Welcome to MATSE 414. This course presents an in-depth view of the mechanical properties of ceramics, developing critical skills that can be applied to contemporary issues in research, development and production. The information in this course is also linked to MATSE 466, a lab in which practical skills are developed. The syllabus for the course is outlined in the following sections.
Required Textbook:
Introduction to the Mechanical Properties of Ceramics, D. J. Green.
There are some errors in the book. To obtain corrections click here
In addition, there is a set of books reserved for reference in the Penn
State Libraries (see reserve books)
Goals and Course Objectives:
The objectives of the course are to give the student a fundamental understanding
and appreciation for the relationship between the structure and mechanical
behavior of ceramic materials.
* Prerequisites:
a) Courses MatSE 400, EMch 210 or (EMch 11 and EMch 13)
b) Topic Mechanics, Statics and Strength of Materials, Introduction to
Materials Science, Crystal Chemistry,
Thermodynamics
* Course Topics:
1. Introduction
2. Elasticity
3. Structure and Elastic properties
4. Elastic Stress Distributions
5. Viscosity and Viscoelasticity
6. Plasticity
7. Creep
8. Brittle Fracture
9. Strength and Engineering Design
Course Outcomes:
Students develop an understanding of the following:
1. The elastic, viscoelastic, plastic, creep, strength and toughness behavior
of ceramic materials
2. The mechanics associated with the above properties
3. The way the above properties are influenced by the structure of the
material.
4. The experimental techniques that are used to measure these properties
(inked to the lab course, MATSE 468).
5. The factors involved in material selection and the structural design
process for ceramics.
1. Group project
2. Homework
3. In-class quizzes
4. Term paper
5. Surveys
6. SRTE
Students must contact the instructor prior to the due date of the homework if they are unable to complete the work. If a student is unable to participate in a quiz, they must contact the instructor prior to these events. The student should also make an appointment with the instructor to determine a date by which these tasks will be completed. See Senate rules 44-25 and 44-35. At least 9 days notice will be given for the dates of the in-class quizzes and for the due dates of the homework and term paper.
The Department of Materials Science and Engineering and the Ceramic Option have a set of educational objectives and outcomes and the following table shows how the objectives and outcomes of CerSE 414 relate to those of the Department.
Relation of Course Objectives to Program Objectives
1. Provide a comprehensive understanding of the mechanics concepts neededfor the processing utilization and design of ceramic materials | 1, 2 |
2. Understand the key mechanical properties of ceramics and illustratehow these properties are measured and used in design | 2, 3, 6 |
3. Relate the mechanical properties of ceramic materials to structureof the material | 2, 3 |
4. Outline the type of process by which materials are selected andshow how the properties of ceramics relate to those of metals polymersand composites | 2, 3, 6 |
5. Provide realistic and/or fundamental problems relating to the mechanicalbehavior of ceramics for individual solutions and tests | 1, 2, 3, 4 |
6. Work as a group to select a ceramic material for a chosen applicationand present the conclusions as group reports and as oral presentations | 2, 4, 5, 7 |
7. Work (in-class) as a group to answer comprehension questions andproblems | 2, 5 |
8. Provide students with the skills that are needed by ceramic engineersto produce materials with high mechanical reliability | 1, 2, 3, 4, 5, 6, 7 |
The course objectives map to the Departmental Outcomes as follows:
a | b | c | d | e | f | g | h | i | j | k | l |
1 | 2 | 2 | 3 | 1 | 3 | 2 | 3 | 3 | 2 | 1 | 1 |
1 = strongly related 2 = related 3 = unrelated
The course will be evaluated as follows;
1. Problem sets (7) - 35 %,
2. Group projects (3) - 15 %
3. Class quizzes (4) - 40%
4. Final paper (1) - 10 %.
The grades for the above will be based on actual performance with slight
adjustments for difficulty. Audit students must obtain a passing grade
in the quizzes.
The following books have been placed on reserve and they are useful as
supplements to the course. Some books cover advanced topics, others
deal with the same subject matter but from an alternative viewpoint.
R. W. Davidge | Mechanical Behavior of Ceramics | TA 430.D7 |
A. H. Cottrell | Mechanical Properties of Matter | QC 171.C8 |
B. R. Lawn | Fracture of Brittle Solids: 2nd Edition | TA 409.L37 |
W. D. Kingery et al. | Introduction to Ceramics | TP 807.K52 |
M. F. Ashby | Materials Selection in Mechanical Design | TA 403.6.A74 |
E. Schreiber et al. | Elastic Constants and Their Measurement | TA 418.S37 |
J. B. Wachtman Jr. | Mechanical Properties of Ceramics | TA 455.C43W38 |
S. P. Timoshenko and J. Goodier | Theory of Elasticity | QA 931.T55 |
R. W. Hertzberg | Deformation and Fracture Mechanisms of EngineeringMatlerials | TA 417.6.H46 |
J. F. Nye | Physical Properties of Crystals | QD 931.N9 |
T. H. Courtney | Mechanical Behavior of Materials | TA 405.C859 |
B. A. Boley and J. H. Weiner | Theory of Thermal Stresses | TA 405.5.B64 |
F. P. Beer and E. R. Johnson | Mechanics of Materials | TA405.B39 |
CLASS | TOPIC |
1 | Outline of course |
2 | Introduction (Chapter 1) |
3-8 | Elasticity (Chapter 2) |
9 | Group presentations |
10 | Group problems/homework |
11-13 | Elasticity and Structure (Chapter 3) |
14 | Group problems/homework |
15 | Group presentations |
16-18 | Elastic Stress Distributions (Chapter 4) |
20 | Group problems/homework |
18-22 | Fracture (Chapter 8) |
23 | Group problems/homework |
24-26 | Strength and Design (Chapter 9) |
27 | Group problems/homework |
28-30 | Viscosity (Chapter 5) |
31 | Group problems/homework |
32-34 | Plastic Deformation (Chapter 6) |
35 | Group problems/homework |
36-37 | Creep (Chapter 7) |
38 | Group problems/homework |
39 | Group presentation |
40 | (Sept 21 2001) Attend PCA meeting |
41-44 | Quizzes (date to be set) |
Academic Integrity and the Promotion of a
Vibrant Learning Culture:
The following recommendations address the partnership between the faculty-teacher and student-learner in the personal process of learning with a focus on the maturation of students in the learning process (Senate Policy 49-20).
The Teacher in the Learning Process.
Maintaining a high level of learning requires characteristics in teaching
necessary for a strong teacher-learner relationship. The teacher should:
a) Maintain an atmosphere of integrity, civility and respect.
b) Exhibit a strong desire for students to learn.
c) Recognize that effective teaching requires a balance among teaching,
advising, research, and service.
d) Encourage active student participation in learning.
e) Employ effective teaching and learning strategies.
f) Help students connect learning experiences.
g) Develop an effective personal teaching approach.
The Student in the Learning Process.
Maintaining a high level of learning and scholarly activity requires
the following characteristics of the student learner:
a) Academic integrity, respect, and civility.
b) Strong work ethic.
c) Manage time wisely.
d) Participate actively in class.
e) Recognize importance of out-of-class learning.
f) Reflect on the educational process.
g) Perform self-assessment.
Academic Integrity (Senate Policy 49-20)
Definition and expectations: Academic integrity is the pursuit of scholarly activity in an open, honest and responsible manner. Academic integrity is a basic guiding principle for all academic activity at The Pennsylvania State University, and all members of the University community are expected to act in accordance with this principle. Consistent with this expectation, the University's Code of Conduct states that all students should act with personal integrity, respect other students' dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts.
Academic integrity includes a commitment not to engage in or tolerate acts of falsification, misrepresentation or deception. Such acts of dishonesty violate the fundamental ethical principles of the University community and compromise the worth of work completed by others.
For CerSE 414 the following specific points should also be considered.
University policies for undergraduate
education
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