MSE 597 Course Syllabus
Purdue University, School of Materials Engineering
Steel and Aluminum: Process, Structure and Properties
Fall 2015
Lecture: MWF 8:30-9:20 Wang 2599
Instructor
Prof. Christopher Owen; owen12@purdue.edu; 765-421-9096 (cell)
ARMS 2225; Office hours: Monday 11:00 – 12:00 (or whenever you see the door open)
Course Description
Steel and aluminum processing will be studied to understand fundamentals such as the impact of
impurities and phase transformations. The study of processing will provide an understanding of
how the final properties are influenced by the sequence of processes from the extraction of metal
from ore, through casting, hot deformation and heat treating. This understanding will enable the
student to go beyond comparisons of standard handbook values and to recognize and understand
how the fundamental metallurgical phenomena lead to different performance among the various
steels and aluminum alloys. By examining the relationships among processes, microstructure,
and properties, the course will provide the "know-how" for better design with steel, aluminum and
competing materials.
Steel processing will include the blast furnace, basic oxygen furnace, electric arc furnace, ladle
metallurgy, continuous casting, deformation and heat treatments. The iron-carbon phase diagram
will be studied in order to understand the variety of steel phases that are obtained by thermal
processing. Aluminum processing will include the Bayer processing, the Hall-Heroult smelting
process, DC casting, deformation and heat treatments. The different alloy systems will be studied
to understand the distinction and application of heat treated vs. non heat treated aluminum alloys.
Enduring Understandings
1. As process leads to microstructure leads to properties is the foundation of Materials
Science and Engineering, the foundation of the course will be on microstructure.
Understanding the property to microstructure relationship and the process to
microstructure relationship is foundational to being a materials engineer.
2. Materials Engineers are problem solvers who analyze the difference between the
expected and the actual microstructure to diagnose what may have happened in the
process to explain the difference.
Learning Objectives
1. Students will demonstrate the ability to draw a representative microstructure and label
phases in the structure with attendant composition of the phases.
2. Summarize the steel and aluminum casting process and describe the microstructural
effects.
3. Describe the reason various types of impurities occur in steel and aluminum and the
effect on processing, microstructure and properties.
4. Determine the phases produced from a thermal history as shown on time-temperaturetransformation and isothermal transformation diagrams.
5. Interpret what steel or aluminum alloys would be appropriate for a given application
based on material properties (materials substitution).
6. Apply the partition coefficient to understand how microsegregation can result in a nonequilibrium composition.
7. Propose why, what and how practicing engineers develop or modify thermal treatments
in order to obtain a desired microstructure.
8. Interpret the strength vs. corrosion tradeoff for aluminum alloy 7XXX in -T7 tempers and
understand why the new generation of alloys has a superior combination of properties.
9. Describe primary strengthening mechanisms and how properties are affected for
different types of steel and aluminum.
10. Recognize the different types of aluminum corrosion (interpret microstructures).
11. When presented with an actual photomicrograph of a steel or aluminum structure as well
as the expected photomicrograph, students will be able to problem solve by identifying
the steps in the process that would account for the difference in structures.
Prerequisites
Introductory undergraduate courses in materials science, chemistry and physics.
Textbooks
1. G. Krauss, Steels: Processing, Structure, and Performance, ASM International, 2nd Edition
(2015) ISBN-13: 978-1-62708-083-5. This book is available at a 50% discount to students
taking this course, but only when purchased directly through the publisher, ASM. Students
should call 1-800-336-5152 ext. 0 and state that they are using the book for this class.
2. D.G. Altenpohl, Aluminum: Technology, Applications and Environment: A Profile of a
Modern Metal Aluminum from Within, Wiley, 1998, 6th Edition, ISBN-10: 0873394062.
Supplemental reading (will be provided and posted in Blackboard).
Example:
Toll Bridge program Oversight Committee, Report on the A354 Grad BD High-Strength Steels
rods on the New East Span of the San Francisco-Oakland Bay Bridge with Findings and
Decisions, July 8, 2013.
Learning Environment
The research is clear that long-term learning takes place only when accompanied by
deliberate, distributed practice. To accomplish that end, this class is structured so that
subjects will be covered in a way to provide students opportunity to practice.
We expect that the student will:
1. Attend all classes or watch all videos. If you miss a class it is expected that you will watch
the video of the missed classed before attending the next. For on campus students:
The URL is https://engineering.purdue.edu/ProEd/OnCampus
Course Login ID Number – _______________
Course – ______________
The URL for distance students is https://engineering.purdue.edu/ProEd/current_student.
2. Read the assigned material before class. By coming prepared to class, students will be in a
better position to learn the content.
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3. Do good work. Utilize this opportunity to do work that will be expected of you as a practicing
engineer.
4. Turn assignments in on time. If you will have a problem completing your work on time, then
you need to contact the instructor before the assignment is due to receive credit.
5. Short exercises will be provided to facilitate learning. It is expected that you will do the
assigned reading and complete the exercise before coming to class or watching the video.
6. A posting has been made available on Blackboard (under “Discussions”) for you to enter
issues that you have questions about. We will refer to these as “Muddiest Points”. The
intent is to address these points at the beginning of the class following the one that is the
source of questions.
7. You will turn your cell phone off before class and not refer to it during class. I find it very
distracting to try to teach while you are playing with your phone.
8. You will only use your computer for class purposes.
9. Follow scholastic conduct policy:
http://www.purdue.edu/univregs/pages/stu_conduct/stu_regulations.html
10. Complete and submit a thoughtful online course evaluation.
You can expect that the professor will:
1. Provide a supportive learning environment that fosters your success.
2. Create exercises, homework assignments and tests that approach real life problems and
situations (authentic performance tasks) faced by the practicing engineer.
3. Provide timely feedback on your work with the intent of facilitating your understanding of the
content.
4. Follow the syllabus.
5. Structure exams to predominantly address the Learning Objectives. The Learning
Objectives that will be covered in a given exam will be announced prior to the exam.
6. Review “Muddiest Points” from the prior class at the start of the next class.
7. Every attempt will be made to post the lecture slides the morning of the class.
8. Make the video recordings available to both distance and on-campus students.
9. Honor and respect your interests.
How to approach this class:
1. You need to stay current with the lectures. In previous distance courses students have
reported getting behind. As some of the most important concepts build on previous
concepts, it is important that you master one concept before being introduced to the next.
This is the deliberate, distributed practice. If you do not deliberately practice the concepts in
sequence, the probability of doing well in the course decreases significantly.
2. Read the material before the lecture. This will provide a foundation for the concept. By
having a foundation, the lecture will then build on it and help to put it in context. You should
not expect to fully understand the concept if the first time that you are exposed to it is the
lecture.
3. Complete the Exercises prior to the lecture. Exercises are provided for your benefit. They
are intended to stimulate your thinking and to provide clarity for the concept being covered.
Because the exercises are not graded, some students ignore them entirely. In doing so,
they miss an opportunity to practice and to learn.
4. Get help. Use the “Muddiest Points” to get clarity on topics you want additional information
on. If not satisfied with answer, then visit, call, text, or email me for additional help. Again,
because of the sequential nature of the course, falling behind will likely result in the class
becoming a struggle.
5. Recognize the importance of the Learning Objectives. As shown in the attached Schedule,
the course will focus on the Learning Objectives. Homework and exams will be based on
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the learning objectives. Make sure you understand the expectations for each learning
objective. This will be especially important when preparing for exams.
6. The case studies are designed to be authentic performance tasks. Authenticity not only
involves the concept but also in working in teams. In preparing for the call or meeting,
ensure that you have identified the concepts in the course that are the foundational
concepts for the case study. Work with your team to ensure everyone can address the
questions that have been provided.
Course requirements and grading: This is a 500 level class that is designed to build on prior
learning. The intent is to synthesize content from earlier courses taken as an undergraduate.
Recognizing that some time may have lapsed and that some content may have been forgotten,
assessments and feedback will be provided. The purpose for these assessments is to provide
the student feedback on gaps in understanding. Students are expected to recognize gaps and
to seek help either from the instructor, on-line, or from other sources. By being clear about
course curricular priorities and learning expectations, the intent is that you, as the student, will
take an active role in learning and mastery of the content.
Your grade for the course will be determined by the following:
1. 20% of your grade will be earned by your participation in study teams. Teams will be
established by the 2nd class lecture. Three times during the semester your team will be
presented case studies that you are to work together to solve. Your team will then meet
over the phone or in person with the instructor. During this time team members will be
asked questions relating to the case study. Your grade will be assigned based on your
response to the questions.
2. 20% of your grade will be determined by the results of your homework. Five homework
assignments will be given throughout the course. These assignments will focus on the
Learning Objectives. As the Learning Objectives will be the basis of the exams, homework
is intended to provide feedback on the level of content understanding to enable students to
be better prepared for the exams.
3. 40% of your grade will be determined by two midterm exams. Each midterm exam will cover
only the content covered during a portion of the course (not comprehensive). The final exam
will be comprehensive. The exams will primarily (although not exclusively) cover the
Learning Objectives. As such, students can begin early to be prepared for the exam
content.
4. 20% of your grade will be determined by a comprehensive final exam. The final exam will be
comprehensive. All of the final exam questions will be based on the Learning Objectives.
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Emergency Response
 If we are notified of a Shelter in Place requirement for a tornado warning we will shelter
in the lowest level of this building away from windows and doors. Our preferred location
is the basement.
 If we are notified of a Shelter in Place requirement for a hazardous materials release we
will shelter in our classroom shutting any open doors and windows.
 If we are notified of a Shelter in Place requirement for a civil disturbance such as a
shooting we will shelter in a room that is securable preferably without windows. Our
preferred location is this classroom.
 If we hear a fire alarm we will evacuate the building and proceed to an assembly area
between EE and KNOY on the Northeast side of the building.
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MSE 597 Syllabus Fall 2014 Schedule:
Wk
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Meeting
M Aug 24
W Aug 26
F Aug 28
M Aug 31
W Sept 2
F Sept 4
M Sept 7
W Sept 9
F Sept 10
M Sept 14
W Sept 16
F Sept 18
M Sept 21
W Sept 23
F Sept 25
M Sept 28
W Sept 30
F Oct 2
M Oct 5
W Oct 7
F Oct 9
M Oct 12
W Oct 14
F Oct 16
M Oct 19
W Oct 21
F Oct 23
M Oct 26
W Oct 28
F Oct 30
M Nov 2
W Nov 4
F Nov 6
M Nov 9
W Nov 11
F Nov 13
M Nov 16
W Nov 17
F Nov 20
M Nov 23
W Nov 25
F Nov 27
M Nov 30
W Dec 2
F Dec 4
M Dec 7
W Dec 9
F Dec 11
Dec 14-29
Session
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
Topics
Reading
Introduction
Steel & Al Properties & Applications
Material Substitution - the Automobile
Microstructure: A Case Study
Phase Diagrams and the Lever Rule
Steel: Blast furnace
Labor Day (no lecture)
Steel: Ellingham Diagram (impurities)
Steel: Steelmaking (impurities, scrap)
Steel: Continuous Cast (structure, porosity)
Aluminum: Refining/Smelting
Aluminum: Refining/Smelting (scrap)
Aluminum: Casting (impurities, porosity)
Aluminum: Casting
Exam #1
Aluminum: Casting (structure)
Partition Coefficient
Phases & Structures
TTT Diagrams
Pearlite, Ferrite, Cementite
Martensite
October Break (no lecture)
Bainite & Ferrite
Austenite
Isothermal & Deformation
Low carbon sheet steels
HSLA/AHSS
Thermal treatment: Anneal/Normalizing
Med & High C Steels
Exam #2
Toughness/Embrittlement
Hardness (Jominy)
Tempering
Deformation/MP/Fracture
Surface hardening
Problem solving steel microstructures
Al mechanical stress and deformation
NHT Strengthening Mechanisms
Annealing and Partial annealing
Heat Treatment
Thanksgiving (no lecture)
Thanksgiving (no lecture)
HT Strengthening Mechanisms
Corrosion
7XXX-T7 strength vs. corrosion
Heat Treatable Aluminum Alloys
Problem solving aluminum microstructures
Jacques Vanier – President Alcoa F&E
Final Exam
Learning
Objective
Assignment Due
Altenpohl 15
Blackboard
Blackboard
Blackboard
Krauss 2
7
Blackboard
Krauss 9
Blackboard
Altenpohl 1&2
Altenpohl 3&4
Altenpohl 5
Altenpohl 6
3
4
11
8
3
11
2
Altenpohl 6
Blackboard
Krauss 3
Krauss 4
Krauss 4
Krauss 5
2
9
HW3: Casting
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1
1
Team Review #2
The Titanic
Krauss 6 & 7
Krauss 8
Krauss 10 & 11
Krauss 12
HSLA/AHSS 101
Krauss 13
Krauss 14 & 15
1
1
HW4: Microstructure
14
14
10
10
HW5: Steels
13
10
HW6: HSLA
Krauss 19
Krauss 16
Krauss 17
Krauss 18
Krauss 21
Altenpohl 7
Altenpohl 8
Altenpohl 10
Altenpohl 11
Altenpohl 11
Altenpohl 12
Blackboard
Altenpohl 11
1
5
8
16
14
10
10
10
10
15
12
10
16
HW1: Basics
Team Review #1
2015 F150
HW2: Primary
Team Review #3
SF-Oakland Bridge
HW7: Al Non HT
HW8: Al Heat Treat
In the event of a major campus emergency, course requirements, deadlines and grading
percentages are subject to changes that may be necessitated by a revised semester calendar
or other circumstances beyond the instructor’s control.
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