Materials Education Symposia - Home

Abstract submission for the 2020 program will soon open. In the meantime, please find the 2019 poster program below.

2019 Posters
10th North American Materials Education Symposium

Poster Session

Confirmed poster presenters


poster
number
Speaker Affiliation Topic
1 Tanya Faltens Purdue University Undergraduate Research using Computational Simulation Tools in nanoHUB
2 Juan Carlos Verduzco
Tanya Faltens
Purdue University Teaching Machine Learning for Materials Science Using Open, Online Tools in nanoHUB
3 Danielle Cote Worcester Polytechnic Institute Eating Our Way Through Undergraduate Introduction to Materials Science
4 Kaitlin Tyler
Hannah Melia
ANSYS Granta Materials Science and Engineering
5 Filipe Machado Universidade Regional Integrada  (URI) The ClassYou Canvas - A Collaborative Methodology for Engineering Teaching
6 Kyle Tsaknopoulos Worcester Polytechnic Institute A high school summer internship program: Early Engagement in Material Science
7 Mike Ashby
Magda Figuerola
ANSYS Granta Including Fibers in Introductory Materials teaching
8 Miguel Angel Hidalgo Salazar Universidad Autonoma de Occidente - UAO A Teaching Experience on the Selection of Materials for Additive Manufacturing
9 Amir Saeidi University of California Irvine Do engineering faculty at an R1 university have different attitude toward education?
10 Lakshana Mohee ANSYS Granta Bioengineering: Where materials meet medicine
11 Ozgur Keles San Jose State University Virtual reality learning environments for materials education
12 Elizabeth Lee University of Alberta The unwritten rules of instructional poster design
13 Sara Onrubia
Luca Masi
ANSYS Granta Informed Additive Manufacturing Teaching and Research Based on Materials Data
14 Qin Ma Walla Walla University Next generation construction materials based on nano-cellulose composites
15 Marko Lubarda University of California, San Diego The effects of material properties on the stress concentration around holes and inhomogeneities
16 Soma Chakrabarti
Mike Ashby
Alicia Vallejo
ANSYS Granta Social Life-cycle Assessment
17 Claudia Torres Garibay Oregon Institute of Technology Utilizing Backward Design to restructure an undergraduate Materials course
18 Bridget Ogwezi ANSYS Granta Sustainability in the Classroom: tackling the issue of Plastic Waste
19 Yesica Vicente Centro Universitario de la Defensa
(U. Vigo)
Magnetic nanoparticles to remove antibiotics from waters
20 Harvey Abramowitz Purdue University Northwest Visualization of Ternary Phase Diagrams Using Augmented Reality and Three-Dimensional Modeling
21 Jiliang Li
Harvey Abramowitz
Purdue University Northwest MSE Teaching, Learning and Instructions Connections to Different Engineering Fields Subjects Courses
22 Lilian P. Davila UC Merced Sustainable, Low-cost and Energy Efficient Housing


Poster Abstracts

The effects of material properties on the stress concentration around holes and inhomogeneities

Marko Lubarda, University of California, San Diego

When facing materials selection and design problems, senior mechanical, aerospace, structural and materials engineering students often find themselves puzzling over how – and whether at all – material properties, such as Young’s modulus and Poisson’s ratio, factor into stresses which arise in a body of a specified geometry and constitution under given loading conditions and constraints. An instructional approach is described, serving to elucidate the matter, focusing on the exemplary analysis of stress concentration around a circular hole and inhomogeneity in a stretched and heated plate in the absence and presence of geometric constraints. The approach combines (i) intuitive reasoning based on physical arguments; (ii) linear elasticity theory involving considerations of equilibrium, compatibility and constitutive relations, and boundary conditions; (iii) computer-aided design and finite-element analysis; and (iv) strength-of-materials experimentation techniques. The combined approach for explicating the relationship between material moduli and stresses is found to be educationally effective in promoting a deeper understanding of materials properties and selection, as well as a deeper understanding of the theories and computational and experimental methods commonly used in stress analysis and engineering design.


Virtual reality learning environments for materials education

Ozgur Keles, San Jose State University

Virtual Reality (VR) is defined as “a high-end user-computer interface that involves real-time simulation and interactions through multiple sensorial channels". Specifically, head-mounted displays (HMDs) as VR systems stream a virtual 360° environment via screens in front of users’ eyes and track the user motion. Therefore, VR is a platform for students to experience a Virtual Learning Environments (VLEs) that are designed by materials educators to teach a specific topic. These VLEs have the potential to revolutionize materials education by providing heretofore unexplored immersive learning environments. With the decreasing prices of VR systems, educators have a great opportunity to offer one of the most exciting ways to interact with learners in a designed way.

Despite the increasing use of VLEs, however, literature has conflicting reports on both the benefits and disadvantages of learning in VR. These conflicts and gaps in the knowledge led us to our long-term goal to discover the design guidelines for effective teaching in VR. We address part of the knowledge gap related to learning in VR considering segmentation principle, multimedia principle, coherence principle, Yerkes-Dodson law, Kolb’s model of experiential learning, and motivational theories. Here, we present two VLEs to teach materials/mechanical engineering concepts. These VLEs deliver concepts on tensile testing and Poisson’s ratio. We used Unity 3D to develop the VLEs. An HTC Vive system was used to perform a pilot study on ~30 students. Our preliminary data shows that students learn better in VR, but more studies are needed to identify the efficiency of teaching materials in VR.


Do engineering faculty at an R1 university have different attitude toward education?

Amir Saeidi, University of California Irvine

While research-based teaching techniques and active learning are being promoted in higher education, engineering faculty show limited use of these approaches in their classrooms. In this work, we examine whether this is because of a difference in the attitude and values of engineering educators compared to those who advocate research-based teaching approaches. We asked the engineering faculty at an R1 university (University of California, Irvine) to answer survey questions that have already been used in other studies. Comparing their answers with the previous published studies will help educational researchers to understand engineering faculty’s values and attitude. Determining the differences in the attitude of different educators can be helpful in providing appropriate support to encourage evidence-based teaching in their classrooms.


Visualization of Ternary Phase Diagrams Using Augmented Reality and Three-Dimensional Modeling

Harvey Abramowitz, Purdue University Northwest

To assist in the visualization of ternary phase diagrams an augmented reality (AR) mobile app was developed. The app creates an interactive 3D representation of liquidus contour plots (2D) of ternary phase diagrams. This app could be useful to better understand the liquidus surfaces of diagrams found in phase diagram handbooks and atlases. At this time, the application database is comprised of approximately 25 ternary phase diagrams. The ternary diagrams initially chosen for the app, such as CaO-SiO2-FeO, are useful in high temperature processing. In addition, the liquidus surfaces of these diagrams were 3D printed to provide physical models. The 3D printed models include multiple colors to indicate temperature intervals. The app will be demonstrated and actual 3D printed models shown.


Undergraduate Research using Computational Simulation Tools in nanoHUB

Tanya Faltens, Purdue University

The Network for Computational Nanotechnology (NCN) has provided summer undergraduate research experiences (UREs) involving computational simulation tools to hundreds of undergraduate students over the past 17 years. For the past four summers, we have expanded the program to include community college students. Additionally, in the past two summers we have piloted remote UREs with students and faculty at other universities. Research teams are currently developing simulation tools and supplemental resources that are designed to enable a larger number of undergraduate students and faculty outside Purdue to participate in simulation-based research. In this poster, we present our model of collaborative research, provide several examples of undergraduate computational research projects in materials science and related fields, and describe how others can work with nanoHUB resources to do simulation-based research.


Teaching Machine Learning for Materials Science Using Open, Online Tools in nanoHUB

Juan Carlos Verduzco and Tanya Faltens, Purdue University

Data science and machine learning are transforming science and engineering, and materials is no exception. Both experimental and computational research is benefiting from the increased availability of mineable data and models capable of finding hidden correlations between structure and properties and making predictions. In this context, it has become critical to expose MSE students to these tools and train them in their use. This poster describes a set of open simulation tools, available for online simulation in nanoHUB, that introduce students to key aspects of data science and machine learning: data query, organization and visualization using open source resources, linear regression model to explore correlations between materials descriptors and properties, use of neural networks to relate atomic descriptors to materials properties. In this first example, we develop models to predict the Young’s moduli – a range of solids starting to atomic properties. The examples were designed for novice users and include extensive comments and explanations. They are implemented as Jupyter notebooks in nanoHUB and users can easily modify the code, change the model details, or train models for other properties. As with all nanoHUB tools, users do not need to install any software and the tool runs on standard web browsers. We utilized these educational tools in the introductory MSE 230 course, “Structure and Properties of Materials” at Purdue University in the Spring of 2019 as a homework assignment that allowed students to explore correlations between seemingly different materials properties, such as melting temperature and stiffness.


The unwritten rules of instructional poster design

Elizabeth Lee, University of Alberta

Training students to use materials engineering laboratory equipment requires constant supervision, which can be difficult in large courses. In courses where students are expected to work on open-ended problems in a lab setting, they must be able to work independently, safely and without damaging equipment. While students are always trained by lab personnel before being allowed to use equipment, students often have trouble remembering all steps required to perform a task and rarely refer to text-based posters or standard operating procedures before asking for assistance. Here we show a method for designing instructional posters for lab equipment with highly visual, simple instructions that allow students to track their progress during a procedure. The instructional posters contain a minimal amount of text, only where it is unavoidable for safety or clarity. In addition to being appealing to visual learners, the reliance on images provides a universal communication method. Instructions are streamlined to provide only the information necessary to use the equipment, and is placed where it is easy to reference during use. Preliminary observations on a poster for hot mounting metallographic samples show that students require less assistance from teaching assistants after initial training and are more likely to resolve questions about equipment use by speaking amongst themselves rather than asking for help. The format of these posters can be effective for a variety of tasks within materials engineering labs, allowing for greater student autonomy during lab sessions.


The ClassYou Canvas - A Collaborative Methodology for Engineering Teaching

Filipe Machado, Universidade Regional Integrada (URI)

The implementation of an educational methodology in engineering that presents the conditions to promote a professional formation in line with the technological evolution demands continuous changes of the characteristics of its main educating agents. Thus, one of the forms of methodological change is the use of the learning environment of collaborative methodology. In this, the student stops being the passive subject and happens to be the main actor of the process of teaching-learning and the teacher happens to be an articulator of interdisciplinary environments. In this context, this research presents the construction of a teaching methodology called "The ClassYou Canvas". The methodological research procedure was developed using a set of data collection, analysis and treatment procedures from students and teachers of mechanical, civil, electrical and chemical engineering courses.

The ClassYou Canvas is composed of eight sections and two sides: viewed by student and by teacher. The sections are Prerequisites, Learning Objectives, Content, Evaluation, Pre-course, Materials, Methodology, and Post-course. The main benefit of the ClassYou Canvas is creating it with the student to be sure that we are taking their needs into account and offering training which will satisfy them. In this sense, it greatly facilitates understanding and communication in a fast and effective way. From the application of the ClassYou Canvas, it is hoped to contribute to a greater understanding about the articulation and systematized structure of engineering teaching. In this way, it can be seen that the methodology provides the student and the teacher with a knowledge base to reflect on the different possible scenarios to be created throughout the classes and also as a basis for involving innovations and teaching based on projects, games educational and educational interactivity.


A Teaching Experience on the Selection of Materials for Additive Manufacturing

Miguel Angel Hidalgo Salazar, Universidad Autonoma de Occidente - UAO

Additive manufacturing (AM) is a generic term that describe the technologies that allow to make a physical representation of a 3D computer model by adding layer-upon-layer of almost any material [1]. Some advantages of the AM include the creation of complex parts or geometries [2]. In this work a teaching experience regarding the selection of materials and processes based on materials indices that include a complexity factor of design and manufacturing is presented. The purpouse is to get the student to achieve criteria on materials selection for AM, based on the relation between the complexity of design and manufacturing and conventional manufacturing. This experiment was carried out through the development of case studies in mechanical design courses taught at the Universidad Autonoma de Occidente in Cali-Colombia. These cases includes real industrial applications and the selection of materials for new designs where the parts reduction and the optimization of design play a determining role for new products becomes a challenge in the teaching of modern manufacturing. The materials indices applied are affected by a design and manufacturing complexity factor calculated for each design case. One of these case studies was applied in collaborative robotics. In this study was possible to apply the method for the design and manufacture of a gripper for pick and play practices.

Reference:
[1] ASTM F2792 - 12a Standard Terminology for Additive Manufacturing Technologies, (Withdrawn 2015) n.d. https://www.astm.org/Standards/F2792.htm (accessed May 28, 2019).
[2] Oh Y, Zhou C, Behdad S. Part decomposition and assembly-based (Re) design for additive manufacturing: A review. Addit Manuf 2018;22:230–42. doi:10.1016/J.ADDMA.2018.04.018.


Eating Our Way Through Undergraduate Introduction to Materials Science

Danielle Cote, Worcester Polytechnic Institute

Freeze pop phase diagrams. Stress-strain curves of taffy versus pretzels. Make your own chocolate bar composite. Which is stronger: single or double stuffed sandwich cookies? What is the solubility limit of sugar in hot versus iced coffee? These were some of the lecture topics covered in the undergraduate “Introduction to Materials Science” course offered at Worcester Polytechnic Institute this academic year. Many lectures involved short, inexpensive, food-related experiments that students performed individually or in small groups in a traditional classroom setting. Examples will be given for various basic materials science topics covered in most introductory materials science courses. In this class specifically, the Callister textbook was used and the class size was 100 undergraduate students, with freshmen and sophomores making up the majority.


Utilizing Backward Design to restructure an undergraduate Materials course

Claudia Torres Garibay, Oregon Institute of Technology

The course “Materials for Renewable Energy Applications” undergoes a revision and restructure utilizing Backward Design. This is a 300-level class found in the curriculum of the Bachelor of Science in Renewable Energy Engineering at Oregon Institute of Technology. The breath and density of topics in this is a course is significant, as it is the only one of its type in the program. The challenge in prior offerings has been to be able to cover all the course materials within the allocated contact hours. A new approach is utilized for the preparation of the next offering of this course in Fall 2019. Backward Design, also known as Understanding by Design (UbD), is a framework developed by McTighe and Wiggins consisting of three stages: 1) identify desired results, 2) determine acceptable evidence, and 3) Plan learning experiences and instruction. Under these principles, the learning outcomes for the class are first determined as guiding principles in course preparation. Then different types of quantitative and qualitative assessments types are selected to evaluate the successful achievement of the learning outcomes. The final step is the definition and plan of a set of activities and course materials that will allow students to acquire the knowledge and skills to achieve the learning outcomes. Examples are provided comparing prior and redesigned course materials.


A high school summer internship program: Early Engagement in Material Science

Kyle Tsaknopoulos, Worcester Polytechnic Institute

During high school, students are exposed to mathematics and sciences, and potentially engineering, but typically not to any material science during that time. My research group at Worcester Polytechnic Institute has established a summer internship program for high school students for the past two summers in order to expose more students to material science and get them excited about the field. The students chosen for the program had strong math and science backgrounds, were interested in STEM fields, but had no material science background.

Throughout the summer, the students were taught material science principles using Granta’s CES EduPack software to provide a basis of understanding of research related to metal alloys and cold spray processing, a solid state addictive manufacturing process. Students were taught how to complete an in-depth review of scientific literature related to cold spray research, and to present these findings, as well as how to engage in laboratory experiments, particularly related to metallurgy. By the end of the program the students understood basic material science principles, how they related to the real world, were able to complete a review of technical literature, and were able to successfully and professionally present their research findings on a cold spray related project to professors, graduate students and teachers, both in writing and orally. This program has allowed hands-on experience to the high school students and allowed them to engage in material science.


MSE Teaching, Learning and Instructions Connections to Different Engineering Fields Subjects Courses

Jiliang Li and Harvey Abramowitz, Purdue University Northwest

Material Science and Engineering (MSE) courses learning and applications are important and especially effective if key MSE concepts, principles and knowledge threads [1, 14, 15] are often introduced and reviewed for students in different levels of courses, from freshman first year Elementary Engineering Design to fourth year Senior Design Project I and II. Instructions provide guidance to a range of different subject courses within engineering. These frequently mentioned connections of MSE to different subjects courses instructions may also better help to motivate students’ desire to learn MSE course well. Instruction of an MSE course does not just occur and limit within the material science and engineering courses. This article will help illustrate the above statement as the conclusions are based on personal teaching experience and drawn from the authors’ personal research, teaching, learning and instructional experiences of three materials courses, MSE2000 Materials Science, CE20400 Civil Engineering Materials - Laboratory and CE/ME33001 Structure and Properties of Materials and their applications to the different subjects courses instructions [1, 14, 15]. While teaching several other different subject courses, the authors consciously incorporate and provide explanation to the important concept and subjects of materials science applications to different fields courses instructions and research. Applicable courses range from first year Elementary Engineering Design to second year Surveying Course, Basic Mechanics - Statics, Engineering Geology, Geotechnical Engineering and Civil Engineering Materials and 4th year Senior Design Projects I and II courses advising experience. Commonly shared themes, laws, and principles are pointed out in the various course instructions. For example, the Fick’s second law in materials courses, the same form of parabolic partial differential equation, also finds its applications in financial derivatives pressure, heat transfer, and soil mechanics consolidation equation developed by father of soil mechanics, Karl von Terzaghi (Li and Zhai 2017) [6].


Magnetic nanoparticles to remove antibiotics from waters

Yesica Vicente, Centro Universitario de la Defensa (U. Vigo)

Nowadays, new materials to improve decontamination systems are advancing rapidly. It is our responsibility as university professor to propose solutions and equip our students with the knowledge to solve real problems such as environmental pollution. In recent years, the reduction of waters pollutants such as antibiotics is having a growing interest due to its persistence and long time remanence, because of their wide spread use. Therefore, the development of new materials that allow the adsorption of these pharmaceutical products becomes a challenge for researchers. To this end, in this work, a novel approach employed magnetic nanoparticles have been synthesized by a student of Industrial Engineering Degree at the University Centre of Defense at the Spanish Air Force as a final degree project. Furthermore, these nanoparticles have been used to remove antibiotics from water samples. The advances presented in this project contribute to the Environmental Technology subject with new results regarding the use of a new material for water decontamination. In addition, this study allows students to connect two very important subjects such as Environmental Technology and Materials Science, becoming an interdisciplinary work.


Next generation construction materials based on nano-cellulose composites

Qin Ma, Walla Walla University

Cellulose is the most abundant organic polymer in nature, the important structural component of the primary cell wall of green plants and many forms of algae. With the quick advance of modern technology, natural cellulose can be further extracted and isolated in the form of cellulose nanocrystals (CNC) and cellulose nanofibrills (CNF). These nanocellulose particles are becoming commercially available on the market with affordable price. In addition to its environmental sustainability, nanocellulose has gained great attention in the scientific world due to its notable superior properties such as its extreme strength, toughness, and light weight, the desired features engineers craved for to various ideas of innovation. Driven by the great potential for innovation, the primary objective of this study is to design and experiment on nano-cellulose based composites as the next generation construction materials.

A comparative study has been performed for structural composites with and without nanocellulose integrated. Specifically, ceramicrete was chosen as the binder material, into which nano-cellulose was incorporated. Fly ash, the common strengthening agent in ceramicrete, has trace amounts of heavy metals. Therefore, alternative strengthening agents rather than nano-cellulose and traditionally used fly ash were also considered. A manufacturing process was created and implemented for the construction of prototype samples of various combinations. Three-point bending test protocol has been established to quantify the strength characteristics of the samples. The test results demonstrate nano-cellulose increases the flexural strength of the specimens effectively while the most significant strength may be obtained when ceramicrete is integrated with both flash ash and nano-cellulose.


Sustainable, Low-cost and Energy Efficient Housing

Lilian P. Davila, UC Merced

Achieving net-zero carbon emmissions within the UC system by 2025 through the carbon neutrality initiative (CNI) requires engagement via multiple strategies, collaborations, investments and market-based solutions. Over the past decade, research on eco-friendly building blocks (green bricks) has steadily increased. Different approaches are available to address challenges such as reproducibility, reliability and the use of renewable materials while preserving properties. For the past two years, our research-industry team has been investigating a wood-based insulating material, in combination with natural binding agents, to create bricks that do not require any firing. This cost-effective material can lead to fully-capable, load-bearing house wall systems with high-insulation high-strength properties.

We propose to fabricate and test wood-based insulating bricks and wall systems, measurably reducing carbon footprint and greenhouse gases in the atmosphere. Preliminary experiments on small brick samples revealed that mechanical properties display variability depending on composition, thus the need to pursue additional tests of practical brick and wall systems. The industry partners have built over 45 prototype homes in Australia with a specific form factor that allows for a low-cost, fire-resistant, air tight, superior insulative home (R38+). The challenge in other regions is to create and test other form factors to fit in current manufacturing infrastructure. The role of the form factor is important for large-scale manufacturing and implementation.

Our current project aims to determine the technical and commercial feasibility of the green material with potential to drive the market by increasing the demand of alternative materials for affordable and sustainable housing. Once satisfactory composition and form factors are determined, 3D printed structures will be evaluated via CES EduPack’s life-cycle-analysis for future housing prototypes and seismic tests. Our team plans to donate prototype home particularly to regions devastated by natural disasters. This research contributes to improving the understanding of eco-friendly materials, supports the CNI’s collaboratory project goals, and promotes climate action through the development of sustainable, low-cost and energy efficient housing at the source.


Materials Science and Engineering

Kaitlin Tyler and Hannah Melia, ANSYS Granta

Introductory materials science and engineering courses are an integral part of many engineering degree programs. Based on feedback from the community on our database from 2018, we have developed a Materials Science and Engineering (MS&E) Edition for CES EduPack 2019. This Edition has six focus areas: Elements, Materials, Processes, Phase Diagrams, Property-Process Profiles, and Selection. All these areas are centered around the materials paradigm (tetrahedron) to showcase how a materials’ processing can alter the structure, which ultimately affects the properties and performance.

Alongside the graphing and materials selection capabilities you expect from EduPack, we incorporated a variety of tools based on difficult topics in introductory materials courses. The Phase Diagram tab provides an interactive way for students to explore terminology, the Lever Rule, and microstructural evolution during solidification. The Process-Property Profiles database enables the exploration of the interplay between materials processing, structure, and properties. Finally, the Elements and Materials tabs are connected, allowing comparison across material classes such as Functional materials, Biological materials, and Structural materials and connections between the elements that create them. This Edition is supported by a variety of teaching resources including microprojects, exercises, and a case study.


Including Fibers in Introductory Materials teaching

Mike Ashby and Magda Figuerola, ANSYS Granta

Since prehistoric times, fibers have been used for clothing, bedding, rope and sails; today they do much more. Fiber production exceeded 100 million tonnes per year in 2018. Of this, 35% was natural, the rest was synthetic; 20% of all plastic is used as fibers. Yet many Materials courses spend little time on them. The latest release of the CES EduPack includes greatly expanded coverage of fibers. This poster illustrates how it can give students a fast, engaging introduction to their origins and their mechanical, environmental and economic characteristics. And there is an additional twist. For historical reasons, the textile community characterises fibers in one way (denier, tex, tenacity …), the engineering community in another (kg/m, MPa …), making communication difficult. Come to our poster, give us your views on the inclusion of fibers in the teaching of Materials Science and Engineering, and you will be rewarded with a laminated unit-conversion card – a phrase-book for engineers traveling in textile-land (and vice versa).


Bioengineering: Where materials meet medicine

Lakshana Mohee, ANSYS Granta

From artificial hearts to wearable devices, Bioengineering is a rapidly evolving subject at the interface of engineering, medicine and biology. Combining traditional engineering principles with human anatomy and physiology, this exciting field perfectly showcases the impact materials can have within our lives. To support teaching in such a multidisciplinary subject, the Bioengineering database in CES EduPack has been created so that students from a variety of backgrounds can easily explore the world of materials.

In this poster, we highlight some of the key teaching resources which have been specifically created for educators on biomaterials-related courses. Finding inspiration from real-life applications, three advanced case studies look at materials selection for total hip replacements, bone scaffolds, and suture implants. Useful links to the ASM Medical Device Database are also discussed, which gives information on over 60,000 FDA-approved medical devices. As we continue to develop the Bioengineering Edition of CES EduPack, exploratory projects such as a Medical Device Database are presented as well as new Micro-Projects, which can be used by academics to stimulate active learning.


Informed Additive Manufacturing Teaching and Research Based on Materials Data

Sara Onrubia and Luca Masi, ANSYS Granta

Compared to traditional manufacturing techniques, additive manufacturing (AM) is flexible, versatile and highly customizable, with huge potential to innovate the industrial production. As a rapidly-evolving technology, this cutting-edge topic has received significant interest from universities, inspiring both educators and researchers. The performance of AM parts and objects depends on the materials and machines used for the process. Furthermore, optimizing process parameters is complex. To support informed AM teaching and research, we have updated the additive manufacturing process records in CES EduPack and the Senvol Database™ in CES Selector.

In this contribution, we will present how to use CES platform to:

• Learn the different AM processes: the principle, process characteristics, cost modelling, limitations, etc.
• Find, compare and visualize performance of additive materials and machines
• Compare the performance of AM materials against conventional engineering grades
• Add your own AM research data to present findings through clear and compelling charts and tables

With the most up-to-date material information, the students and researchers can identify the differences in performance between AM and conventional technologies and focus on the most appropriate materials and machines for the development of projects and products.


Social Life-cycle Assessment

Soma Chakrabarti, Mike Ashby and Alicia Vallejo, ANSYS Granta

Sustainable manufacture of products has environmental, economic and social dimensions. This poster describes the structure of a Social-Audit tool and its implementation in Excel. The motive is educational: to introduce the concept of social life-cycle assessment of products to students of Materials Science and Engineering in a simple way and to provide the tools and data to allow them to apply it.


Sustainability in the Classroom: tackling the issue of Plastic Waste

Bridget Ogwezi, ANSYS Granta

In this poster, we showcase one of our most popular advanced industrial case studies, Water Containers and Plastic Waste, which also lends itself to a practical classroom activity. Many engineering courses and higher education programs relate to knowledge and understanding about materials and their properties. It is easy to see that current and interesting topics can be used to engage students using realistic cases. The more realistic the case study, the better it is. By revisiting the materials options available to the designers of interesting products, we seek to understand the pros and cons of design options and their consequences.

We have used data and tools for sustainability and lifecycle investigations to tackle the urgent issue of plastic waste and the case of PET water bottles. The Eco Audit Life-cycle tool and the Sustainability Database of CES EduPack was used to compare several alternatives to the PET bottle. The results can be used to analyse and discuss environmental and socio-economic issues related to material use as well as to develop critical thinking and awareness in product development and design. A workshop has also been held that demonstrates how this framework can be used as an engaging activity in the classroom supported by the software. A full description of this case study and instructions for the activity can be found as an open resource on the Education Hub:

https://grantadesign.com/teachingresource/case-studies/