MSE250 : Principles of Engineering Materials

Introductory course to engineering materials. Properties (mechanical, thermal and electrical) of metals, polymers, ceramics, and electronic materials. Correlations of these properties with: (1) their internal structures (atomic, molecular, crystalline, micro-and macro); (2) service conditions (mechanical, thermal, chemical, electrical, magnetic and radiation); and (3) processing.

Textbook: William Callister,Materials Science and Engineering: An Introduction,9th Ed.
Cognizant Faculty: Millunchick, Wynarsky, Kim, Gibala, Jones

Course Topics:

  1. Atomic bonding, crystallography, defects
  2. Diffusion
  3. Mechanical properties, strengthening mechanisms
  4. Failure of materials and engineering components
  5. Phase diagrams
  6. Microstructural design of materials
  7. Polymers
  8. Corrosion
  9. Electical, magnetic, optical properties
  10. Case studies

Course Objectives:

  1. To teach students the elementary relationships between structure, properties, processing and performance of materials that are essential for understanding the role of materials in the design of engineering systems.
  2. To introduce students to the various classes of materials (metals, ceramics, polymers, semiconductors, composites) and their fundamental chemical and structural nature
  3. To illustrate application of thermodynamics (through phase diagrams) and kinetics (through diffusion) to the design of materials and their properties.
  4. To introduce students to the functional properties of materials and the roles of microstructure, defects and environment play in typical engineering applications.
  5. To stimulate student interest in and appreciation of Materials Science and Engineering by critical examination of engineering case studies, such as the materials design of hip prostheses, shuttle tiles, bicycles and electronic devices.

Course Outcomes:

  1. Using concepts of inter-atomic bonding, be able to predict fundamental physical properties (thermal expansion, melting temperature, modulus) of different classes of materials.
  2. Given a particular crystal structure, determine the crystallographic directions and planes, and the linear and planar atomic densities.
  3. Using principles of diffusion theory and tabulated data, calculate the temperature needed to diffuse B into Si or C into Fe such that a desired solute concentration is attained at a prescribed distance beneath the surface in a practical diffusion time.
  4. Given data on strength versus cold work for an alloy, calculate the final diameter of a drawn rod that will have a prescribed cold-worked strength.
  5. Given data on fracture toughness, mechanical strength and loading configuration of a material component, calculate the maximum tolerable flaw size within a practical safety factor.
  6. Given a binary phase diagram and a particular alloy composition at a given temperature, determine the phases expected to be present, and calculate their compositions and the volume fraction of each phase.
  7. Given a binary eutectic phase diagram, determine the microstructures expected for various alloy compositions cooled from the melt at different cooling rates.
  8. Using the concept of a TTT diagram, determine the heat treatment of a eutectoid steel required to produce a specified strength, hardness and ductility.
  9. Given experimental data of the temperature dependence of the electrical conductivity of an extrinsic semiconductor, determine the position of the acceptor or donor levels and the brand gap.
  10. Given the structure and chemistry of a piezelectric ceramic, calculate the strain required to generate a desired voltage for a particular application.

Assessment Tools:

  1. In-class closed book exams and quizzes test outcomes #1-11 for individual students.
  2. Weekly problem sets test outcomes #1-11 under less time pressure and with allowable student collaboration.
  3. Use of interactive and anonymous feedback on posed questions during class allows instructor information on student understanding of lectures.
  4. Mid-term written evaluations by students allow instructor mid-course corrective actions.
  5. End-of-term written evaluations by students allow instructor to improve the next offering of the course.
  6. Selected interviews by independent third parties (e.g. CRLT) at mid-term and end-of-term periods allow additional student input.