Conference Session

Clearing up Student Misconceptions in Materials

Collection

2010 Annual Conference & Exposition

Authors

Jacquelyn Kelly, Arizona State University; Keith Heinert, Arizona State University; Jessica Triplett, Arizona State University; Dale Baker, Arizona State University; Stephen Krause, Arizona State University

Tagged Divisions

Materials

bondingconceptions and understanding. They found much work had been done to probe studentconceptions of covalent and ionic bonding. However, little had been conducted to explorestudent thinking about metallic or secondary bonding, specifically van der Waals bonding2. Asummary of student bonding misconceptions as reported by Ünal et al. is shown in Table 1.Table 1Summary of Atomic Bonding Conceptions as Reported by Ünal et al.2Bonding Type Known ConceptionsCovalent Bonding ≠ electrons are shared ≠ one atom donates an electron to another atom ≠ bond between metals and nonmetals ≠ bond polarity depends on quantity of valence electrons

Conference Session

Clearing up Student Misconceptions in Materials

Collection

2010 Annual Conference & Exposition

Authors

Stephen Krause, Arizona State University; Jacquelyn Kelly, Arizona State University; Dale Baker, Arizona State University; Sharon Kurpius-Robinson, Arizona State University

Tagged Divisions

Materials

categorization scheme for classifying origins of misconceptions which herefers to as "impediments". In particular, he states that there are two general types, each withsubtypes. Null impediments refer to missing information (necessary for learning new material)due to students: 1) not having prior knowledge (deficiency) or; 2) not recognizing links betweennew material and their prior existing knowledge (transfer). Substantive impediments refer tofaulty conceptual models which originate from: 1) observations or personal experience or(experiential); 2) prior courses and teaching (pedagogic) or; 3) bending or misinterpreting of newconcepts to fit prior knowledge (misinterpretive). Knowledge of the origin of different types ofmisconceptions can be useful in

Conference Session

Clearing up Student Misconceptions in Materials

Collection

2010 Annual Conference & Exposition

Authors

Andrew Heckler, Ohio State University; Rebecca Rosenblatt, Ohio State University

Tagged Divisions

Materials

. Page 15.1124.3Student beliefs about density, atomic separation and atomic bondingStudents often believe that the density of a material determines some of its physical properties.For example, Figure 1 shows that 64% of students answered that a more dense material will havea higher melting temperature. Another example is shown in Figure 2, in which 20% of studentsanswer that a metal rod drawn through a tapered hole increases in strength because its densityincreases (this question is somewhat similar to an item on the Materials Concept Inventory). It isinteresting to note that the question in Figure 2 was administered several weeks after an identicalquestion was given on the midterm (with similar answer patterns) and students were given

Conference Session

Clearing up Student Misconceptions in Materials

Collection

2010 Annual Conference & Exposition

Authors

Rebecca Rosenblatt, Ohio State University; Andrew Heckler, Ohio State University

Tagged Divisions

Materials

would informally ask students whether they had anyquestions and/or to explain their answers. We observed during these sessions that students made agood faith effort to answer the questions to the best of their ability.Difficulties Distinguishing Between Force and Stress.Many students have difficulty applying the fundamental concept of stress to the definition of yieldstrength. For example, Figure 1 presents a very straightforward question comparing the yieldstrengths of two (otherwise identical) samples of metal with different cross sections. This questionwas administered to 117 students after they received instruction and homework on this topic. Re-markably, only 23% of students correctly answered this question. The majority of students, 67

Conference Session

Materials Selection & Design

Collection

2010 Annual Conference & Exposition

Authors

Patricia Mellodge, University of Hartford; Diane Folz, Virginia Tech

Tagged Divisions

Materials

Page 15.99.2 students start. ≠ Students don’t see how their work fits into the overall process ≠ Students don’t understand the role of their counterparts in a different discipline and don’t understand how much or what type of work they are doing. ≠ Students don’t understand the engineering design process and come into the project with unrealistic expectations about what they will accomplish. ≠ Large-scale projects can be intimidating for undergraduates.To address these issues, the authors propose a summer transitional program. There are twothemes for the program: (1) the students will be fully engaged participants in results-orientedactivities and experience the entire design process from initial concepts to

Conference Session

Innovations in Materials Education

Collection

2010 Annual Conference & Exposition

Authors

David Cottrell, University of North Carolina, Charlotte; Chung-Suk Cho, University of North Carolina, Charlotte; Na Lu, University of North Carolina, Charlotte; Robert Swan, University of North Carolina, Charlotte

Tagged Divisions

Materials

‖ course (ETCE 1121) is an introduction to the basic constructionmethods and operations typically employed on engineering projects. It is listed as a 3-credit hourcourse with two 75-minute lectures each week. Topics include basic construction and civilengineering technology, identification and selection of construction equipment and techniques,and an overview of the components and processes used in construction regarding concrete, steel,and wood-framed structures. Course Learning Objectives are noted in Table 1. Consistent with the Course Learning Objectives noted in Table 2, ―Construction Materials‖(ETCE 1122) is sequentially a follow-on course to ―Construction Methods‖ and studies thehistory, physical properties, behavior, and application of

Conference Session

Materials Selection & Design

Collection

2010 Annual Conference & Exposition

Authors

Yaomin Dong, Kettering University; Jacqueline El-Sayed, Kettering University; Henry Kowalski, Kettering University

Tagged Divisions

Materials

materials. With the aid of advanced simulation software, the students are able tooptimize their design.1. BackgroundComposite materials are widely used in diverse applications due to their advantages such as highstrength to weight ratios, high corrosion resistance, high fatigue life in cyclic loading, and greaterfeasibility in styling and design. From aircraft, spacecraft, submarines, and surface ships to civilstructures, automobiles, and sporting goods, advanced composite materials consisting of highstrength fibers embedded in matrix materials are gaining increasing popularity. The courselearning objectives (CLOs) of MECH-582[1], “Mechanics, Process, and Design Simulation ofFiber-Reinforced Composite Materials” at Kettering University are

Conference Session

Innovative Pedagogies for Teaching Introductory Materials

Collection

2010 Annual Conference & Exposition

Authors

Stephen Krause, Arizona State University; Elliot Douglas, University of Florida; Cindy Waters, North Carolina A&T State University; Michael Prince, Bucknell University; Trevor Harding, California Polytechnic State University

Tagged Divisions

Materials

increasing frequency as a means to engagestudents in their own learning. The use of active learning in the classroom spans a continuum,ranging from the occasional use of problems for students to solve, to the extensive use ofdiscussions, problems, or other activities in a class. Guided inquiry falls at the extreme end ofthis continuum. In a traditional class, students acquire knowledge by coming to the classroom,listening to instructors’ lectures, and taking notes. In a guided inquiry class, the instructor doesnot lecture. Rather students work in teams, typically of four students, to complete worksheets.The worksheets contain three components: 1) Data or information as background material; 2)Critical thinking questions, which are designed to lead

Conference Session

Materials Lab Experiments and Demonstrations

Collection

2010 Annual Conference & Exposition

Authors

Michael Kessler, Iowa State University; Prashanth Badrinarayanan, Iowa State University

Tagged Divisions

Materials

Polymers is a co-listed senior level undergraduate course and anelective graduate level course in Materials Science and Engineering at Iowa State University. It consistsof two one hour lecture sessions and one two hour lab each week. In the spring of 2009, five new thermalanalysis lab exercises were added to the existing labs. These five labs were all in the broader field ofthermal analysis. This resulted in a course with 13 labs which were performed by the students over onesemester. The topic for these lab experiments are listed below, with the new labs in bold italics. Lab 1: Synthesis of polystyrene and Nylon 6,6 Lab 2: Gel Permeation Chromatography Lab 3: Fourier Transform Infrared Spectroscopy Lab 4: Differential

Conference Session

Materials Lab Experiments and Demonstrations

Collection

2010 Annual Conference & Exposition

Authors

Lori Rosario, Rochester Institute of Technology; Elizabeth Dell, Rochester Institute of Technology

Tagged Divisions

Materials

soil.Biodegradability Testing Using Biometer FlasksEquipment / Reagents required to set up test: Page 15.231.5One (1) Biometer Flask assembly 250 mL10 mL Syringe15-gauge syringe needleScale to weigh samplesMoisture meterpH meter0.5N Potassium Hydroxide (KOH)Ascarite-20 mesh; 20-35 grams per biometer flaskSoilCompostTest SampleGlycerolProcedure to set up the test: 1. Obtain approximately 100 grams of soil that must be sieved to a particle size of at least 2mm. 2. Add 1 gram of compost to each 25 grams of soil. 3. Test soil's pH (pH must be between 6 and 8). 4. Test moisture content of soil (50-70%). 5. Obtain sample material (approximately 500 mg

Conference Session

Innovations in Materials Education

Collection

2010 Annual Conference & Exposition

Authors

Craig Johnson, Central Washington University

Tagged Divisions

Materials

education experience and the speed at whichstudents would acquire necessary skills and concepts. In a skills intensive course such asMET257 ‘Casting Processes’, many ‘millennial’ students (1) are ill prepared. Specific skillsinclude operational safety (e.g. use of PPE) and operations (e.g. sand preparation, molding).The content of MET257 contains basic foundry processes such as ‘green sand’, and haslaboratory exercises in an on-site green sand foundry. A typical foundry process includesmanagement of the sand, as well as many tools (e.g. patterns, flasks) and equipment (e.g.furnaces, crucibles, test equipment). Overlaid on this complex environment are real safetyissues. A significant amount of time is allocated to both skill development and related

Conference Session

Innovations in Materials Education

Collection

2010 Annual Conference & Exposition

Authors

Kathleen Kitto, Western Washington University

Tagged Divisions

Materials

detailed Student LearningOutcomes (SLOs) for the course, the following 13 outcomes were targeted for improvementusing the biomedical device focus approach. Page 15.863.4 3 Targeted Students Learning Objectives 1. Select the appropriate engineering materials for specific engineering applications using: yield strength, tensile strength, ductility or elongation, flexural strength, hardness, fatigue life, wear, and creep; 2. Describe why each of the fundamental mechanical engineering properties of materials covered in the course

Conference Session

Materials Selection & Design

Collection

2010 Annual Conference & Exposition

Authors

James Olshefsky, ASTM International

Tagged Divisions

Materials

technical and business environment.Origins of Technical StandardsA standard can be defined as an agreed-upon way of doing something. The technical standardsthat we know today evolved from early standards for fundamental quantities of length, mass, andtime. Standards are known to have existed as early as 7000 B.C., when cylindrical stones wereused as units of weight in Egypt. One of the first known attempts at standardization in theWestern world occurred in 1120. King Henry I of England ordered that the ell, the ancient yard,should be the exact length of his forearm, and that it should be used as the standard unit of lengthin his kingdom.1 Today, standards are developed through a consensus opinion of internationaltechnical experts for materials

Conference Session

Materials Lab Experiments and Demonstrations

Collection

2010 Annual Conference & Exposition

Authors

Hui Shen, Ohio Northern University

Tagged Divisions

Materials

. Asa result, students have gained sufficient materials testing skills and background knowledge toconduct their own experiments. At the end of the course, students are required to: 1) write aproposal including objectives and procedures; 2) perform material tests; 3) write a report; and 4)present their work in class. This process has been conducted for the last two years. Studentfeedback indicates that overall students enjoy the experience and believe it should be continuedfor future students. This self-designed experiment increases students’ interests in materialsscience and engineering study, and also improves engineering problem solving skills which arecrucial to enhancing undergraduate engineering education.IntroductionThis paper discusses a

Conference Session

Materials Selection & Design

Collection

2010 Annual Conference & Exposition

Authors

Somnath Chattopadhyay, Pennsylvania State University

Tagged Divisions

Materials

: Page 15.1057.3 m  AL (1)If the applied force on the connecting rod is ‘F’ and the endurance limit of the material as ‘ e’, the fatigueconstraint requires that, F / A  e (2)The mass from equation (1) by eliminating ‘A’ is then given by,  m  FL( ) (3) eIn order that the mass is minimized we need to maximize the material index, ‘M’: e M1  (4) Creating a chart with „ e‟ and „ ‟ as axes and applying

Conference Session

Innovations in Materials Education

Collection

2010 Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Stephen Krause, Arizona State University; Jacquelyn Kelly, Arizona State University

Tagged Divisions

Materials

into curriculum. At this point in the discussion, manymainstream faculty metaphorically throw their hands up and say, “I do not have the time tochange everything, including all of my teaching and testing methods.” We claim that eachprofessor does not have to re-invent the wheel. In fact, by a limited literature search many topicsnow have active learning templates that are easy to follow and integrate.Two diverse student populations from two geographically distant campuses were surveyed.Faculty from two different universities, a mid-size HBCU population, University A and a largestate school, University B, implemented the following three easy-to-employ active learningtechniques: 1) Process Oriented class worksheets, 2) Concept-in-Context