Week 1 Success Kit 

Wiley Plus is required for this course, which includes access to the eBook for the class at no additional cost! Materials Science and Engineering: An Introduction (10th Edition) W.D. Callister Jr.; David G. Rethwisch

Instruction to access to Wiley is at ----->             https://bcove.video/2KkILqu

SURVEY ON STUDENTS' ACADEMIC AND LIFE BACKGROUNDS

This survey aims to improve the course structure and the community performance to help students of any demographic and students with any characteristic.

Communication Essentials

Email: hghasemi@sdccd.edu

Office: MS-115L

My student hours will be held in MS-115L. Time: MW 3:30-5:30 pm and TH 1-2pm

A "Sign In Now" button ----> Canvas Course Website

Expectations:

Some of the students' expectations from the instructor: Be on time. Be prepared for class. Be considerate and respectful. Show respect for school property and other students. 

Professors Expect Students To Ask Questions In Class, To Use Office Hours To Discuss Course Difficulties, Take Notes On Their Lectures, Do Their Homework And Reading Assignments On Time, To Actively Try To Learn, To Do Some Work Outside Of Class. 

Student-Instructor Partnerships:

Students should be engaged to the activity by, for example, group discussions and then the discussions are managed by the instructor to help students understand the learning gaps. This approach is possible through an online discussions for online classes as well. 

Teaching philosophy:

 A strong classroom community is one that is built on a foundation of mutual trust and respect. Each day, I walk into my classroom with this belief firmly in mind. If I truly strive to be an effective educator, it is imperative that I build trust and relatedness with my students that extends beyond lesson structure and implementation.

Instructor must be sensitive to diversities of the student body. Students in a community college are not a homogeneous group of learners. Rather, they come from highly heterogeneous layers of society at large. The socioeconomics divide has no meaning when it comes to education. Instructors must be able to and genuinely willing to adapt to these circumstances. The strength of any society lies in its diversity and the same is true in the classroom.

Students-Centered Learning: Taking stock of each student’s academic background is crucial in developing and maintaining sound lectures and instructional materials. Often in our courses we have many adult learners that come to our classes with prior on-the-job working knowledge of the subject, particularly in engineering courses. For these adult learners, experiential learning shapes the cornerstone of their learning experiences and must lie at the core of any instructions.

My Advice for Success:

Regularly attending class is crucial for achieving academic success. By showing up to each class, you increase your chances of comprehending the material and can ask questions about any confusing concepts. Reviewing your syllabus beforehand can also help you prepare for each class.

Course Goals:

Upon successful completion of this course, students will be able to:

1.       Define and determine mechanical properties of materials including tensile strength, yield strength, hardness, stiffness, specific weight, melting temperature, toughness, hardenability. Apply these material properties to select the appropriate metal, ceramic, polymer, or composite material for a particular application.

2.       Describe and explain the mechanisms for common mechanical and thermal processing techniques including strain hardening, case hardening, quenching, tempering, annealing, precipitation hardening. Describe and explain solid-solution strengthening. Describe industrial processes that employ these techniques (e.g., forging, drawing, annealing) and specify a series of processes to achieve desired mechanical properties in a metal.

3.       Describe and explain various mechanisms for material failure, including ductile and brittle fracture, fatigue, and creep.

4.       Relate macroscopic properties of materials such as melting temperature, modulus of elasticity, strength, electrical and thermal conductivities to the type and characteristics of their interatomic/intermolecular bonds.

5.       Compare crystalline to noncrystalline materials. Sketch unit cells for face-centered cubic (FCC), body- centered cubic (BCC), and hexagonal close-packed (HCP) crystal structures. Compute material density using the unit cell concept. Specify directions and planes in FCC, BCC, and HCP structures and use them to explain the mechanism of plastic deformation in crystals.

6.       Compute weight and atom percentages of the components of an alloy.

7.       Explain edge and screw dislocations, how they are generated, and their role in strengthening metals.

8.       Explain the mechanisms of solid-state diffusion, and apply Fick’s first and second laws to compute the concentration of solute atoms as functions of diffusion distance, time, and temperature.

9.       Explain the concepts of phase and microstructure in the context of a phase diagram. Apply the lever rule to compute relative abundance of the phases present. Use a phase diagram to predict the development of microstructure in equilibrium cooling. In particular, apply these techniques to eutectic alloys and to the iron-carbon system.

Support for You:

Please check the Helpful Resources for Students available at the following link and let me know if you need help contacting any of them. https://www.sdmesa.edu/student-services/student-services/ss-home-page/Helpful%20Resources%20for%20Students_SP22_April.pdf