Materials in Sports a New Concept for the Teaching of Materials Science and Engineering

1985 ◽  
Vol 66 ◽  
Author(s):  
Lynn J. Ebert ◽  
Gary M. Michal
Keyword(s):  
Engineering Students ◽  
Materials Science ◽  
First Year ◽  
Structure Property ◽  
Science And Engineering ◽  
Engineering Structures ◽  
Full Spectrum ◽  
Materials Science And Engineering ◽  
Sporting Activities ◽  
Common Items

ABSTRACTMost sports equipment in common use today represents highly developed engineering structures. Many of the equipment items have evolved empirically, but nonetheless can be used to illustrate basic principles of materials engineering, applied mechanics and kinetics. Using the most common items of sports equipment (footballs, tennis racquets, vaulting poles, etc.), a new course has been developed which introduces first year science and engineering students to materials science and engineering, as well as basic engineering, using a medium they can relate to personally—sports. Emphasis is placed upon the factors which make the equipment functional. These factors include both the basic materials from which the equipment is made and its fundamental design. Detailed treatment is given to the origin of the various species of materials. The processing used to produce the full spectrum of properties required of the various equipment items and the important structure-property relations in the equipment's use are presented. “Hands-on” experiments, guest lectures by world authorities in several fields of sporting activities and equipment use demonstrations compliment the lecture-recitations of the course.

Virtual Environments in Materials Science and Engineering

2017 ◽  
pp. 1465-1483 ◽  
Author(s):  
D. Vergara ◽  
M. Lorenzo ◽  
M.P. Rubio
Keyword(s):  
Problem Solving ◽  
Virtual Environments ◽  
Engineering Students ◽  
Materials Science ◽  
University Teaching ◽  
Science And Engineering ◽  
Virtual Laboratories ◽  
Materials Science And Engineering ◽  
Virtual Resources

The use of virtual resources in university teaching is becoming a key issue, especially in engineering degrees where novel virtual environments are being developed. This chapter described a study on the opinions of engineering students with regard to the use of diverse virtual applications in subjects related to Materials Science and Engineering. From 2011 to 2014, engineering students of several universities and diverse nationalities were surveyed regarding their views on using virtual environments in learning. The results presented in this chapter showed that students gave great importance to the use of virtual resources in university teaching but, at the same time, they also considered the presence of the teacher in the classroom to be very essential. The findings also provided the timetable distribution of topics that, according to the students' opinion, should be considered in the subjects of Materials Science, such as master classes, problem solving classes, practical classes in both real and virtual laboratories.

Will the Integration of Materials Science into Engineering Core Undergraduate Curricula Ever Be Complete? Is the “Chemistry” Right?

MRS Bulletin ◽  
1992 ◽  
Vol 17 (9) ◽  
pp. 32-35
Author(s):  
John R. Ambrose
Keyword(s):  
Engineering Students ◽  
Materials Science ◽  
Professional Experience ◽  
Science And Engineering ◽  
Engineering And Technology ◽  
Materials Science And Engineering ◽  
Consensus View ◽  
Course Sequence ◽  
Certification Requirements

Those in charge of creating and endorsing curricula for engineering colleges appear to generally agree that materials science should be included. More than jus an acceptance of ABET (Accreditation Board for Engineering and Technology) certification requirements, the consensus view is that engineers really need to know about the materials they will someday use Unfortunately, there appears to be some disagreement about where this exposure to materials science fits into the overal scheme of things (scheduling or course sequence, so to speak). There is also dis agreement as to what engineering students should know about materials and by inference, as to who is most knowledge able and best qualified to teach this information. As a result of these disagreements students at some engineering departments have had to take, during the final semester, an introductory materials course taugh by instructors whose professional experience lies outside materials science and engineering.

Proposal for a Generic Materials Processing Course

MRS Bulletin ◽  
1990 ◽  
Vol 15 (8) ◽  
pp. 35-36 ◽  
Author(s):  
Merton C. Flemings ◽  
Klavs F. Jensen ◽  
Andreas Mortensen
Keyword(s):  
Materials Science ◽  
Building Blocks ◽  
Materials Processing ◽  
Structure Property ◽  
Science And Engineering ◽  
Specific Subject ◽  
Amorphous Phases ◽  
Property Relations ◽  
Materials Science And Engineering ◽  
The Subject

In the early 1950s when “materials science” was beginning to take shape in the minds of educators in materials departments, discussions were heated on the subject of how (and whether) intellectually rich courses could be developed with such broad coverage. It was argued by many that materials are too complex and vary too greatly from one another in their properties and in their applications to be treated in a single course. These individuals argued that if “materials” was to be taught, then it would have to be in courses or segments of courses broken down by materials classes-metals, ceramic, polymers, semiconductors.A full generation of faculty has passed through our ranks since those days, and the arguments regarding teaching of at least the beginning materials science subjects are now muted and perhaps moot. Few materials departments begin today with a materials-specific subject (e.g., metallurgy, ceramics) for either their own students or as a service subject for other engineering departments. Most begin with a subject in materials science or materials science and engineering that deals generically with all materials for at least a major portion of the subject. Examples are drawn from individual materials classes, and emphasis may shift to individual materials classes as the subject progresses.The key to development of these subjects, and the intellectual foundation on which they rest, is structure and structure-property relations. We can understand, and teach, how the building blocks of materials (atoms, molecules, grains, amorphous phases, etc.) fit together to build macroscopic structures.

Incorporating Information Competence into Classes

2001 ◽  
Vol 684 ◽  
Author(s):  
Katherine C. Chen ◽  
Paul T. Adalian
Keyword(s):  
Web Sites ◽  
Engineering Students ◽  
Materials Science ◽  
Information Age ◽  
Science And Engineering ◽  
Scholarly Journals ◽  
Materials Science And Engineering ◽  
Pertinent Information ◽  
Upper Level ◽  
Oral Presentations

ABSTRACTEnabling students to become independent learners is a desirable goal for many educators. However, the task is not always easily addressed with the long lists of concrete, technical objectives that must usually be covered in classes. As a result, information often follows a oneway path from the instructor to the student, and students can develop a reliance on “packaged” knowledge and answers from only teachers and textbooks. In efforts to engage students in the learning process and to encourage the self-directed exploration of knowledge, “information competence” [1] has been incorporated into an upper-level materials course. Using current topics in materials science and engineering, students formulate questions to address specific issues and then locate pertinent information. A variety of resources, such as newspapers, web sites, and scholarly journals, are explored and evaluated. The instructor acts as a facilitator that assists with search strategies and evaluation of the information. Students develop the ability to process and reorganize the information into useful forms (e.g., reports, oral presentations). Providing the tools and instructions to function effectively in this Information Age will hopefully promote lifelong learning in today's students.

Non-Destructive Techniques for the Characterization of Structural Materials: Materials Science & Engineering Curriculum for the Education of an Innovative Model

2002 ◽  
Vol 760 ◽  
Author(s):  
Antonia Moropoulou ◽  
Eleni Aggelakopoulou ◽  
Nicolas P. Avdelidis ◽  
Maria Koui
Keyword(s):  
Engineering Students ◽  
Chemical Engineering ◽  
Materials Science ◽  
Engineering Curriculum ◽  
Science And Engineering ◽  
Course Content ◽  
Materials Science And Engineering ◽  
Undergraduate Programme ◽  
Non Destructive

ABSTRACTIn this paper, the example of the Materials Science and Engineering (MSE) Curriculum that exists as a scientific direction in the undergraduate programme of the Chemical Engineering School, in the National Technical University of Athens (NTUA), in Greece, is presented. The course content includes several tools, such as theoretical lessons, laboratory modules - nondestructive testing (NDT) and instrumental techniques - semi industrial scale devices, fieldworks and a dissertation thesis. The presented curriculum can be regarded as an innovative educational model for chemical engineering students that choose to become involved in the field of MSE.

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