University of Cambridge

The CES EduPack

Teaching materials in the 21st century

Performance

Economy

Integrity

Environment

Mike Ashby, Cambridge, March 2010

MFA 2010

What are the challenges? Pressures for change

Subject-related
Information-inflation: Performance, Economy, Integrity, Environment

System-related
Increased student numbers, reduced teaching resources

Sustainability: energy, material resources, the environment

Materials teaching

Changed student expectation of the University experience

Computer-based environment of engineering design

Accountability and emphasis on targets

What response? What resources to draw on?

MFA 2010

Who are we trying to reach? What do they need to know?

36%

20%

10%

7.7%

7.2%

7.0% 5.8%

1.8%

1.7% 1.3%

97 %

3%

MFA 2010

Who needs materials knowledge? Industry

Company
Ferrari F1 RR Aerospace EADS Whirlpool Embraer Dyson

Engineers / Designers
200 2000 50,000 1000 3000 400

Materials experts
50 200 1000 10 30 1

Ratio
4:1 10:1 50:1 100:1 100:1 400:1
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Approaches to materials teaching

Physics, Materials science
Sc ien ap cepro led ach

Polymer science...

Desig n appr -led oach

Mechanical engineering Civil engineering Product design Environmental engineering...

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Approaches to teaching
Traditional: lectures, text, exercises, labs Self-taught units: Hard copy; Web-based nuggets Web-based and electronic resources: Core, Matter, DoITpoMS (Diane Taktak,
Matt Murphy)

Computer-based tools: Abacus, ProEngineer, CES (Marc Fry) Project (Process)-based teaching (Javier Orozco, Erik Templeman, Andy Green) Design-led teaching, team building (Joe Carruthers, Alexander Wanner) Material camps, short courses (Chuck Hayes, Rob Wallach) Remote learning: the OU model ( Student exchanges, secondments, internships)

MFA 2010

Traditional: Lectures, exercises, labs

Callister Askeland Budinski Shackelford

Science-led

Dieter

Elementary text

Advanced text

Eco text

Design-led

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Self-taught units

Teach yourself Unit 1: Crystallography

Teach yourself Unit 2: Phase diagrams

Contents
2-dimensional crystal structures, packing and symmetry 3-dimensional crystal structures, planes and directions The structures of common engineering materials.

Contents
Phase equilibria Simple phase diagrams More complex phase diagrams

(Granta Design web site)

MFA 2010

Web-based teaching resources

CORE-Materials
University of Liverpool

UK Centre for Materials Education collects and disseminates teaching material (Andy Green)
(http://www.core.materials.ac.uk)

Computer-based learning software for materials and engineering (Matt Murphy)

(http://www.matter.org.uk)

DoITPoMS

Dissemination of IT for the promotion of Materials Science (Rob Wallach)

(http://www.doitpoms.ac.uk)

How everyday things are made

(http://manufacturing.stanford.edu/)

MFA 2010

Computer-based tools
Design, today, takes place in a computer-based setting students expect tools

The CES EduPack is designed to support education: - Information, selection, science Links to advanced materials information-management CES for industry and research Granta Mi Materials information management for industry

MFA 2010

Project based teaching

Design and re-design with team building Reverse engineering introduction of materials to non-(materials) scientists Involvement by necessity the Mileage Marathon vehicle Eco design Formula student - rethinking products with eco-objectives Materials in Product Design (the Delft / RCA model) and in Schools

MFA 2010

Materials teaching in Engineering at Cambridge

1st year: 20 L Design context Materials: properties, charts, selection
Web-based nuggets Teach yourself Unit 1: Crystallography Intro to Charts and CES software

Property microstructure relationships Shape Process selection Eco-selection 2st year: 16 + L Structural evolution Phase diagrams

Project-based teaching using CES software

Teach yourself Unit 2: Phase diagrams

Web-based nuggets

Thermodynamics Kinetics of phase change Elective: renewable energy Wind turbine design
Project-based teaching using CES software
MFA 2010

Skills for the 21st Century

Understanding of material properties and processing .. but also

Understanding of place of materials in the design process

Perception of materials as part of an engineering system Ability to work as a member/leader of a team

Sustainability issues as they relate to materials

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Support for teaching about sustainable development

Resources for eco-materials teaching

CES Edu standard Eco edition

White paper CES Eco Text: Materials and the Environment, Eco-audit case studies Wall chart of Eco-properties of materials
Exercises + solutions
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The Eco-audit tool: end of life

Assess impact by life-cycle assessment (LCA)

Combust

Landfill

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Analysing the design process

Market need Problem statement

Material needs
Data for material family
(metals, ceramics, polymers..)

Concept Embodiment Detail

Eco audit ability

Data for material class

(Steel, Al-alloy, Ni-alloy..)

Data for single material

(Al-2040, Al-6061, Al-7075..)

Product specification Production Use Disposal

Life cycle assessment

MFA 2010

Strategies for guiding design

Eco-audit: fast, approximate assessment to guide decision-making 1 resource energy Distinguish life-phases 1 emission CO2

MFA 2010

The CES Eco-audit tool in CES Edu

User inputs
User interface User interface
Bill of materials Bill of materials Shaping process Shaping process Transport needs Transport needs Duty cycle Duty cycle etc etc

Data from CES

Eco database Eco database
Embodied energies Embodied energies Process energies Process energies CO2 footprints CO2 footprints Unit transport energies Unit transport energies etc etc

Eco audit Eco audit model model

Tabular data Tabular data
Summary sheet Summary sheet Detailed breakdown Detailed breakdown Life phase energies Life phase energies Life carbon footprints Life carbon footprints etc etc

Outputs

MFA 2010

Jug kettle: materials, process, use, end of life

Bill of materials
No 1 4 1 1 1 1 1 1 1 3 1 1 1 Component Housing Small steel parts Small aluminum parts Glass jug Heating element Electronics and LED Cable sheath, 1 meter Cable core, 1 meter Plug body Plug pins Packaging, padding Packaging, box Other components Material Polypropylene Steel Aluminum Glass (Pyrex) Ni-Cr alloy Electronics PVC Copper Phenolic Brass Polymer foam Cardboard Proxy material: Polycarbonate Process Polymer molding Def. processing Def. processing Molded Def. processing Assembled Polymer extrusion Def. processing Polymer molding Def. processing Polymer molding Construction Proxy process: Polymer molding Mass kg 0.91 0.12 0.08 0.33 0.026 0.007 0.12 0.035 0.037 0.03 0.015 0.125 0.04 End of life Recycle Recycle Recycle Recycle Recycle Recycle Landfill Recycle Landfill Recycle Landfill Landfill Landfill

2 kW jug kettle Made SE Asia Air freight to UK Life: 3 years

Transport
12,000 km, air freight 250 km 14 tonne truck

Use
6 minutes per day 300 days per year 3 years
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Eco audit: the jug kettle

Air freight Sea freight

What do we learn? Little gained by change of material for its own sake Much gained by insulation double wall, foam or vacuum

MFA 2010

Lightweight vehicle design

Material
Carbon steel Stainless steel Cast iron Wrought aluminium (10% recycle) Cast aluminium (35% recycle)content) recycle Copper / Brass Magnesium Glass Thermoplastic polymers (PU, PVC) Thermosetting polymers (Polyester) Rubber CFRP GFRP Platinum, catalyst Electronics, emission control etc Other (proxy material) Total mass

Conventional IC vehicle, kg
839 0.0 151 30 64 26

Lightweight IC vehicle, kg
254 5.8 31 53 118 45

Material energy Hm MJ/kg*

32 81 17 200 149 72 380 15 80 88 110 273 110 117000 3000 110

From CES

US Department of Energy and 0.3 3.3 Argonne National Laboratory

39 94 55 33 0.0 0.0 0.007 0.27 26 1361 33 65 41 17 134 20 0.003 0.167 18 836

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Energy-Mass for petrol-engine cars

Petrol-engine cars

Energy saved

Weight reduction

Energy penalty of mass 1.9x10-3 MJ/km.kg

(at m = 1500 kg)

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Lightweight vehicle design

Comparison at 250,000 km

What do we learn? Importance of light-weight design in vehicle construction Trade-off between material and use energy / CO2
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Educational issues
Objectives To develop the skills and knowledge to ask better questions To provide tools and data to explore possible solutions Teaching methods Passive traditional lecture course plus exercises Active participation through eco-audits and selection case studies Embedded, implicit implant examples of use and outputs throughout all courses Embedded, explicit require material and energy audits in design and project work

MFA 2010

The CES EduPack 10

The CES EduPack 2010

Breadth
Core Level 1 Core Level 2 Core Level 3

Depth

The elements

Polymer engineering

Aeronautical engineering

Architecture & civil eng

Eco-audit and design

Natural and biomaterials

Nuclear power

Eco audits of energy and carbon

Durability in aggressive environments

Hybrids / composites synthesizer

MFA 2010

Support across design and engineering disciplines

Research Senior Materials science, Polymer science, Junior Sophomore Freshman Mechanical, Manufacturing and Bio Engineering

Engineering design Design for the environment

The CES EduPack resource

Civil Engineering and Structures

Product design, Industrial design

Architecture and the Built Environment Aerospace, Sports science

MFA 2010

In summary

The information-intensive nature of modern engineering requires adapted teaching methods. Students accept computer-based tools if integrated in a coherent teaching program. Combination of traditional structured methods (lectures, texts, self-taught units) computer aided learning via projects is a good way forward.

MFA 2010

The end

MFA 2010