Materials Education Symposia - Home

2016 Posters
7th North American Materials Education Symposium (Archived Information)

Confirmed poster presenters

Speaker Affiliation Topic
1 Ming Hu The American Institute of Architects Life Cycle Assessment of Historical Opera House – Benefit beyond Cultural Heritage
2 Kaitlin Tyler The University of Illinois Urbana-Champaign Utilizing the Materials Science Tetrahedron to Increase Engagement in Outreach Programs
3 Tala Daya

University of California, Berkeley

Integrating LCA and HA to Guide Material Selection
4 Dr. Moisés Hinojosa Universidad Autónoma de Nuevo León, México Succesful engagement with Industry in the Materials Engineering program
5 Dr. Nuria Salan Universitat Politècnica de Catalunya, Spain PBL IdM@ti: An interuniversity component design and materials selection PBL experience
6 Tuesday Kuykendall University of Washington, USA Student Driven Laboratory Experience - The Evolution of the UW-MSE Integrated Junior Labs
7 Luca Masi Education Division, Granta Design, UK Teaching lightweight design for greener aerospace and automotive engineering
8 Prof. Iman El-Mahallawi Cairo University Applying CES to Identify the Hosting Material for Thermoelectric Generator
9 Dr. Ulrike Wegst Dartmouth College Materials Thinking
10 Hannah Melia Education Division, Granta Design, UK Processing principles - Which are the most important
11 Dr. Tatiana Vakhitova Education Division, Granta Design, UK A 5-step methodology for Evaluating Sustainable Development proposals
12 Prof. Maria Eugenia Noguez Universidad Nacional Autónoma de México The bond Triangle Model in Introductory Materials Teaching
13 Prof. Deb Newberry Nano-Link Bringing Material Property Understanding down to the Nanoscale
14 Prof. Mostafa Gouda British University in Egypt The First man-made Composite
15 Matt Neal Franklin W. Olin College of Engineering , USA Support for Open Ended Project Based Materials Science Learning at Olin College
16 Prof. Mike Ashby University of Cambridge, UK Resources to Support Teaching of Materials Science and Engineering
17 Dr. Mir Atiqullah Kennesaw State University Materials Education via Independent Study
18 Dr. Surojit Gupta University of North Dakota Developing novel online strategies for enhancing materials education by incorporating sustainable projects
19 Dr. Pippa Newby Education Division, Granta Design, UK Introducing Bioengineering concepts to Engineering and Material Science students
20 Prof. Deb Newberry Nano-Link Changing Curriculum: Taking advantage of a “Perfect Storm” in the Education Arena
21 Dr. Nicolas Martin Education Division, Granta Design, UK Part cost estimating tool: combining material and process properties to teach cost-effective material selection in engineering courses
22 Dr. Alison Polasik The Ohio State University Development of K-12 Curriculum as a Senior Design Project

Poster Abstracts

Life Cycle Assessment of Historical Opera House – Benefit beyond Cultural Heritage

Ming Hu, The American Institute of Architects

Until now, little has been known about the climate change reductions that might be offered by reusing and retrofitting existing buildings rather than demolishing and replacing them with new construction. This life cycle analysis of Bent’s house building was carried out as an exploratory study to find out whether preserve historical building will have quantifiable environmental impact beyond the cultural benefit that have been known and agreed by public. This research paper provides a comprehensive analysis to date of the potential environmental impact reductions associated with building reuse using Bent’s opera house as a study case. Bent’s house is located in the heart of Median, New York. Completed in 1865, the opera house was built from the now famous medina sandstone, which can also be found in places such as London’s Buckingham Palace.

Historical building model was built based upon architectural as‐built drawings and onsite measurement, and the historical building is used as baseline model. Two other alternative models were created: Renovation and New Construction with same functions, programs and geometry characteristics. Utilizing a Life Cycle Analysis (LCA) methodology, the study compares the relative environmental impacts and primary energy consumption of the three models: Historical building, building renovation and new construction over the course of a 75‐year life span.

The main outcomes of this research are the establishment of materials inventory and environmental impact references of the Bent’s house. Exemplary applications of these references are in the assessment of future reconstruction or renovation of the historical buildings similar to Bent’s house. Furthermore, the comparisons of environmental impact between preserving historical building with upgraded exterior wall insulation property and reconstructing a new building according to energy conservation code in New York State, can be seen as an essential part of the formation of a powerful tool to help inform the decision making process of policy makers in establishing quantified sustainable development guidelines for future historical buildings renovation, reconstruction and demolition projects.

Utilizing the Materials Science Tetrahedron to Increase Engagement in Outreach Programs

Kaitlin Tyler , The University of Illinois Urbana-Champaign

Materials Science and Engineering (MSE) is a diverse field that impacts a variety of industries. MSE graduates have the ability to work in jobs ranging from steel manufacturing to designing prosthetics to manufacturing computer chips. The wide assortment of subtopics makes MSE an excellent candidate for informal education, as students can connect their personal experience to MSE in a variety of ways. This wide array of topics can lead to a sense of disjointedness regarding the field of MSE. Students may be confused as to why polymer chemistry and steel heat treatments fall within the same engineering branch.

Outreach programs must be presented in a cohesive manner to maximize student engagement. We are addressing the wide-ranging MSE topics concern in a week-long camp at the University of Illinois Urbana Champaign (UIUC) entitled Girls Learning About Materials (GLAM). This camp is designed to introduce MSE and engineering as a whole to high school girls. Similar camps at UIUC in other disciplines complete one large project throughout the week. In contrast, GLAM students do many small activities that examine different MSE subtopics.

This past year we focused on the Materials Science tetrahedron as a unifying structure. The tetrahedron theme helped combine the topics of structure, processing, properties, and performance. The shape was introduced during camp activities, connecting these fundamental ideas to the entire field of MSE. For each activity, the girls were encouraged to determine where each subtopic fit within the tetrahedron. Connections were made between different topics that at first seem unrelated. The lecture’s “tetrahedral” design and examples of the tetrahedron effectiveness as a structure to organize, educate, and demystify MSE are presented in the poster, as well as future plans to further utilize this technique.

Integrating LCA and HA to Guide Material Selection

Tala Daya, University of California, Berkeley

New legislation, growing awareness, and industry-led sustainability initiatives are motivating companies to address the negative human health and environmental impacts associated with chemicals and materials in their products and supply chains. Accomplishing this goal requires interdisciplinary approaches to research and education as well as implementation. Research shows that safer and sustainable material selection is best applied in the design phase of products. For this work, we outline how to best utilize and combine existing methods to evaluate chemical and material impacts and the tradeoffs between material selections to support decision making at the design phase of a product. The current landscape of resources used to conduct hazard assessments (HA) and life cycle analysis (LCA) includes databases, frameworks, and tools.

Data sources provide information that identifies a chemical as hazardous or potentially hazardous. Example sources include scientific literature, empirical evidence, and estimated or modeled chemical toxicity data. Frameworks in this context provide guidance on conducting a hazard or alternatives assessment to identify hazardous chemicals and safer alternatives. Tools afford a means to perform the assessment guided by frameworks and leverage available data sources to evaluate chemicals. Our approach considers the nested relationships among chemicals, materials, and products using a methodology that bridges HA and LCA. Reducing the use of hazardous chemicals will ultimately create safer materials, products, and systems.

Succesful engagement with Industry in the Materials Engineering program

Dr. Moisés Hinojosa, Universidad Autónoma de Nuevo León, México

The bachelor-level Materials Engineering progam of the Universidad Autonoma de Nuevo León, México was founded in 2000 following a revision of the former Metallurgical Engineering program. It is a very succesful progam in its field, with an enrollment of more than 450 students and a notoroius growing trend.

Part of its success is explained by the strong collaboration with regional industry, where our students perform internships where they develop technical projects under the supervisión of full-time faculty, about ten part-fime faculty members also teach important courses a the specialization level, as a result our students are hired even before they finish their studies and our researchers develop R&D projects under the Triple Helix framework.

As an important constituency we have established an external comitte with representatives from the Metal-mechanics, polymer and ceramics industries in the Monterrery area. This council meets every semester with the Program committee, which is a group fo full time faculty that administrates the programs, these team work strategy results in new opportunities both for our students and researchers.

PBL IdM@ti: An interuniversity component design and materials selection PBL experience

Dr. Nuria Salan , Universitat Politècnica de Catalunya, Spain

IdM@ti is a Materials Science and Technology professors network involving various universities located in different Spanish regions. Every IdM@ti university member is specialized in a particular field of materials engineering and/or products design. Taking into account individual knowhow, it has been proposed a project in which students have to work on a component, comprising all stages of the comprehensive process, from design to development. In a first stage, a university member of IdM@ti that has an expertise in Design (UJI) sets up an activity in which students develop a novel component or an improved existing one. In this case, it has been proposed to adapt some everyday tools to handicapped people.

Such design will set technical requirements that the component must fulfil, and it will be the starting point for next student groups linked to IdM@ti network, (UB, UPV-EHU), who will make a materials selection with CES-EduPAck® software. Such selection will include all restrictions and objectives set by the UJI groups. In a third stage, UPC students will consider different processing options for the components, considering the design limits and materials selection performed by the previous groups, as well as the expected number of units to be produced. The overall result is a complete proposal of design and fabrication process for a given component.

The driving motivation of this academic experience is related with Materials Science courses assembling in different universities into a collaborative work for achieving common goals. It will promote the creation of an interdisciplinary network of design and materials engineer professionals from different universities, which would already have experienced team work using collaborative tools. Previous experiences have shown the effectiveness of this methodology and also have proven that collaboration among interuniversity groups generates interesting synergies based on collaboration and mutual understanding, promoting creativity, entrepreneurship and social commitment.

Student Driven Laboratory Experience - The Evolution of the UW-MSE Integrated Junior Labs

Tuesday Kuykendall, University of Washington, USA

The Materials Science and Engineering at the University of Washington is one of the oldest departments on campus. The department was founded in 1892 as the School of Mining Engineering. In 2002 the department re-organized and combined a metallurgy and ceramics track program into a materials track program.

The Junior level curriculum was redesigned and the labs associated with those courses removed and combined into a single course we know refer to as Integrated Junior Labs. At first the labs were something of an ad-hoc affair with up to 20 students participating at one time. Most of the time students were only able to observe the lab rather than actively participate. In 2006 the labs were once again re-organized and more modern labs were developed that included modern computer based data acquisition using LabVIEW.

Students were divided up into small groups of 5 or 6 students and they rotated through the labs instead of trying to attend each lab all at once. After establishing the new labs and routines, we added an opportunity for students to develop their own research ideas through projects. Since 2011 the series has included opportunities for the students to improve technical communication, learn effective proposal techniques, and design, implement, and present their own research. Improvements continue to be made based on feedback from students through quarterly evaluations. This poster will present some of this work, student responses to changes and solutions to many of the issues we have encountered over the past 5 years.

Teaching lightweight design for greener aerospace and automotive engineering

Luca Masi , Education Division, Granta Design, UK

Lightweight materials have always played a major role in aerospace and automotive engineering. With the global trend of reducing CO2 emissions, and efforts of regulatory bodies to tax carbon emissions from flights, light-weighting is today not only a technical challenge but also an environmental objective for a greener design. The teaching resource, CES EduPack Aerospace Edition, with a comprehensive database of aerospace materials and visual materials selection tools, helps undergraduate students to learn how to achieve a lighter design or re-design, taking into account conflicting criteria such as cost and performance.

Furthermore, the additional MMPDS and CMH-17 databases give students access to the preeminent source for aerospace component design allowables and composite test data. Lastly, the Synthesizer tool allows students to model lightweight hybrid materials and investigate part cost. This is all supported by a group of detailed case studies, including topics such as aircraft wings, jet engine and turbocharger turbine blades and automotive door panels. As the students progress into their professional career in the aerospace and automotive industries, the more advanced research tool CES Aero Selector as well as the transferable skills acquired will help them during the design process, with the overall objective of greener engineering. This poster will describe the resources and enable discussion about how we can improve them in the future.

Applying CES to Identify the Hosting Material for Thermoelectric Generator

Prof. Iman El-Mahallawi , Cairo University

This work shows a case study on how CES 2016 was used by the senior students to identify the suitable material for making a laboratory prepared thermoelectric generator. Both the thermoelectric materials and hosting materials were selected by CES and new materials were added to the system.

Thermoelectric generator is solid-state devices that directly converts heat flow to electricity. It is very effective in harvesting electricity from waste heat or heat sources with small temperature gradients relative to environmental temperature. The thermoelectric behaviors of conductive polymers and composites of carbon nanotubes (CNTs) or silicon nanowire is of interest as all of these materials have low density because they are composed of light elements which make it suitable to integrated to the PV cell to improve it's efficiency.

The quality of thermoelectric materials is described by dimensionless figure of merit ZT with Z = S2/rk and T is the average temperature of the hot and cold sides, while S is the Seebeck coefficient, r is the electrical resistivity and k is the thermal conductivity. For higher efficiency, ZT has to be maximized by increasing the temperature and/or the value of Z. To increase Z, the values of electrical resistivity and thermal conductivity have to be reduced while keeping Seebeck coefficient high as much as possible. One of the main targets of research efforts in thermoelectricity is to develop materials with a very low thermal conductivity, while still maintaining a high electrical conductivity. In this way, Joule heating, which is an irreversible process, is reduced and, furthermore, high electrical currents can be delivered to the external load. Silicon nanowires and carbon nanotubes are candidate materials. However, another light weight material is needed to host the silicon nanowires and work as an electric and thermal conductor to them. Aluminium oxide and polymers are candidate materials for hosting the silicon nanowires or the carbon nanotubes.

Materials Thinking

Dr. Ulrike Wegst , Dartmouth College

Currently under construction at the Thayer School of Engineering at Dartmouth is a “please touch” Materials Library that aims to excite students and visitors for materials science and engineering and enables training in Materials Thinking. It is designed to link software-based materials selection using the CES EduPack with physical samples, both in the form of bulk materials and products made from these. The goal is to assess and explore materials with all senses and to integrate rigor with intuition. The steadily growing collection of physical materials examples started with the 100 frequently used representatives of all classes of the Level 2 Materials Database, i.e. metals, ceramics, polymers, and composites including natural materials.

The bulk material collection is complemented by typical products made from these to illustrate how specific materials are used and why. A software tool and website developed by undergraduate research assistants links technical information with images of both the bulk material samples and products (barcoded for automatic identification); additionally, it provides information for commercial sources and manufacturers from which the different materials can be obtained for use in Thayer’s Machine Shop.

First use of the Materials Library in courses and outreach activities shows that it is a resource that not only greatly benefits students, who are taking materials-related and project-based engineering courses at Thayer, but generally members of the Liberal Arts community of Dartmouth ranging from Chemistry to Studio Art and Theater, and from Architecture to Computer Science and Music, thus all who share an interest in materials and wish to better understand, design and apply them. The presence of a highly diverse user group validates this resource as one that is ideally suited for a liberal arts education. The Materials Library is emerging as a significant contribution to the spirit of experiential learning and interdisciplinary cross-fertilization.

Processing principles - Which are the most important

Hannah Melia , Education Division, Granta Design, UK

Making components, out of materials and using processes, and achieving a result that is cost-effective, functional and high quality, requires an understanding of how materials, processes and design features interact. Granta Design has started a project to create new teaching resources to support students as they try to learn about this area.
One objective is to help engineering students ask the right questions when they go into industry. Another is to guide the use of product disassembly as a learning tool. And students also need to see how the processing of materials can create advantages in a product, rather than merely being a constraint.

We would like to provide the following:

1. A concise description of the most important "Process Principles" (about 10 or so). Processing principles are combinations of materials and processes, such as injection molding thermoplastics and die casting metals.
2. For each Process Principle we would like to identify 5 or so design issues explaining the key characteristics that you need to know about the process and its coupling to material and design parameters, and the underlying science behind these interactions.
3. Product examples / case studies, with pictures of components and descriptions to show how components were made, and how the design of these components relates to the design issues identified above.
4. Teaching resources about taking products apart and identifying the materials and processes used. The next step in this project is to talk with educators teaching this topic, to identify which processing principles and design issues should be covered and how best we can do this. The poster will describe our current thinking. We look forward to speaking with you.

A 5-step methodology for Evaluating Sustainable Development proposals

Dr. Tatiana Vakhitova , Education Division, Granta Design, UK

Much Materials research today has, as its primary or one of its secondary aims, to contribute to the technologies that are more “sustainable” than those we now use. The immediate perception this creates is one of resource-efficiency: technology that is less energy intensive, less water intensive and less material intensive than at present. But if the claim of a sustainable development is to be justified, there are further considerations.

Globally, the annual resource-consumption in question (energy, water, materials) are not measured in joules, ccs or grams but in petajoules, cubic kilometers, billions of tonnes. If the research material is to be “disruptive”, making a significant contribution to a more sustainable way of life, will have to be produced on a scale, and in a time-frame, that have a measureable effect on this consumption. If on this scale there are other consequences: markets are disturbed, people are affected – there are social and economic dimensions, when adverse short-term impacts may have to be justified by long-term gains. It is not the job of materials researchers to solve these problems but to be aware and if they are to make claims that their research has “sustainability” as a tag line, it would be responsible to survey how it might map-out on the larger scale. The poster will present the methodology for thinking about this, starting from the proposed “sustainable development”, exploring the context:

  • the nature of the innovation and the stakeholders that it involves;
  • the material demands and the ability of the global supply chain to meet them;
  • the risks associated with a given material choice and ways of mitigating the risk by substitution;
  • the ultimate impact of the innovation on natural, manufactured, human and social capital.

The bond Triangle Model in Introductory Materials Teaching

Prof. Maria Eugenia Noguez , Universidad Nacional Autónoma de México

To construct the foundation of properties-structure relations, the teaching of materials relies in the general knowledge of bonding between atoms, mainly in the three classical characters, ionic, covalent and metallic. Bonding is an elusive concept but, specifically for chemistry, it is possible to relate it to electronegativity of the atoms as a way to understand it. Electronegativity is also difficult to conceptualize. However, some chemists have worked with electronegativity functions of chemical compounds to build “maps” naturally shaped as equilateral triangles which are easier to construct, visualize and use. Each vertex represents a classical bonding: metallic, covalent and ionic.

The more recent triangles are achieved by plotting the average of electronegativity of two involved elements in the compound, as the abscissa axis, vs. their difference. Thus the triangle base represents the metallic to covalent transition and its height, the ionicity. When those values are plotted, the similar compounds tend to segregate in a specific area -in some way- according to their material type. In this work the triangle is showed as it has been used by the authors when they teach bonding -in introductory materials science and engineering courses- using it with engineering materials.

After plotting several compounds reported in materials textbooks and others, it is noticed that those with pure classical character bonds do not exist, but metallic-covalent and metallic-covalent-ionic bonds, in different proportions. The main objective in using the triangles is to allow students to reach a more scientific understanding about bonding in materials, that is, all bonds are a mixture, in different proportions, of the classical characters, that allows the existence of the millions of natural and synthetic materials that exhibit -each one- different properties.

Bringing Material Property Understanding down to the Nanoscale

Prof. Deb Newberry , Nano-Link

Over the last decade, significant progress has been made in developing tools that allow visualization and study of the world at the molecular and atomic level -- the nanoscale. Research has shown that many properties observed and measured at the macro and micro scale are dependent on nanoscale structure. A new set of curricula, focused on experiments initially, has been developed which allows students to make the macro to micro to nano connection. This poster will describe the rationale, process and provide examples of the results.

The First man-made Composite

Prof. Mostafa Gouda , British University in Egypt

It is well acknowledged in the field of composite materials that the first composite was made by the ancient Egyptians. This is the burnt brick that is still made in many parts of Egypt.

The manufacturing procedures are still the same as they were in ancient Egypt. The Nile mud is first soaked for two days then mixed thoroughly with short pieces of wheat straws. The mixture is next placed in wooden molds. Then placed in the sun for few days to dry. Following that the dried bricks are arranged in a qamin which acts like kiln and the burning process leads to chemical reactions and voids formation in place of straws.

The resultant product is the first man mad composite material in history. In service the straws and the voids arrest and blunt the cracks propagation in the bricks which suggests the awareness of the Ancient Egyptians of fracture mechanics. In this study, the composite is reproduced in same sizes of different dynasties and characterized.

Support for Open Ended Project Based Materials Science Learning at Olin College

Matt Neal, Franklin W. Olin College of Engineering , USA

Olin College is a small undergraduate engineering college founded in 1997 to rethink and revitalize engineering education. The curriculum takes an interdisciplinary, project-based approach emphasizing entrepreneurship, liberal arts, and rigorous science and engineering fundamentals. Most Olin students enroll in the ‘Introduction to Materials Science’ course, generally during their sophomore year. The course is heavily project based and students have great leeway in determining the content and goals of the projects they propose. Naturally, the set of student projects underway at any one time is quite diverse. All materials characterization and processing is planned, proposed, implemented, and analyzed by the students themselves.

The tools and instruments available include scanning electron microscope, x-ray diffractometer, Fourier transform infrared spectrometer, thermal analysis instruments, various furnaces, etc. This diverse equipment set is available to properly trained student teams on any day at any time, with some restrictions based on safety concerns. The high degree of student autonomy contributes greatly to a positive and energetic learning environment, but also produces many challenges for the staff. Of particular focus for this presentation will be the manner in which training is simultaneously provided on several different instruments/tools over a short period of time, doing so in a way that gives students the background they need to construct the structure-properties-processing-application relationships that their data suggest. I will use a set of simultaneous student projects from the most recent edition of the course as a case study.

Resources to Support Teaching of Materials Science and Engineering

Prof. Mike Ashby , University of Cambridge, UK

For the last two years, Granta Design has worked with external academic collaborators, including Stephane Gorsse of the ICMCB institute in France, to develop a suite of new resources to support introductory Materials Science and Engineering courses. In response to feedback from educators in the field, we have concentrated on three main areas.

Firstly, we have integrated new data to support the teaching of Functional Materials and Biomaterials, which allow selection on new attributes including piezo/pyroelectric, magnetic, semiconducting and thermoelectric properties.

Secondly, we have developed a prototype Phase Diagram Tool for teaching about the phase stability, microstructures and process-structure relations in several technologically important binary and ternary systems.

Thirdly, we have created a unique “Process Property Profiles” database and teaching resources to enable students to explore the interactions between processing of materials and their properties. All of these items are now ready as prototypes for those that use CES EduPack to try out with their students. The Phase Diagram Tool Prototype is available to all. This poster is designed to show you what we have been doing, and to encourage you to try them out and give us valuable feedback.

Materials Education via Independent Study

Dr. Mir Atiqullah , Kennesaw State University

Mechanical Engineering curriculum is tightly integrated with materials education from the freshman year and continues throughout the curriculum culminating in Senior Design projects. First taste of engineering materials and their properties are introduced via Pumpkin Launch competition where student teams design strong devices to throw a pumpkin. Material selection and sizing are among key issues in their designs. Sophomore and Junior classes learn about various mechanical properties of engineering materials and their significance in bearing loads and resulting stresses. Junior classes take the standard Materials Science and Engineering course where the focus is on fundamental physics of materials behavior or ‘why’ as compared to ‘how’ as taught in strength of materials class. In this course students are led through a study project dubbed ‘State of the Art’ in Materials Science and Engineering. This individual study project requires the students to propose, via a formatted ....

Developing novel online strategies for enhancing materials education by incorporating sustainable projects

Dr. Surojit Gupta , University of North Dakota

This abstract will report our progress in developing best-practice online strategies, which may be used to enhance Undergraduate (UG) student learning experiences. As a part of this approach, we are proposing a Modified Flipped Learning Approach (MFLA). For example, in a regular flipped classroom, students view pre-recorded multi-media enhanced learning modules prior to actual class time.

During actual class time, the instructor scaffolds learning by supporting students in problem solving and in mastering higher levels of learning. In MFLA, the instructor initially teaches the class and the class is also recorded for online students. Students are subsequently encouraged to study the class material. During the next lecture, the content of the class is reviewed for 15 minutes, and during review, the class is flipped where students are encouraged to interact and present questions to further understand the concept.

In addition, this abstract will report an innovative approach for creating senior design projects for better understanding of sustainable materials manufacturing for both online and campus based students. The authors will present a test case where online engineering students are from different parts of the country, for example, CA, NY, MN etc. Some of the major challenges during the design of online senior design projects are, (a) establishing online communication between students, (b) teaching online students in real time, and (c) creating a project where different online students can participate and contribute synchronously as well as asynchronously. The authors propose an approach for solving the above mentioned problems.

Introducing Bioengineering concepts to Engineering and Material Science students

Dr. Pippa Newby , Education Division, Granta Design, UK

Bioengineering is one of the fastest growing sectors in engineering with pushes to support an ever growing and aging global population. This cross-disciplinary topic attracts a wide range of scientists and engineers with highly diverse backgrounds. Bioengineering combines biology with engineering and students with bioengineering degrees are desirable for their high level of cross-disciplinary knowledge. The issue faced by engineering and material science degrees is how do they introduce this rapidly relevant topic to their students in courses that are already filled with important content to increase the employability of their students. The opposite problem is faced by bioengineering and biomedical degrees, in that how do they teach their students about material and their properties and tie that information into course.

By using the Bioengineering Edition of CES EduPack along with the ASM Medical Materials Devices Database, students can be introduced to the material properties of materials used in FDA and EU approved devices along with comparing common engineering materials used in other industries such as Aerospace and Mechanical to an overview of the different uses in a variety of industries. Through the use of industry case studies bioengineering students can be introduced to material selection methodology used in the design process by considering not only the biological considerations of a biomedical device but the mechanical properties such as compressional strength and Young’s modulus.

These case studies can also inspire engineering students to consider the requirements of a device in terms of the biological considerations such as matching the mechanical strength of bone from CES EduPack and exploring the surface roughness of a materials so cells with adhere to the surface from ASM Medical Materials Devices Database. Exploring the world of bioengineering in terms of the mechanical properties will enhance the cross-disciplinary learning for both bioengineering and engineering students.

Changing Curriculum: Taking advantage of a “Perfect Storm” in the Education Arena

Prof. Deb Newberry , Nano-Link

The convergence of 1) the ability to observe and manipulate material at the nanoscale, 2) the emphasis on STEM and interdisciplinary aspects of emerging technologies and 3) the ever increasing awareness of materials and their properties is creating a unique educational opportunity.

To take advantage of this convergence, old curriculum is being modified and new curriculum created to include aspects from all of the sciences, an emphasis on nanoscale phenomena and impact on material properties. This new curricula also integrates into the educational pedagogy the employer desired attributes of critical thinking, investigative skills and knowledge transfer. This poster will describe and define aspects of the convergence and provide examples of modified and new curriculum including experiments and teaching methodology.

Part cost estimating tool: combining material and process properties to teach cost-effective material selection in engineering courses

Dr. Nicolas Martin , Education Division, Granta Design, UK

Over the past years, Granta Design has participated in several initiatives to develop material and process selection tools. These can be used to enhance teaching as well as material decisions in industry across a wide range of applications. Continuous participation in collaborative projects and in industrial consortia has enabled us to identify improvements to consider, moving forwards. One of the issues is that prices in the MaterialUniverse database consider only material cost and do not include the process costs associated with the manufacture of a product into its final form.

To address this issue, a part cost estimating tool has been developed as an add-on module to the synthesizer tool available for CES EduPack and CES Selector. The aim is, at an early stage of design, to take into account the combination of materials and processes when applying material selection with objectives in conflict. Typically, mass vs cost per unit of mechanical property. Benefits are anticipated in industry but also in engineering education, where some courses relating to both materials and processes can be enhanced. Students can be encouraged to address more complex material selection case studies that, from an industrial perspective, provide more cost-effective solutions.

The scope of this poster is to give an overview of how the part cost estimating tool can be used within CES EduPack, to demonstrate associated skills that students can acquire and to discuss interesting possibilities regarding project-related work.

Development of K-12 Curriculum as a Senior Design Project

Dr. Alison Polasik , The Ohio State University

Increases in undergraduate enrollment have led to a need for more diverse senior design projects. This poster outlines the construction of a framework for such a project that requires the student to translate cutting-edge materials science research or industrial development into an educational unit for use in high school science courses.

The students were asked to research a topic, construct professional development material for teachers, build lessons and laboratory activities for the classroom, and assess the effectiveness of the lesson. The learning outcomes for the students involved in this project are discussed in comparison to other senior design projects and ABET objectives. This poster seeks to open a discussion regarding the best practices for developing senior design projects that focus on communicating scientific principles more than on applying them.