair: Oscar D. Dubon
Tuesday Morning, December 3, 2002
11:00 AM
Republic A (Sheraton)
JJ3.1
TOOLS FOR TEACHING NANOTECHNOLOGY CONCEPTS IN
MATERIALS SCIENCE AND ENGINEERING. Wendy C. Crone,
Department of Engineering Physics, University of Wisconsin-Madison,
Madison, WI; Arthur B. Ellis, Department of Chemistry, University of
Wisconsin-Madison, Madison, WI; George C. Lisensky, Department of
Chemistry, Beloit College, Beloit, WI; S. Michael Condren,
Department of Chemistry, Christian Brothers University, Memphis,
TN; Amy Payne, Department of Chemistry, University of
Wisconsin-Madison, Madison, WI; Ken Lux, Department of
Engineering Physics, University of Wisconsin-Madison, Madison, WI.
The National Science Foundation-supported Materials Research
Science and Engineering Center (MRSEC) on Nanostructured
Materials and Interfaces at the University of Wisconsin - Madison has
an extensive education and outreach eort. One theme of this eort is
the development of instructional materials based on cutting-edge
research in nanoscale science and engineering. Novel hands-on
demonstrations and innovative laboratory experiments that illustrate
interdisciplinary research connections among materials science,
chemistry, physics, engineering, and the life sciences will be
highlighted. These teaching tools are summarized at
http://www.mrsec.wisc.edu/edetc.
SESSION JJ4:
Chair: Jacqueline A. Isaacs
Tuesday Afternoon, December 3, 2002
Republic A (Sheraton)
1:30 PM JJ4.1
MATERIALS SCIENCE IN A PROJECT-CENTERED,
INTERDISCIPLINARY COURSE BLOCK. Jonathan Stolk, Hillary
Franklin W. Olin College of Engineering (Olin), a new institution
charged with redesigning engineering education, is currently
developing an innovative curriculum that combines best practices
from many other institutions with new, pedagogically sound ideas and
approaches. Central to the Olin curriculum is the cohort, an
integrated course block that combines technical and non-technical
topics with a substantial, hands-on design project. Taught by
multidisciplinary faculty teams, cohorts enable tight coordination
between the understanding of underlying disciplines and the
application of this disciplinary knowledge to real-world problems. Our
preliminary work suggests that such integrated curricular components
can be extremely eective and may oer synergistic reinforcement of
pedagogical benets not fully exploited in other curricular
approaches. In the sophomore year, Olin students will participate in
project-centered cohorts that integrate scientic courses with
Business Entrepreneurship and Arts, Humanities, and Social
Sciences, allowing students to work on engineering projects that have
broader implications than the purely technical. Materials Science and
Engineering plays an important role as one of the integrated technical
topics in the sophomore cohorts. In this paper, we describe the
structure of the Olin curriculum and the characteristics of Olins
interdisciplinary cohorts, including key features, pedagogical benets,
and possible implementation diculties. We provide specic examples
of potential materials science cohort projects, a description of
materials science course structure within an interdisciplinary cohort,
and plans for development and implementation of the materials
science cohorts at Olin.
1:45 PM JJ4.2
INCORPORATING MATERIALS SCIENCE INTO AN
UNDERGRADUATE APPLIED PHYSICS CURRICULUM.
Claudio Guerra-Vela, University of Puerto Rico at Humacao, Dept of
Physics and Electronics, Humacao, PR; Fredy Zypman, Yeshiva Univ,
Dept of Physics, New York, NY.
Beginning in 1981, we created an applied physics (electronics)
undergraduate program in the Humacao campus of the University of
Puerto Rico. The program is a very successful one with a sustained
average 100-student population over the years and a graduation rate
averaging 15 students/year in the last ve years. Beyond the general
courses of a natural sciences baccalaureate degree program, this
program oers a mix of physics courses, electronics, microprocessors,
controls, and a one-year intermediate laboratory course. This
laboratory course has a mix of classical and modern experiments.
Among these modern experiments, we include measuring the
transverse and longitudinal Young and Shear modulus of a homemade
concrete block by analyzing their standing modes of vibrations in a
way similar to that of the C-215 ASTM Standard. From these
measurements, we deduce Poissons ratio. Our technique is much
simpler, since it only uses ordinary student laboratory equipment and
some piezoelectric transducers. The technique can be performed
during the curing of the concrete sample process with a precision
comparable to that of the standard. Through the experiment, students
learn about the properties of concrete, make the samples following the
C-192 ASTM standardized process, and review several concepts about
waves such as: wave equations, dierent resonant modes of vibrations
(transverse, longitudinal and torsional), dispersion relations, standing
waves, overtones, harmonics, nodes, antinodes and some important
non-linear eects that are also considered in the model.
2:00 PM JJ4.3
INSTRUCTIONAL LABORATORY EXERCISES FOR
UNDERGRADUATE STUDENTS IN SOLID-STATE PHYSICS OR
MATERIALS SCIENCE. Colin Ingleeld, Weber State University,
Department of Physics, Ogden, UT; Royce Anthon, University of
Utah, Department of Physics, Salt Lake City, UT.
A laboratory program developed for undergraduate students in solid
state physics will be discussed. The laboratories are designed to
emphasize central concepts while exposing students to some modern
technology of the eld. In particular, a table-top diraction
experiment based on laser light scattered by a two-dimensional lattice
of gold dots created with electron-beam lithography will be discussed.
Students were able to map the microscopic pattern of gold dots from
the laser diraction pattern using the formalism developed in class for
x-ray crystallography. The students were later able to conrm their
map with an Atomic Force Microscopy image of the pattern. This
exercise is at least comparable in pedagogical value to other, more
expensive options. Other laboratory exercises and future plans will
also be presented.
2:15 PM JJ4.4
WEB-BASED DATA ANALYSIS AND FEEDBACK FOR GENERAL
CHEMISTRY LABORATORY: IMPROVING ANALYSIS WITH
742
TIMELY, DISTANCE FEEDBACK. Joseph F. Lomax, Debra K.
Dillner, Melonie A. Teichert, U.S. Naval Academy, Chemistry Dept,
Annapolis, MD.
materials and demonstrations being developed to assist students in
understanding the role materials have played throughout history and
in current events.
Nothing can replace the hands-on experience of a laboratory. Safe
handling of potentially dangerous materials, the satisfaction of
creation and learning to take care in following directions and taking
measurements are among the many benets of the undergraduate lab
experience. However, a job is not done until the paperwork is nished.
Quite often student are capable of following laboratory instructions
and generating excellent data only to fail in the analysis of the data.
The analysis rarely happens in the connes of the laboratory or in the
presence of the instructor. All too often, students are unable to draw
correct conclusions and learn important information from the
interpretation of experimental results because they make calculational
errors. In a traditional setting, these errors are discovered by the
instructor during grading and found out by the student if they bother
to look at there correct papers. An important educational opportunity
is lost. There is an opportunity for distance learning to help bridge
the gap between the collection of data and its correct analysis. At the
U.S. Naval Academy we have developed a web-based system where the
student inputs their data and calculational results into a web form.
This input is submitted. Using Perl CGI programs, the data is brought
into a server, the proper calculations are done and the results are
compared with the student calculational results. In the resulting web
page, incorrect calculations are agged. The student is then allowed to
correct their errors and resubmit. This system has been in successful
use for ve years. A description of a typical experiment will be given
and assessment of student and faculty satisfaction will be reported.
3:30 PM JJ4.7
2:30 PM JJ4.5
THE JUNIOR LABORATORY: A PLACE TO INTRODUCE
BASICS AS WELL AS NEW FINDINGS. Luz J. Martinez-Miranda,
O.C. Wilson Jr. and L.G. Salamanca-Riba, Dept. of Materials and
Nuclear Engineering, University of Maryland, College Park, MD.
Since its establishment in 1997, the undergraduate program at the
University of Maryland has successfully established laboratories where
new ndings are introduced and used to teach the basic concepts and
basic experimental methods in Materials Science and Engineering.
This presents the challenge of changing the materials, keeping in mind
that the students are being introduced for the rst time to many of
the concepts. In the junior laboratory of materials, we have
successfully changed two laboratories (X-ray and optical microscopy),
and a demonstration (TEM) in order to introduce nanomaterials and
biomaterials, and are currently working on introducing nanomaterials
on a third laboratory (rectifying elements). These laboratories show
that currently used techniques can aid in studying the new
developments in materials and that most, if not all, the basic concepts
can be applied in studying them. They also help the students look at
the eects of the structure - processing - properties relationship that
is basic to Materials Science and Engineering. We relate all
laboratories to experiments and studies currently happening in
materials science, even if we have not had the opportunity or the
facilities to change them.
3:15 PM JJ4.6
INTRODUCING UPPER DIVISION NON-ENGINEERING
STUDENTS TO MATERIALS. D.F. Bahr, M.G. Norton, Washington
State Univ., Mechanical and Materials Engineering, Pullman, WA.
"Materials: The foundation of society and technology" has been
taught for three semesters over two years at Washington State
University. The course is designed for upper division students in
non-engineering elds to fulll a general education course requirement
grounded in scientic methodologies. The course aims to provide
students with an understanding of the role that materials have played
in human development and how materials continue to impact their
lives and the world, ranging from historical development (e.g., bronze
age) to current events linked to materials (e.g., aluminum smelters
and power consumption). The primary goal of this course is to
provide a mechanism for increasing the awareness of materials and
materials science among college graduates from non-engineering
disciplines. We will report on the development and results for the
course over the past two years. The number of students who have
chosen to take this elective has risen from 17 students the rst year to
30 students each semester the second year. We will present the
demographics of the course by major, the topics covered, summarize
the assigned work and the students? response to the workload and the
types of topics. The majority of the students who chose this class to
fulll their general education requirement come from technical, but
non-engineering backgrounds. Initial evidence suggests that students
from management information systems, agriculture, and architecture
appear to be particularly aware of the importance of materials in their
eld. Additionally, we will discuss aspects of the course which are
currently being considered for modication and suggestions for faculty
interested in developing similar courses, and present the basics of the
PUI/MRSEC COLLABORATION TO CREATE OPPORTUNITIES
FOR WOMEN IN MATERIALS RESEARCH. Velda Goldberg,
Physics Department, Simmons College, Boston, MA; Michael Kaplan,
Chemistry and Physics Department, Simmons College, Boston, MA;
Leonard Soltzberg, Chemistry Department, Simmons College, Boston,
MA; George Malliaras, Materials Science and Engineering
Department, Cornell University, Ithaca, NY; Helene Schember,
Nevjinder Singhota, Cornell Center for Materials Research (CCMR),
Cornell University, Ithaca, NY.
This three-year collaboration between a predominately undergraduate
women's college (Simmons College) and a NSF-supported Materials
Research Science and Engineering Center (the Cornell Center for
Materials Research (CCMR)) focuses on establishing a collaborative
Simmons/Cornell research program that provides opportunities for
students to work with faculty on timely research projects, have access
to sophisticated instrumentation, and gain related work experience in
industrial settings. To interest women in participating in
materials-related research and to encourage them to consider further
career exploration in this area, the secondary goal of the project
focuses on augmenting women's undergraduate experience. In this
regard, the project uses the PUI/MRSEC collaboration to enhance
the undergraduate curriculum at Simmons and encourage new Ph.D.s
in materials-related disciplines at Cornell to consider academic careers
at PUIs. To provide opportunities for students to work on research
throughout their undergraduate careers, this program focuses on
studying the degradation processes in organic light emitting diodes
(OLEDs). These materials are currently of great interest for display
applications, and an understanding and control of the degradation
processes could ultimately inuence their use in various types of
consumer products. To widen science students' exposure to materials
science, a new minor in materials was developed and materials science
topics are being incorporated into physics and chemistry courses. To
encourage students to consider graduate or industrial careers in
materials science and to ease the transition into these large research
environments, CCMR will place students in summer industrial jobs
and REU positions. To provide students with further access to
sophisticated instrumentation, a portion of the laboratory
requirement for the new minor in materials will be co-taught during
the summer by Simmons and Cornell collaborators at CCMR's Shared
Experimental Facilities. Cornell's graduate students will participate in
the program as mentors for Simmons undergraduates, and will visit
Simmons to better understand postgraduate teaching careers at PUIs.
3:45 PM JJ4.8
LABORATORY ON A COMPUTER. Mikhail I. Mendelev,
David J. Srolovitz, Princeton Materials Institute & Dept. of
Mechanical & Aerospace Engineering, Princeton University,
Princeton, NJ; B.S. Bokstein, Moscow State Institute of Steel and
Alloys, Moscow, RUSSIA.
It is rarely possible to give an undergraduate student the full range of
laboratory experiences we would like. In particular, there is rarely an
opportunity for a student to go into the laboratory, choose an
approach to a problem, make mistakes and repeat the experiment as
often as necessary to develop real prociency. We propose a set of
computer-based laboratory experiments in which a student can decide
which experiment to perform, the conditions under which to run the
experiment, analyse the results, draw conclusions and repeat as
needed until he/she is successful. These laboratories can be used rst
with the instruction of the professor, followed by individual activity
and discussion with the lab instructor. This clearly is not a
replacement for a real laboratory experience, but rather an
opportunity to develop the level expertise seldom realizable in
laboratory courses and which he/she cannot obtain based solely upon
a textbook. Laboratory experiments have been developed for several
cases to complement and thermodynamics and kinetics course. We
will present two such \labs," namely, the determination of phase
diagrams from cooling curves and measurement of diusivities.
SESSION JJ5:
Chair: William B. Knowlton
Wednesday Morning, December 4, 2002
Republic A (Sheraton)
8:30 AM *JJ5.1
PREPARING FOR SUCCESS: INDUSTRIAL SKILLS FOR
MATERIALS ENGINEERS. Kristin J. Duxstad, Recording Head
Operations, Seagate Technology, Minneapolis, MN.
743
The hard drive industry is a fast paced high technology industry that
requires engineers and scientists with a wide variety of knowledge and
skills. Analysis of problems, discovery of solutions, and the
communication of these must be done quickly accurately, and
eectively. While the academic environment often well prepares
students to understand the basic science and engineering principles,
other skills are lacking. A focus on complex problem solving and
analytical skills should be integrated into the current materials
engineering curriculum. This could include projects that incorporate
the principles of design of experiments, Design For Six Sigma, and
statistical analysis. Succinct and eective communication of the
problem analysis and solution is also critical. It is important to
understand how to tailor presentations depending on the audience and
time available, while still incorporating critical details. Development
of both analytical and communication skills should be incorporated
directly into science and engineering courses rather than relegated to
separate courses. An example of a project will be discussed.
Ultimately, required skills may depend on the goals of the student and
may require additional skills and coursework in areas such as
technology management, nance, or education.
9:00 AM *JJ5.2
CHANGING SKILL SET NEEDED FROM MS&E EDUCATION
DUE TO EVOLUTION OF THE Si MICROELECTRONICS
INDUSTRY. Christopher S. Olsen, Applied Materials, TCG, Santa
Clara, CA.
Due to the continuing advancement of the Si microelectronics
industry, physical semiconductor processing related issues now need
more sophisticated electrical device understanding, including quantum
mechanical eects. Due to the small less than 100nm feature sizes,
diusion, activation, and thermal stability of semiconductor processes
need to be better characterized, especially physical to electrical
relationships. MS&E graduates have an inherent strength in
understanding the physically phenomena, but may not in
understanding electrical devices, CMOSFETs. In addition to electrical
device properties, project management and statistical data analysis
such as design of experiments, DOE, for characterizing complex
multivariable systems are critical for MS&E graduates to be successful
in the Si microelectronics industry.
9:30 AM JJ5.3
UTILIZING INDUSTRIAL APPLICATIONS TO DESIGN AN
ADVANCED UNDERGRADUATE CHEMISTRY LABORATORY.
Jason J. Keleher and Yuzhuo Li, Department of Chemistry Center for
Advanced Materials Processing, Clarkson University, Potsdam, NY.
As education in material science and engineering enters the new
millennium it is clear that the ability to bridge the gap between
classroom learning and real world application becomes ever so
important. One such example has been developed at Clarkson
University investigating the chemistry involved in Chemical
Mechanical Planarization better known as CMP. CMP has emerged as
the key planarization technology for the fabrication of sub-quarter
micron metals and dielectric lines in ultra large scale integration
(ULSI) of silicon devices. This process utilizes abrasive particles
dispersed in aqueous solution, coupled with various chemical
additives, to eectively planarize a non-uniform metal topography.
The addition of chemical additives, such as oxidizers,
chelating/complexing agents, and stabilizers, to the slurry will aect
the metal material removal rate and the overall surface quality. In a
recent study reported by Li et al, glycine is shown to form a complex
with the copper ions generated during the polish and the complex can
catalyze the decomposition of hydrogen peroxide and lead to the
formation of hydroxyl radical (*OH)[1] which is a much stronger
oxidizing[2-3]. The hydroxyl radical attack on the copper surface may
be the cause of a signicant increase in copper removal rate. The
static dissolution rate of copper was found to be closely correlated to
the *OH concentration[4-5]. Similarly, the formation kinetics of *OH
has also shown to have a direct correlation with the material removal
rate of Cu during polishing. Upon addition of excess Cu+2 , in the
form Cu(NO3 )2 , the material removal rate is further increased as the
concentration of *OH radicals is elevated.[6-7] This presentation will
describe a laboratory exercise which exposes upper level
undergraduate students to the fundamental and practical technique
for hydroxyl radical trapping and its relationship to kinetic rate
determination. Secondly it will allow the students to correlate the
kinetics of catalyzed systems with the static dissolution rate of Cu
metal. Furthermore it provides a means for students and instructors
to discuss and analyze the relationship between classroom chemistry
and real world applications of material science. [1] Keleher, J., Tyre,
E., Babu, S.V., Li, Y., Her, R., Proc.of the 5th International
Conference of VMIC Conference on CMP and Planarization, Santa
Clara, CA, 2000 [2] Hage, R., Iburg, J.E., Kerschner, J., Koek, H.H.,
Lempers, E., Martens, R.J., Racheria, U.S., Russe, W.W., Swartho,
T., Vliet, M., Warnaar, J.B., Wolf, L., and Krijnen, B., Nature 1994,
369, 637 [3] Thompson, K.M., Spirito, M., Grith, W.P., J. Chem.
Soc., Faraday Trans., 1996, 92, 2535 [4] Kraljic, I., Trumbone, C.N., J.
American Chem. Soc., 1965, 87, 2547 [5] Liu, X., DiLabio, G.A.,
Martin, F., Li, Y., J. American Oil Chem. Soc., 1999 [6]
Hariharaputhiran, M., Ramarajan, S., Li, Y., Babu, S.V., Proc. Of
VMIC Meeting, Santa Clara, CA, June 16-18, 1998, p 443 [7]
Hariharaputhiran, M., Ramarajan, S., Li, Y., Babu, S.V., Proc. Of
MRS Meeting, San Francisco, CA April 1999.
10:15 AM JJ5.4
ATOMIC EXPLORERS: A CASE STUDY TEACHING MATERIALS
SCIENCE IN A VIRTUAL ENVIRONMENT. Frank Cherne, Los
Alamos National Laboratory, MST-8, Structure and Property
Relations, Los Alamos, NM; Pierre Deymier, The University of
Arizona, Dept of Materials Science and Engineering, Tucson, AZ.
We examine an implementation of Virtual Reality (VR) in a Materials
Science Curriculum. This cases study examines VR as a method to
introduce materials principles to freshman engineering students. A
specic VR laboratory focusing on an atomic scale diusion
mechanisms is used to illustrate the approach. Evaluation of student
responses to a post laboratory survey and recorded observations
during the laboratory are used to asses the appeal and eectiveness of
VR as a teaching tool. The laboratory proved to be a valuable tool in
providing a vivid intuitive grasp of atomistic mechanisms involved in
materials processes without getting into abstract theoretical
descriptions.
10:30 AM JJ5.5
APPLICATION OF CDIO METHODS IN THE MSE
CURRICULUM. David Roylance, Massachusetts Institute of
Technology, Dept of Materials Science and Engineering, Cambridge,
MA.
CDIO (\Conceive - Design - Implement - Operate") is a rich set of
pedagogical methods, patterned on the tasks engineers carry out in
professional practice, aimed at improving the relevance and
excitement of an undergraduate engineering education. It has been
implemented in a number of engineering departments seeking to
reduce somewhat the emphasis on engineering science theory, and
increase the emphasis on design and applications-oriented teaching.
Student learning is intended to be in depth rather than a broad
survey of many academic concepts. Applications rather than theory
drive the instruction, with theory brought in on a just-in-time basis as
needed in increasingly complex design situations. The CDIO approach
is natural in traditional design-oriented engineering disciplines such as
Aeronautical or Mechanical Engineering, but is somewhat more
dicult to envision in Materials Science and Engineering. MSE in
many departments has traditionally been centered on science and
theory, with design playing a secondary role. Nevertheless,
Bachelor-level graduates will often nd themselves in design
situations, and they themselves have expressed concern that our
curriculum needs more relevance and real-life practice. The MIT
Department of Materials Science and Engineering is currently
redesigning its undergraduate curriculum \from the bottom up," and
CDIO concepts are being used both in the new curriculum and in the
process by which the curriculum itself is being designed. This
presentation will elaborate on these methods, and outline how they
are being implemented in MSE.
10:45 AM JJ5.6
NON-DESTRUCTIVE TECHNIQUES FOR THE
CHARACTERIZATION OF STRUCTURAL MATERIALS.
Antonia Moropoulou, Nikolaos P. Avdelidis, Eleni Aggelakopoulou,
Natl Technical Univ of Athens, Athens, GREECE.
In National Technical University of Athens, in the Department of
Chemical Engineering, the undergraduate curriculum in Materials
Science and Engineering contains an innovative laboratory occupied
by non-destructive techniques that are usually applied in situ, in
structure-scale. These techniques are the following: Fiber Optics
Microscopy for the examination of materials surface texture
Ultrasonics for the evaluation of the materials mechanical strength
and the their conservation state Infra-red Thermography for the
evaluation of the humidity distribution in the masonries Digital
Image Processing (DIP) for the decay mapping of architectural
surfaces Ground Penetrated Radar for the evaluation of a possible
stromatography in masonries and the existence of cracks and defects
in the interior of the materials The above-mentioned techniques are
supported by instrumental techniques such as (Dierential Thermal
Analysis (DTA-TG), mercury intrusion porosimetry, X-ray diraction,
Optical microscopy, Mechanical Tests (exural, compressive), e.t.c.)
for the characterization of the structural materials. Therefore, the
undergraduate students become familiar with this innovative
technology, using it as a tool for the evaluation of the structures
conservation state.
744
curriculum has the power to reinvigorate the teaching of general
chemistry and thereby keep students excited about the prospects of a
career in engineering.
11:00 AM *JJ5.7
THE UNDERGRADUATE CORE COURSE IN
THERMODYNAMICS IN MATERIALS SCIENCE AND
ENGINEERING. Robert DeHo, University of Florida, Dept. of
Materials Science and Engineering, Gainesville, FL.
2:45 PM JJ6.4
Essentially every undergraduate curriculum in the eld boasts a
required core course in thermodynamics that is specically designed
for materials science and engineering. This presentation compares the
content, objectives, strategies and presentation of a sampling of such
courses. The results of this comparison illustrate the broad consensus
that exists with respect to this subject and may be used to emphasize
dierences where they are important.
SESSION JJ6:
Chair: Elliot P. Douglas
Wednesday Afternoon, December 4, 2002
Republic A (Sheraton)
1:30 PM *JJ6.1
THE INTRODUCTORY MATERIALS SCIENCE AND
ENGINEERING COURSE. William D. Callister, University of Utah,
Salt Lake City, UT.
This presentation discusses a number of issues that pertain to the
introductory materials science and engineering course taught at the
college/university level. Topics to be addressed include the following:
(1) challenges in teaching the introductory MSE course; (2) course
content-breadth versus width; (3) course organization-traditional (i.e.,
\metals rst") versus integrated approaches; (4) course
mechanics-providing relevance and generating student interest; (5)
electronic resources; and (6) textbook issues.
2:00 PM *JJ6.2
A STUDIO VERSION OF AN INTRODUCTORY MATERIALS
COURSE. Linda S. Schadler, J.B. Hudson, Materials Science and
Engineering Department, Rensselaer Polytechnic Institute, Troy, NY.
A MULTI-FUNCTIONAL INTRODUCTORY MATERIALS
SCIENCE COURSE: EMPHASIZING ENGINEERING AND
ACHIEVING ACCREDITATION OBJECTIVES. K.C. Chen, L.
Vanasupa, and T. Orling, Materials Engineering Department,
California Polytechnic State University, San Luis Obispo, CA.
In 1998, the Accreditation Board for Engineering and Technology,
along with industry, shifted its philosophy of accrediting programs.
Rather than counting courses and units, their focus became
educational outcomes and the processes that programs use to achieve
these outcomes. Many engineering programs deleted the introductory
materials science course, citing the lack of value added to their
engineering curricula. To more eectively serve other engineering
programs and preserve the exposure to materials science for
engineering students, we have redesigned the introductory course to
be more engineering-oriented and relevant to other disciplines. The
fundamental materials science concepts have been regrouped into ve,
2-week sections that emphasize applications: Materials Basics;
Mechanical Strength; Thermo-mechanical Treatments;
Semiconducting Behavior; and Economic, Environmental and Societal
Issues. Although the topics that are covered are similar to those in an
introductory materials science courses, the presentation of the topics
has been re-arranged to create clearer links between materials science
and engineering. We have also identied accreditation criteria within
each section and built in mechanisms for providing feedback to other
engineering programs for their accreditation processes. We
intentionally chose criteria that are normally dicult to achieve, such
as a knowledge of contemporary issues to add the most value to other
engineering programs. Our learning objectives for each section ensure
standardization among dierent sections and instructors. We will
present the redesigned course and its objectives, our mechanisms for
feedback and data on students performance.
3:00 PM JJ6.5
The National Science Foundation recently funded a set of grants at
Rensselaer to develop an active learning environment in the
Introductory Materials course taken by more than half of all engineers
at Rensselaer. To accomplish this we have a set of classrooms
arranged for interactive learning across the hall from ample
laboratory space to allow 120 students at a time to complete
hour-long laboratories. This, combined with the development and/or
purchase of table-top units has enabled the development of
laboratories that serve up to 300 students in a given day. This talk
will outline the structure of the course, the educational strategy, and
present in detail several of our most recent experiments. In addition,
we worked for many years to combine chemistry and materials in a
course entitled \Chemistry of Materials." Our successes but eventual
rethinking of that strategy will also be discussed.
2:30 PM JJ6.3
TEACHING GENERAL CHEMISTRY VIA A MATERIALSCENTERED CURRICULUM: REINVIGORATING ENGINEERING
EDUCATION. Donald R. Sadoway, Department of Materials Science
and Engineering, Massachusetts Institute of Technology, Cambridge,
MA.
EFFECTIVE TEACHING IN THE INTRODUCTORY MATERIALS
COURSE. R. Gibala, Department of Materials Science and
Engineering, University of Michigan, Ann Arbor, MI.
A major diculty in teaching an introductory materials course is that
many dierent concepts must be presented, sometimes several in an
individual class period. We have found that putting the concepts into
contexts from everyday life and current events serves a critical role in
making the material click and stick with students. We also use an
extensive course website plus selected demonstrations, short lms, and
\touchy-feely" items as complements to conventional lectures, reading
assignments and homework. More broadly, we employ several dierent
approaches in a way to give constructively repetitious coverage of the
class material. Finally, we've seen that for eective teaching, probably
in any course, nothing beats an enthusiastic instructor who
demonstrates enthusiasm for the eld and expert knowledge outside
the connes of the text. Even so, there are times when student
comments, exam answers, and questions (e.g., \Is silicon a ceramic or
polymer?") make us realize the Carnot eciency of our course is yet
to be realized.
For almost 30 years, the Department of Materials Science and
Engineering has taught one of the subjects that satises the freshman
chemistry requirement at MIT: Introduction to Solid State Chemistry.
This subject teaches basic principles of chemistry and shows how they
apply in describing the behavior of the solid state. The relationship
between electronic structure, chemical bonding, and atomic
arrangement is developed. Attention is given to characterization of
crystalline and amorphous solids: metals, ceramics, semiconductors,
and polymers (including proteins). Each lecture ends with a
ve-minute segment presenting a \real world" application of the
subject matter. Examples are drawn from industrial practice
(including the environmental impact of chemical processes), from
energy generation and storage, e.g., batteries and fuel cells, and from
emerging technologies, e.g., nanotechnology and biomaterials.
Enrollment is in the vicinity of 400 (Fall 2001 is 520). The class meets
as a whole three times a week for 50-minute lectures. Twice a week
the class meets in groups of 20 students in so-called recitations led by
either faculty or student teaching assistants. For many students this is
their rst exposure to materials science and engineering. As a result
this subject has the potential to awaken latent interests and has thus
become a powerful recruiting vehicle for the Department. As
important, the content and style of this subject have broad appeal;
students who have no interest in chemistry nd this approach
engaging in contrast to that of the traditional general chemistry
oerings. It is the thesis of the author that a materials-centered
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