Linking Materials Science and Engineering Curriculum to Design and Manufacturing Challenges of the Automotive Industry

The Right

Materials engineering applications are becoming more widespread, varied and sophisticated due to advances in science and increasing interdisciplinary cooperation. To be able to impart engineering graduates with the required technical background, educators need to update the course syllabus and the program curriculum continuously. Most importantly, in a world of constant change, educators need to develop the right graduate capabilities in engineering students. This calls for new, innovative teaching approaches to materials education. This chapter demonstrates the authors' teaching approach through the design and development of an Automotive Materials course at postgraduate level in an ‘International Automotive Engineering' program at RMIT University in Melbourne, Australia. To elucidate this teaching approach to materials education, the authors discuss in detail the need to impart an up-to-date understanding of new, alternative materials, the development of graduate capabilities, interdisciplinary systems thinking towards materials education, and the environmental sustainability of engineering materials.

Teaching MSE Students to Teach

Professional Development and Workplace Learning ◽

10.4018/978-1-4666-8632-8.ch028 ◽

2016 ◽

pp. 444-470 ◽

Author(s):

Catherine G.P. Berdanier ◽

Tasha Zephirin ◽

Monica F. Cox ◽

Suely M. Black

Keyword(s):

Iterative Process ◽

Engineering Students ◽

Materials Science ◽

Department Heads ◽

Design Based Research ◽

Implementation Model ◽

Materials Engineering ◽

Technical Programs ◽

Faculty Department

The purpose of this chapter is to show how design-based research (DBR) methodologies can be implemented in technical programs. First, the authors provide a background of recent research in interdisciplinary education, Integrative Graduate Education Research Traineeship (IGERT) programs, and design-based research. Second, a brief summary the example case, a Pedagogy module which has been implemented with Materials Science and Materials Engineering students through an IGERT program, is discussed. The final portion of the chapter presents a new implementation model for DBR along with recommendations and strategies for interested faculty, department heads, or motivated graduate students to reform existing technical curricula using design-based research. The significance of the book chapter rests in the flexibility of this model to be adapted to any program, showing instructors the iterative process for developing a course to suit the needs of a department.

Handbook of Research on Recent Developments in Materials Science and Corrosion Engineering Education - Advances in Chemical and Materials Engineering ◽

Teaching MSE Students to Teach

10.4018/978-1-4666-8183-5.ch019 ◽

2015 ◽

pp. 369-396

Author(s):

Catherine G.P. Berdanier ◽

Tasha Zephirin ◽

Monica F. Cox ◽

Suely M. Black

Keyword(s):

Iterative Process ◽

Engineering Students ◽

Materials Science ◽

Department Heads ◽

Design Based Research ◽

Implementation Model ◽

Materials Engineering ◽

Technical Programs ◽

Faculty Department

The purpose of this chapter is to show how design-based research (DBR) methodologies can be implemented in technical programs. First, the authors provide a background of recent research in interdisciplinary education, Integrative Graduate Education Research Traineeship (IGERT) programs, and design-based research. Second, a brief summary the example case, a Pedagogy module which has been implemented with Materials Science and Materials Engineering students through an IGERT program, is discussed. The final portion of the chapter presents a new implementation model for DBR along with recommendations and strategies for interested faculty, department heads, or motivated graduate students to reform existing technical curricula using design-based research. The significance of the book chapter rests in the flexibility of this model to be adapted to any program, showing instructors the iterative process for developing a course to suit the needs of a department.

Castaing’s Electron Microprobe and Its Impact on Materials Science

Microscopy and Microanalysis ◽

10.1007/s100050010082 ◽

2001 ◽

Vol 7 (2) ◽

pp. 178-192 ◽

Author(s):

Dale E. Newbury

Keyword(s):

Electron Microprobe ◽

Materials Science ◽

Critical Time ◽

Materials Engineering ◽

Macro Scale ◽

Basic Infrastructure ◽

The Impact ◽

First Time

Abstract The development of the electron microprobe by Raymond Castaing provided a great stimulus to materials science at a critical time in its history. For the first time, accurate elemental analysis could be performed with a spatial resolution of 1 µm, well within the dimensions of many microstructural features. The impact of the microprobe occurred across the entire spectrum of materials science and engineering. Contributions to the basic infrastructure of materials science included more accurate and efficient determination of phase diagrams and diffusion coefficients. The study of the microstructure of alloys was greatly enhanced by electron microprobe characterization of major, minor, and trace phases, including contamination. Finally, the electron microprobe has proven to be a critical tool for materials engineering, particularly to study failures, which often begin on a micro-scale and then propagate to the macro-scale with catastrophic results.

Physics Materials science and engineering Earth and environmental science

IOP Conference Series Earth and Environmental Science ◽

10.1088/1755-1315/924/1/011005 ◽

2021 ◽

Vol 924 (1) ◽

pp. 011005

Keyword(s):

Environmental Science ◽

Materials Science ◽

Science And Engineering ◽

Short Questionnaire ◽

Conference Series ◽

The Right

IOP Conference Series Proceedings services for science Submission questionnaire We would be grateful if you could spare the time to answer this short questionnaire. The answers you provide will greatly assist us in ensuring your conference is not only catalogued and indexed correctly, but also promoted to the right audience. IOP Publishing, are available in the pdf

Virtual Environments in Materials Science and Engineering

Materials Science and Engineering ◽

10.4018/978-1-5225-1798-6.ch059 ◽

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 ◽

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.

A Multi-functional Introductory Materials Science Course: Emphasizing Engineering and Achieving Accreditation Objectives

MRS Proceedings ◽

10.1557/proc-760-jj6.4 ◽

2002 ◽

Vol 760 ◽

Author(s):

Katherine C. Chen ◽

Linda S. Vanasupa ◽

Timothy T. Orling

Keyword(s):

Electrical Properties ◽

Mechanical Strength ◽

Engineering Students ◽

Materials Science ◽

Learning Objectives ◽

Science Courses ◽

Materials Engineering ◽

Societal Issues ◽

Science Concepts ◽

Accreditation Criteria

ABSTRACTIn efforts to serve more engineering students and to achieve accreditation objectives, we have redesigned our introductory materials course to be more engineering-oriented and relevant to other disciplines. The fundamental materials science concepts have been regrouped into five, 2-week sections that emphasize applications: Materials Basics; Mechanical Strength; Thermo-mechanical Treatments; Electrical Properties; and Economic, Environmental and Societal Issues. Although the topics that are covered are similar to those in most introductory materials science courses, the presentation of the topics has been re-arranged to create clearer links between materials science and materials engineering. We have also identified accreditation criteria within each section and have built in mechanisms for providing feedback for accreditation processes. In addition, learning objectives for each section ensure standardization among different sections and instructors. Results on students' performances are reported.

Links of science & Technology

MRS Bulletin ◽

10.1557/s0883769400033200 ◽

1997 ◽

Vol 22 (5) ◽

pp. 47-55 ◽

Cited By ~ 5

Author(s):

Harry J. Leamy ◽

Jack H. Wernick

Keyword(s):

Integrated Circuit ◽

Industrial Revolution ◽

Materials Science ◽

New Era ◽

Materials Engineering ◽

And Performance ◽

Blank Slate ◽

Performance Gains ◽

And Control

We humans have employed and improved materials for millennia, but it required the Industrial Revolution of the last century to birth the systematic, science-based development of materials. During this time, effort expended in understanding the process-microstructure-properties relationships of materials conferred great economic and military advantage upon the successful. The introduction of machine power in this era created great leverage for improvements in the strength, ductility, corrosion resistance, formability, and similar properties of materials. Response to this opportunity led to the emergence of the materials profession. Stimulated by opportunity, materials scientists and engineers of the day met many of the challenges by first understanding and then controlling the composition and microstructure of materials. In the process, they defined the materials-engineering profession and left their names as a part of its vocabulary: Martens(ite), Bain(ite), Austen(ite), Schmid, Bessemer, Charpy, and Jomminy, to name a few. In fact the understanding and control of microstructure is the hallmark of materials science and engineering. Of course the ancient art of finding, mining, concentrating, and refining materials from the earth's crust does not apply to this definition since we wish to focus on the engineering of materials.Five decades ago, a new chapter in the evolution of this profession began by the invention of the transistor. This invention and the development of integrated circuitry that followed from it spawned a new era of materials achievement, again stimulated by the enormous economic and performance gains available. In this arena however, the object of the game was to completely eliminate microstructure while doing away with impurities, save for a desired few, to levels previously unimagined. Today a material thus prepared is a blank slate upon which we can write the microstructure of an integrated circuit.

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

MRS Bulletin ◽

10.1557/s0883769400042056 ◽

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 ◽

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.

Renewables—disruptors? or Disrupted?

Mechanical Engineering ◽

10.1115/1.2011-dec-3 ◽

2011 ◽

Vol 133 (12) ◽

pp. 30-34 ◽

Author(s):

Garry Golden

Keyword(s):

Business Models ◽

Materials Science ◽

Total Power ◽

Energy Information Administration ◽

Renewable Electricity ◽

Materials Engineering ◽

The Future ◽

Real Market ◽

Renewable Electricity Generation

This article analyzes the future of renewable energy. Looking to the future, renewables are expected to be the fastest growing category of energy through 2035 as global efforts gain momentum. According to the U.S. Energy Information Administration, in its Annual Energy Outlook 2011, renewable electricity generation is expected to grow by 72%, raising its share of total power generation from 11% in 2009 to 14% in 2035. The strongest sources of growth will be wind and biomass, while solar remains the perennial dark horse with tremendous but unproven potential. Renewables could also see breakthroughs ahead based on advances in nanotechnology and its impact on materials science and engineering. To overcome the challenges to gaining real market share from legacy hydrocarbons, renewables must catch the wave of other trends shaping the global energy landscape, including materials engineering and business models that help to lower barriers and speed adoption.