Curso ASME

Overview of Mechanical
Properties of Materials
for Engineers
Instructor’s Guide
CONTACT INFORMATION
ASME Headquarters
1-800-THE-ASME
ASME Professional Development

1-800-THE-ASME
Eastern Regional Office Southern Regional Office

8996 Burke Lake Road - Suite L102 1950 Stemmons Freeway - Suite
Burke, VA 22015-1607 5037C
703-978-5000 Dallas, TX 75207-3109
800-221-5536 214-746-4900
703-978-1157 (FAX) 800-445-2388
214-746-4902 (FAX)
Midwest Regional Office
1117 S. Milwaukee Ave. Western Regional Office
Building B - Suite 13 119-C Paul Drive
Libertyville, IL 60048-5258 San Rafael, CA 94903-2022
847-680-5493 415-499-1148
800-628-6437 800-624-9002
847-680-6012 (FAX) 415-499-1338 (FAX)
Northeast Regional Office

326 Clock Tower Commons You can also find information on
Route 22 these courses and all of ASME,
Brewster, NY 10509-9241 including ASME Professional
914-279-6200 Development, the Vice President
800-628-5981 of Professional Development,
914-279-7765 (FAX) and other contacts at the ASME
Web site...
International Regional Office
1-800-THE-ASME http://www.asme.org
Overview of
Mechanical Properties of Materials
for Engineers
by
Professor Stephen Liu

Colorado School of Mines
Metallurgical and Materials Engineering
Golden CO 80401
Copyright © 1999 by
All Rights Reserved

TABLE OF CONTENTS
Abstract ......................................................................................................… .… ...........
… ..... 3
Introduction .............................................................................................… ....… .................... 4
Organizing Unit Responsibilities...................................................................… ..................... 5
Instructor Guidelines and Responsibilities.............................................… .......… .................. 6
Computer Aided Design and Analysis Outline / Teaching Plan .....................… .............… ... 8
Instructor Notes
Appendix A: Reproducible Overheads
Appendix B: Course & Instructor Evaluation Form
Appendix C: Continuing Education Unit (CEU) Submittal Form

Course Improvement Form
Instructor’s Biography Form
ABSTRACT
This 4-hour module on Mechanical Properties of Materials for Engineers is a self-contained unit
that covers introductory concepts in the field of mechanical behavior of materials. The content is
mainly intended for non-metallurgical engineers, but can also be used for refresher courses for
materials engineers as well. The module starts with the distinction between elastic and plastic
deformation, then presents the different mechanical properties such as tensile, impact, fatigue,
and creep. It also covers several testing techniques commonly used in the determination of
mechanical properties. To illustrate and compare the properties of different materials, a series of
tables containing data from selected structural steels, aluminum alloys, titanium alloys, and
ceramic materials were included.
3
INTRODUCTION
This Mechanical Properties of Materials for Engineers course is part of the ASME International
Career Development Series – an educational tool to help engineers and managers succeed in
today’s business/engineering world. Each course in this series is a 4-hour (or half-day) self-
contained professional development seminar. The course material consists of a participant
manual and an instructor’s guide. The participant manual is a self-contained text for
students/participants, while the guide (this booklet) provides the instructional material designed to
be presented by a local knowledgeable instructor with a minimum of preparation time.
The balance of this instructor’s guide focuses on:
1. Organizing Unit Responsibilities

2. Instructor Guidelines and Responsibilities
3. Comprehensive teaching materials which may be used “as is” or adapted to incorporate
experiences and perspective of the instructor.
Welcome to the ASME International Career Development Series! We wish you all the best in your
presentation, operation and delivery of this course.
4
ORGANIZING UNIT RESPONSIBILITIES
Detailed procedures for conducting professional development courses are available from the
ASME Professional Development or Member Affairs Departments, or from the ASME Regional
Offices (see the inside front cover for contact information). The key responsibilities and activities
for conducting a Career Development Series course falls with the organizing unit (Section,
Division, or other) and includes the items listed below.
1. Select the Course Content: Do this based upon member or industry input and use one or
more of the modules to create a course anywhere from 1/2 day to 2 days in length.
2. Select a Local Instructor: Find a technically qualified individual who is a good communicator,
is knowledgeable, and is capable of generating participant interaction.
3. Materials: Arrange with ASME for the instructor’s guide and participant manuals (call 1-800-
THE – ASME to order).
4. Schedule the Event: A 6 month lead time is recommended so enough publicity can be
performed and accommodations and course details can be arranged.
5. Arrange a Site: Find a university, a company or a hotel, hopefully at low or no cost. Make
sure the facility is good for an adequate table and chair arrangement to accommodate the
expected attendees (typically 10 - 25). Make sure you have access to proper audio-visual
equipment, either supplied at the facility or brought with you.
6. Publicize the Event: Use your unit newsletter for several months; use mailings to selected
companies; use 3-fold brochures, fliers, etc. Three months of publicity is usually required to
hold a very successful course.
7. Registration: Arrange for pre-registration by mail and on-site registration at a higher cost. This
will tend to encourage pre-registration.
8. Program Preparation: Follow up with the facility and the instructor to meet the needs of the
course. For example, name tags for the participants, tent cards for the table, overhead
projector w/extra bulbs), screen, large pad of paper or a whiteboard (could use clear
overheads and an overhead pen if necessary).
9. Site Management: Have at least one person on site to help the instructor and handle the
audio/visual requirements, facility logistics, on-site registration, refreshments, etc.
10. Wrap Up: Final resolution of any bills, arrangements, and materials including all Career
Development Seminar costs.
11. ASME Feedback (REQUIRED): Return the following items to the ASME Regional Office
administering to your region (if unsure which office this is, call one of the offices and ask or
contact InfoCentral at 1-800-THE-ASME).
•Biography of the author (this is required for ASME to provide CEUs for the
course... form in the back of this book).
•Course/Instructor evaluation forms
•Course improvement form (if any comments)
The Career Development Series professional development courses are intended to be low cost
($50 or less per 4-hour course) but also financially self-supporting; hopefully, generating revenue
for the organizing unit. Assistance in budgeting is available from your ASME Regional Office.
5
INSTRUCTOR GUIDELINES AND RESPONSIBILITIES
Thank you for serving as an instructor for ASME’s Career Development Series, an exciting
opportunity to help engineers and managers grow professionally to meet today's rapidly changing
business world. This Instructor's Guide is intended to provide the basic instructional materials for
direct use or for adaptation and expansion in teaching the course. While a separate document for
the participants contains the course text, this guide includes:
1. Options and Responsibilities: (These pages)
2. Teaching Plan: This is a preliminary plan that the instructor can use as is or adapt to meet
their experiences
3. Instructor Notes: This is a comprehensive page of information for each overhead and
provides the major learning points for the slide as well as some ideas on how to present it.
4. Reproducible Overheads: These are in the Instructor’s Guide and are here so the Instructor
can produce their own teaching tools (make their own plastic).
5. Course and Instructor Evaluation Form: This needs to be reproduced and handed out to the
participants at the conclusion of the course.
6. Continuing Education Unit (CEU) Form: This form should be reproduced and handed out to
the participants at the conclusion of the course. To receive the CEUs for taking this course,
this form must be filled out and sent with the indicated payment to the address on the form.
7. Course Improvement Form: This form should be completed by the instructor and the
organizing unit (if there are any comments) and submitted to the Regional Office, along with
the Instructor’s Bibliography Form and evaluations.
8. Instructor’s Bibliography Form: The biography section of this form must be filled out (or
participants cannot get CEUs) and by the organizing unit to the Regional Office.
This Instructor’s Guide is intended to provide a reasonably complete basis for teaching this
course. The instructor may adapt the material to meet his/her style, or use it “as is.” Preparation
steps include:
Send the Organizing Unit Information: This includes the instructor biography, A/V needs,
etc.
Read the Material: Review the Participant Manual and the Instructor’s Guide
Review and Adapt the Outline/Teaching Plan:

- adapt as needed
- 1-hour segments with breaks recommended
- include in-class exercises
- frequent Q & A periods
Prepare Class Materials:
- make transparencies from hard copies
- add new overheads (if needed)
- 2 blank transparency sheets per participant + marking pens
- Diskettes with simple spreadsheets (Lotus/Excel)
- Have students bring or supply annual reports (one per two students)
- Have students bring laptops or have site provide them (optional)
6
Prepare Your Teaching Notebook: Many instructors use a 3-ring binder to hold
transparencies, notes and examples in proper order. Review the course content and
prepare a teaching plan for time verification. Other preparation options can be used to
suite the instructor’s style.
Typically, it takes 1 to 2 days to evaluate the materials and prepare to give the course. Some final
helpful hints include:
1. Keep it simple
2. Identify one key thought per visual
3. Remember... this is not a classroom... attendees do not have to listen
4. Pace yourself, speak slowly and distinctly
5. Avoid acronyms
6. Practice the presentation
7. Keep to the schedule or teaching plan
8. Encourage “lots” of class participation
9. Field questions throughout the class, but watch your time
10. Don’t forget breaks
11. Challenge the participants to interact
12. Add humor to your presentation with things like cartoons, stories, etc.
13. Recommend to the participants that they take notes on the back side of the course text
pages... they have been left blank for this purpose!
7
Suggested Outline/Teaching Plan
Time Major Class Segment Sub- Sub-Segment Overheads

Interval Segment
(min) Interval
(min)
5 Mechanical Properties 5 Course Introduction Ov. 1-2
of Materials for Objectives and Overview
Engineers
35 Elastic Behavior of 5 Elastic Modulus vs Strength Ov. 3-9
Materials Diagram
:Stress-Strain Definition
5 Material Testing
5 Hooke’s Law
10 Deformation of Materials
10 Problem Solving
10 Break
40 Plastic Behavior of 5 Yield Strength Ov. 10-24
Materials 10 Problem Solving
5 Mechanisms of Plastic Deformation
: Dislocations-Grain Boundary
5 Interaction
15 Fracture Appearance
Hardness Testing
10 Break
40 Fracture and Fracture 10 Effect of Deformation Rate Ov. 25-30
Toughness :Charpy V-Notch Testing
10 Fracture Toughness vs Strength
10 Fracture Toughness of Materials
10 Problem Solving
10 Break
35 Fatigue of Materials 5 Loading Conditions Ov. 31-40
:S-N Curves
5 Micromechanism of Fatigue
10 Fatigue Crack Propagation
10 Problem Solving
5 Fatigue vs Fracture Toughness
20 Creep of Materials General Information Ov. 41-48
5 Mechanism of Creep
5 Deformation Mechanism Map
5 Creep Testing
5 Problem Solving
10 Break
15 Development of Strengthening Mechanisms Ov. 49-52
Mechanical Properties 5 Solid Solution Strengthening
5 Grain Refinement
5 Precipitation Strengthening
10 Closure 10 Summary
Questionnaire (Fill in and
Collect)
CEU Form (Hand out –
Individual Responsibility
to Return)
8
Overview of Mechanical Properties of Materials for Engineers
Instructor’s Personal Notes

Mechanical Properties of
Materials for Engineers
• Objectives and Outline
– Elastic Behavior of Materials
– Plastic Behavior of Materials
– Impact and Fracture Toughness of Materials
– Fatigue of Materials
– Creep of Materials
– Development of Mechanical Properties
– Model Material Systems
– Summary
Instructor’s Outline Major Learning Points

1. General introduction of short course.
2. Short description of the outline and each
of the topics.
9

Elastic Behavior of Materials
Chart
Chartfor
forElastic
Elastic
Design
Design
••
Contours
Contoursshow
show
Failure
FailureStrength
Strength
••
Selection
Selectionof
ofMaterials
Materials
for:
for:
–– Springs
Springs
–– Elastic
ElasticHinges
Hinges
–– Pivots
Pivots
–– Elastic
ElasticBearings
Bearings
–– ……
–– Yield-before-
Yield-before-
Buckling
BucklingDesign
Design
Ashby
Ashbyand
andJones
Jones1980
1980

1. Discuss design concept based on elastic 1. Elastic deformation.
properties.
2. Mechanical design concepts.
2. Discuss relationship between elastic
modulus and strength.
3. Discuss examples of applications within
the elastic regime.
10

Material
Testing
• Tensile Testing
• Compression
Testing
• Fatigue Testing
• Fracture
Toughness Testing
• Specimen
Geometry
• Extensometer
Smith
Smith1993
1993

1. Discuss the different types of
mechanical testing.
2. Discuss the objectives of each of the
testing methods and the type of results
expected.
3. Show the different elements of the
tensile testing machine.
11

• Stress-Strain Definition
F
– Stress (Engineering Stress) S=
A
– Strain (Engineering Strain)
∆l
• Normal Tensile Strain e=
lo
• Normal Lateral Strain
Lateral Strain
– Poisson’s Ratio ν =−
Tensile Strain
; ν ≈0.33
F
σ=
– True Stress A
– True Strain dl ε = Ln l
dε =
l lo

1. Define stress and strain terms. 1. Deformation behavior in a continuum.
12

• Stress-Strain Relationship
Ashby
Ashbyand
andJones
Jones1980
1980

1. Define stress-strain relationship.
2. Describe the elastic and reversible
deformation behavior.
3. Describe elastic deformation and elastic
energy.
13

– Hooke’s Law
• Normal Tensile σ = Eε n
• Simple Compression τ = Eγ
• Volumetric Shrinkage p = − κ∆
– E: Young’s Modulus u(E )= u (σ ) e.g. psi, ksi, Nm− 2

– G: Shear Modulus
– K: Bulk Modulus κ ≈E; G ≈23 E

1. Define Hooke’s Law.
2. Define the different moduli.

Problem Solving - Stress/Strain Definition
• A low carbon structural steel sample of
dimensions 0.5 in. x 0.5 in. x 6 in. was pulled
along the long axis during tensile testing. The
2.00 in. gage marking originally notched on
the specimen measured 2.5 in. apart after the
test. Calculate the engineering strain and the
percent elongation that the sample
experienced.
(Ans. ε = 0.25, % Elongation = 25)

1. Apply definition of strain and elongation 1. Practical problem solving in stress-strain
in practical calculation. relationship.

• Calculate the engineering stress and strain,
the true stress and stain using the tensile
testing data reported in the following:
– Load applied to specimen = 25,000 lb
– Initial specimen diameter = 0.50 in.
– Diameter of specimen under load = 0.45 in.
(Ans. Eng. Stress = 127,600 psi, Eng. Strain = 0.23

True Stress = 157,000 psi, True Strain = 0.21)

1. Apply definition of engineering stress, 1. Practical problem solving in stress-strain
engineering strain, true stress, and true relationship.
strain in practical calculation.

Deformation of Materials
Ashby
Ashbyand
andJones
Jones1980
1980

1. Describe a complete stress-strain curve. 1. Plastic instability.
2. Discuss plastic deformation.
3. Describe the necking phenomenon.
4. Discuss elastic deformation in the plastic
regime.

Ashby
Ashbyand
andJones
Jones1980
1980

1. Describe a complete stress-strain curve.
2. Discuss plastic deformation.
3. Show yield stress.
4. Show onset of necking.
4. Show plastic strain.

True Stress
F
σ=
A
True Strain
dl
dε =
l
l
ε = Ln
lo
Gladman
Gladman1997
1997

1. Discuss engineering stress/strain and 1. Strain hardening.
true stress/strain.
2. Uniform and non-uniform deformation.
2. Discuss uniform deformation and non-
uniform deformation.
3. Discuss strain hardening.

Plastic Behavior of Materials
• Yield Strength
– Lower and Upper Yield Point
– Lüders Band (Hall 1970)
(Hall 1970)

1. Discuss yielding. 1. Micromechanism in plastic deformation.
2. Show upper and lower yield point. 2. Interstitial elements.
3. Show the rough surface because of the 3. Anisotropy in plastic deformation.
formation of Lüders band.
4. Show serrated yielding and relate to
interstitial elements.

Problem Solving - Plastic
Deformation
• A sheet of thermomechanical controlled
processing (TMCP) steel is cold rolled 20% to
a thickness of 5.00 mm The sheet is then
further cold rolled to 3.00 mm. What is the
total percent cold deformation?
(Ans. Total cold deformation = 52%)

1. Apply definition of cold deformation in 1. Practical problem solving in size
terms of elongation in practical calculation. reduction calculation.

Deformation
• Calculate the percent cold reduction when an
annealed eutectoid steel wire (with 0.8 wt.
pct. carbon) is cold drawn from a diameter of
2.5 mm to a diameter of 1.25 mm.
(Ans. Total cold reduction = 75%)

1. Apply definition of cold deformation in 1. Practical problem solving in size
terms of area reduction in practical reduction calculation.
calculation.

• Mechanisms of Plastic Deformation
– Crystal Defects
• Dislocations
– Edge Dislocations
– Screw Dislocations
r
• Burgers Vector b
• Burgers Circuit
• Dislocation Line Vector
Ashby
Ashbyand
andJones
Jones1980
1980
Dislocation Density: 105 - 1012 cm/cm3

1. Discuss crystal defects. 1. Dislocations.
2. Describe line defects - dislocations. 2. Burgers circuit and burgers vector.
3. Relate dislocations to plastic
deformation.

• Dislocation-Grain Boundary Interaction
• Strain Hardening 1
τ = α Gb ρ 2 ( )
Sub-Grain
Boundary
Grain
Dislocations pile-up against Boundary
grain and sub-grain boundary

1. Relate dislocation motion to strength. 1. Dislocation interaction.
2. Discuss the different mechanisms that 2. Strengthening mechanism.
dislocations interact with obstacles.
3. Discuss strain hardening.

Fracture Appearance
Carbides/
Silicates
• Ductile Fracture MnS
(Slow Crack Growth)

– Cup and Cone Failure
– Fibrous Zone Shear
Lip
– Shear Lip
Metals
MetalsHandbook
HandbookV.10
V.10
• Brittle Fracture Fibrous
(Fast Crack Growth) Zone
– Radial Zone Radial

Zone

1. Define ductile and brittle fracture. 1. Fracture appearance and stress state.
2. Describe the different zones of a fracture 2. Crack propagation and stress state.
surface.
3. Discuss crack propagation.

• Hardness Testing
– Not a Well-Defined Property
• Tests use Different Combinations of the Elastic,
Yielding and Work Hardening Characteristics
– Relates Better to Tensile Strength than
Yield Strength
σUTS ≈3.2 HV
– Types of Measurement
• Indentation - Brinell, Vickers, Rockwell
• Height of rebound - Shore

1.Recognize hardness as the simplest
mechanical properties available.
2. Describe hardness testing and types of
measurements.
3. Relate hardness to strength.

– Measures Size of Indentation of Prescribed
Geometry Under a Known Load
• Brinell
– Indenter made of Hardened Steel Sphere
– 10 mm Diameter
– 3000 kg Load (Steel)
– Constant Load/(Diameter)2 Ratio
Load
HB =
Contact Surface Area of Indentation
u(H B )= kg f mm − 2
P
HB =
πD
2
(
D − D2 − d 2 )

1. Describe Brinell hardness testing, one of
the most common test methods for
hardness.
2. Describe the indentor and load used.

• Vickers
– Diamond Square-Based Pyramid Indenter
– Indenter Included Angle - 136 o
– Variable Load - 120 kg to 5 kg to grams
– Geometrically Similar Impressions Under Different
Loads
136
2 P sin
2 P
HV = HV = 1.8544
L2 L2
u(HV )= kg f mm 2

1. Discuss microhardness testing.
2. Describe Vickers hardness testing,
another of the most common test methods
for hardness.
3. Describe the different indentor and load
used.

– Measures the Depth of the Indentation
• Rockwell C, A, D
– Diamond Cone Indenter
– Indenter Included Agnle - 120 o
– Pre-Load of 10 kg f
– Variable Load - 150 kgf (C), 60 kg f (A), 100 kgf (D)
• Rockwell B, E, F, G, …
– Indenters made of Hardened Steel Spheres
– Variable Diameters - 1.59 mm (B, F, and G), 3.17
mm (E)
– Variable Load - 100 kgf (B), 100 kgf (E), 60 kgf (F),
Smith 150 kgf (G)
Smith1993
1993

1. Describe Rockwell hardness testing,
another of the most common test methods
for hardness.
2. Describe the different indentors and
loads used.

Hardness
Hardness
Testing
Testing
Hayden,
Hayden,Moffatt,
Moffatt,
Wulff
Wulff1965
1965

1. Compare the different hardness testing
methods.
2. Emphasize the different geometries of
the indentors and the loads used during
testing.

– Measures the Height of Rebound of an
Indenter
• Shore
– Diamond-Pointed Hammer Weighing 2.5 grams
– Hammer Falls from Standard Height Down a
Graduated Tube
– Index of Hardness is the Height of the First Rebound

1. Describe Shore hardness testing.
2. Describe “indentor”.

Effect of Deformation Rate
• Deformation Rate (ε&)
– Static (10 -2 - 10-5 s-1)
• Tensile Testing
• Fracture Toughness Testing
– Dynamic (10 0 - 10-2 s-1)
• Charpy Impact Testing
– Shock Loading (10 2 - 104 s-1)
• Explosive Forming
• Material Behavior at Different ε&
– σ increases with increasing ε&
– Toughness decreases with increasing ε&
Toughness
Toughnessisisaameasure
measureofofthe
theamount
amountofofenergy
energy
that
thataamaterial
materialcancanabsorb
absorbbefore
beforefracturing.
fracturing.ItIt
isisrelated
relatedtotocrack
crackpropagation.
propagation.

1. Discuss range of deformation rate. 1. Mechanical properties (strength and
toughness) changes with deformation rate.
2. Discuss the different material behavior
as a function of deformation rate.
3. Discuss the different dependency of
strength and toughness on deformation
rate.

Charpy V-Notch Impact Testing
Smith
Smith1993
1993

1. Describe Charpy impact testing
equipment.
2. Describe the different testing conditions.
3. Describe specimen geometry.
4. Discuss effect of material on impact
behavior.

Upper
Shelf
Energy
Lower
Shelf
Energy
Smith
Smith1993
1993
Ductile
DuctileBrittle
BrittleTransition
TransitionTemperature
Temperature--DBTT
DBTT
Fracture
FractureAppearance
AppearanceTransition
Temperature- -FATT
FATT

1. Discuss upper shelf and lower shelf 1. Relationship between impact energy and
energy of a Charpy curve. crack propagation.
2. Discuss the effects of second phase 2. Criteria for defining impact toughness.
particles and microstructure on impact
energy
3. Describe different criteria of comparing
Charpy impact behavior, DBTT, FATT, etc.

Fracture Toughness vs Strength
Chart
Chartfor
forElastic
Elastic
Design
Design
••
Contours
Contoursshow
show
Process
ProcessZone
Zone(Plastic
(Plastic
Zone)
Zone) Diameter
Diameter
••
Selection
Selectionof
ofMaterials
Materials
for:
for:
––Yield-before-Break
Yield-before-Break
Design
Design
––Leak-before-Break
Leak-before-Break
Design
Design
Ashby
Ashbyand
andJones
Jones1980
1980

1. Discuss different design concepts, e.g. 1. Fracture toughness as a material
yield before break and leak before break. property.
2. Define fracture toughness. 2. Design concepts - Yield before break
and Leak before break.
3. Discuss fracture toughness vs strength
relationship.
4. Define process zone.

Fracture Toughness of Materials
• Fracture Mechanics Approach
– Linear Elastic Fracture Mechanics (LFEM)
• Stress and Defect Dependent
K = Y EG = Yσ πa
• K I - Stress Intensity Factor (Mode 1)
• K IC - Fracture Toughness
K IC = Yσ f πa
σσ--Applied
AppliedNormal
NormalStress
Stress
aa--Edge
EdgeCrack
CrackLength
LengthororHalf
Halfthe
theLength
Lengthofofan
anInternal
InternalThrough
ThroughCrack
Crack
YY--Dimensionless
Dimensionless GeometricConstant
Geometric Constantofofthe
theOrder
Orderofof11
σσ - Fracture Stress
f - Fracture Stress
f

1. Discuss the fracture mechanics in 1. Fracture mechanics concepts.
defining material toughness.
2. Discuss linear elastic fracture
mechanics.
3. Discuss stress intensity factor.

Problem Solving - LEFM
• For a particular engineering application, a
2024 aluminum alloy plate must support 220
MPa in tension. Determine the largest internal
flaw size that this material can support.
– KIC=26.4 Mpa.m0.5
– Assume Y=1.
(Ans. 2a = 9.2 mm)

1. Apply LEFM in practical calculation to 1. Practical problem solving using Linear
determine maximum flaw size. Elastic Fracture Mechanics.

Fatigue of Materials
•Repeated Loading
Conditions
–Cyclic Loading
–S-N Curves
(Fatigue
Strength)
Smith
Smith1993
1993

1. Describe different loading conditions. 1. Real components often undergo
repeated loading.
2. Discuss cyclic loading.
3. Introduce S-N curve.
4. Define endurance limit (fatigue strength).
5. Define cycles to failure.

σmax + σmin
•Mean Stress σm =
2
•Range of Stress σr = σmax − σmin
σr
•Stress Amplitude σa =
2
σmin
•Stress Ratio R =
σmax

1. Define different terms related to fatigue
loading.

• S-N Curves
– Endurance Limit, Fatigue Strength
Smith
Smith1993
1993

1. Define endurance limit (fatigue strength). 1. Fatigue endurance is a function of
material (crystal structure) among others.
2. Define cycles to failure.

• Micromechanism of Fatigue
– Striations
• Intrusion and Extrusion
Metals
MetalsHandbook
HandbookV.10
V.10

1. Discuss micromechanism of fatigue 1. Fatigue is plasticity driven even though
failure. the stress level can be below yielding.
2. Define intrusions and extrusions.
3. Describe striations and beach mark.

Hardened Steel Connecting Rod

Inclusion initiated Fatigue Fracture.
Metals Handbook V. 10

1. Non-metallic inclusion nucleating crack 1. Failure analysis by fracture surface
which propagated by fatigue. examination.

Hardened Steel Valve Spring

Inclusion initiated Fatigue
Fracture

1. Non-metallic inclusion nucleating crack 1. Failure analysis by fracture surface
which propagated by fatigue. examination.

• Fatigue Crack Propagation vs Stress and
Crack Length
∝ f (σ , a )
da
dn
da
dn
= A∆K m log
da
dn
(
= log A∆K m )
= fatigue crack growth rate (mm / cycle, in / cycle)

da
dn
(
∆K = K max − K min = Stress Intensity Factor Range MPa m , ksi in )
A, m = Constants f (material , enviornment , frequency, T , R )

1. Apply fracture mechanics to fatigue.
2. Relate fatigue crack growth to stress
intensity factor range.

Fatigue of
Materials
log
da
dn
(
= log A∆K m )
Smith
Smith1993
1993

1. Discuss the different ranges of fatigue
crack growth rate using the da/dN vs K
diagram.

Fatigue/Fracture Toughness of Materials
Crack
CrackMonitoring
MonitoringSystem
System
Smith
Smith1993
1993

1. Describe the equipment setup used in
determining fatigue/fracture toughness of
materials.
2. Describe CTOD testing produce and
specimen geometry.

Problem Solving - Fatigue
• An alloy steel plate is subjected to repeated tensile
and compressive loading with constant amplitude.
The uniaxial fatigue cyclic stresses have magnitudes
of 120 and 50 MPa, respectively. Given the static
properties of the plate: yield strength of 1500 Mpa,
fracture toughness K IC of 45 MPa.m0.5. If the plate
contains a uniform through thickness edge crack of
1.0 mm, how many fatigue cycles are estimated to
cause fracture?
– Use da = 2.0 x10− 12 ∆Κ3
dN
– Assume y = 1
(Ans. Number of cycles to fracture = 2.80 x 10 6)

1. Apply fracture mechanics in practical 1. Practical problem solving in fatigue using
calculation to determine the number of fracture mechanics approach.
cycles to cause failure.

Creep of Materials
Creep
CreepofofLead
LeadPipes
Pipes
Ashby
Ashbyand
andJones
Jones1980
1980

1. Describe creep behavior of materials. 1. High temperature deformation behavior.
2. Discuss failure of materials at low
loading conditions.

Creep of Materials
• Structures that operate at high temperature (e.g.,
reactors, steam plants, chemical plants, turbines)
• Slow, continuous and permanent deformation
with load
ε = f (σ, t , T )
• Homologous temperature
Th = ; Th > 0.5Tm (K )
T
Tm
Metals : Th > 0.3 ~ 0.4
Ceramics : Th > 0.4 ~ 0.5

1. Define homologous temperature.
2. Describe high temperature deformation.

Creep of Materials
• Mechanism of Creep
– Dislocation Creep - Power Law Creep
• At Th>0.5, atom (bulk) diffusion allowing dislocation to
climb and glide away from obstacles under applied stress
• At Th between 0.3 and 0.5, core diffusion predominates
Q
−
ε&ss = Aσ n e RT
– Diffusional Creep - Linear-Viscous Creep

• At high T h, bulk diffusion predominates
• At low Th, grain boundary diffusion and grain boundary
sliding predominate Q
−
Cσ e RT
ε&ss =
d2

1. Discuss micromechanisms of creep. 1. Creep is defect related.
2. Define dislocation creep.
3. Define diffusional creep.
4. Discuss activation energy related to
creep deformation.

Creep of Materials
• Deformation Mechanism Maps
(Summary of competitive creep mechanisms on
normalized stress vs. homologous temperature
space)
bulk diffusion
• Creep Damage Ashby

Ashbyand
andJones
Jones1980
1980

1. Describe deformation mechanism map. 1. Different mechanisms operate under
different conditions.
2. Describe creep damage.

Creep of Materials
• Creep Testing
– Sample typically loaded in tension, at constant load,
and at constant temperature
– Steady-State Creep (Power Law Creep)
– Creep-Rupture Diagram
Ashby
Ashbyand
andJones
Jones1980
1980

1. Describe creep testing methods.
2. Describe steady-state creep and creep
rupture behavior.

Creep of Materials
Cast
CastNi-Alloy
Ni-Alloy
Turbine
TurbineBlade
Blade
Creep
CreepFailure
Failure


Creep of Materials
Cast
CastNi-Alloy
Ni-Alloy
Turbine
TurbineBlade
Blade
Stretching
Stretchingand
and
Necking
Neckingdue
due
to Creep
to Creep


Problem Solving - Creep
• Determine the time to stress rupture at 850 oC
for equiaxed MAR-M 247 alloy. The component
is loaded to 207 MPa.
(Ans. 16,627 hours)

1. Apply Larsen-Miller Parameter in 1. Practical problem solving in creep.
practical calculation of time to stress
rupture in creep.

Mechanical Behavior of Materials
• Development of Mechanical Properties
– Solid-Solution Strengthening
– Grain Refinement
– Precipitation Strengthening
– Microstructural Modification

1. Introduce the mechanisms of developing 1. Four major strengthening mechanisms.
mechanical properties of a material.

Development of Mechanical Properties
• Solid Solution Strengthening
(Takeuchi 1969)
∆H El , Misfit = σ p 4πro2 (r − ro )
sin θ
∆H El , Misfit = 4µbedgeη a ro3
r
∆H screw
El , Misfit
=0
∆a
Elastic Distortion = ⋅100
a
NNa - -size misfit parameter
a size misfit parameter
bbedge --edge component of a dislocation
edge edge component of a dislocation
σσp --hydrostatic
hydrostaticcomponent
componentofofaastress
stressfield
field
p

1. Discuss the effect of atomic size on 1. Alloying concept.
strength.
2. Discuss lattice distortion and strength.

• Grain Refinement - Hall-Petch Relationship
(Petch 1959) Hall-Petch Equation:
− 1
σ y = σi + κy d 2
Combined Solute and Grain Size

Strengthening:
∑ κC + κ d
− 1
σ y = σi + i i y
2
σσi --Friction Stress

i Friction Stress
κκy - -Strengthening
StrengtheningCoefficient
Coefficient
dd-y-Grain
GrainSize
Size
CCi - -Concentration of Species i
i Concentration of Species i

1. Discuss the effect of grain size on 1. Grain refinement.
strength.
2. Simultaneous increase in strength and
2. Relate grain size to dislocation motion. toughness is possible.
3. Discuss Hall-Petch Equation.
4. Discuss the effect of grain size on
toughness.

• Precipitation Strengthening
Orowan
Orowan Equation
Equation
Gb
∆τ y =
L
∆τ c = Af 2 r 2
1 1
∆τ l = B ⋅Gbf 2 r − 1
1
LL--Particle
ParticleInterspacing
Interspacing
(Takaheshi and Nagumo 1970) f f--Volume
VolumeFraction
FractionofofPrecipitates
Precipitates
rr--Mean
Mean ParticleSize
Particle Size

1. Discuss the effect of precipitates on 1. Second phase particles.
strength.
2. Discuss the effect of precipitates on
dislocation motion.
3. Discuss precipitation population
regarding their number, size and shape
distribution.
Appendix A
Reproducible Overheads
Overview of Mechanical Properties
of Materials for Engineers
Prepared by:
Professor Stephen Liu

Ph.D., CEng, MIM, FAWS
Professor of Metallurgical Engineering
Colorado School of Mines
Golden, Colorado 80401
Overview of Mechanical Properties
of Materials for Engineers
• Objectives and Outline
– Elastic Behavior of Materials
– Plastic Behavior of Materials
– Impact and Fracture Toughness of Materials
– Fatigue of Materials
– Creep of Materials
– Development of Mechanical Properties
– Model Material Systems
– Summary
Chart
Chartfor
forElastic
Elastic
Design
Design
••
Contours
Contoursshow
show
Failure
FailureStrength
Strength
••
Selection
Selectionof
ofMaterials
Materials
for:
for:
––Springs
Springs
––Elastic
ElasticHinges
Hinges
––Pivots
Pivots
––Elastic
ElasticBearings
Bearings
––……
––Yield-before-
Yield-before-
Buckling
BucklingDesign
Design
Ashby
Ashbyand
andJones
Jones1980
1980
Material
Testing
• Tensile Testing
• Compression
Testing
• Fatigue Testing
• Fracture
Toughness Testing
• Specimen
Geometry
• Extensometer
Smith
Smith1993
1993
• Stress-Strain Definition
F
– Stress (Engineering Stress) S=
A
– Strain (Engineering Strain)
∆l
• Normal Tensile Strain e=
lo
• Normal Lateral Strain
Lateral Strain
– Poisson’s Ratio ν=−
Tensile Strain
; ν ≈0.33
F
– True Stress σ=
A
– True Strain dl ε = Ln l
dε = lo
l
Ashby
Ashbyand
andJones
Jones1980
1980
– Hooke’s Law
• Normal Tensile σ = Eεn
• Simple Compression τ = Eγ
• Volumetric Shrinkage p = − κ∆
– E: Young’s Modulus u (E )= u (σ ) e.g. psi, ksi, Nm − 2

– G: Shear Modulus
– K: Bulk Modulus κ ≈E; G ≈23 E
• A low carbon structural steel sample of
dimensions 0.5 in. x 0.5 in. x 6 in. was pulled
along the long axis during tensile testing. The
2.00 in. gage marking originally notched on
the specimen measured 2.5 in. apart after the
test. Calculate the engineering strain and the
percent elongation that the sample
experienced.
(Ans. ε = 0.25, % Elongation = 25)

• Calculate the engineering stress and strain,
the true stress and stain using the tensile
testing data reported in the following:
– Load applied to specimen = 25,000 lb
– Initial specimen diameter = 0.50 in.
– Diameter of specimen under load = 0.45 in.
(Ans. Eng. Stress = 127,600 psi, Eng. Strain = 0.23

True Stress = 157,000 psi, True Strain = 0.21)
Ashby
Ashbyand
andJones
Jones1980
1980
Ashby
Ashbyand
andJones
Jones1980
1980
True Stress
F
σ=
A
True Strain
dl
dε =
l
l
ε = Ln
lo
Gladman
Gladman1997
1997
• Yield Strength
– Lower and Upper Yield Point
– Lüders Band (Hall 1970)
(Hall 1970)
Deformation
• A sheet of thermomechanical controlled
processing (TMCP) steel is cold rolled 20% to
a thickness of 5.00 mm The sheet is then
further cold rolled to 3.00 mm. What is the
total percent cold deformation?
(Ans. Total cold deformation = 52%)

Deformation
• Calculate the percent cold reduction when an
annealed eutectoid steel wire (with 0.8 wt.
pct. carbon) is cold drawn from a diameter of
2.5 mm to a diameter of 1.25 mm.
(Ans. Total cold reduction = 75%)

• Mechanisms of Plastic Deformation
– Crystal Defects
• Dislocations
– Edge Dislocations
– Screw Dislocations
r
• Burgers Vector b
• Burgers Circuit
• Dislocation Line Vector
Ashby
Ashbyand
andJones
Jones1980
1980
Dislocation Density: 10 5 - 1012 cm/cm 3
• Dislocation-Grain Boundary Interaction
• Strain Hardening 1
τ = αGb ρ 2 ( )
Sub-Grain
Boundary
Grain
Dislocations pile-up against Boundary
grain and sub-grain boundary
Fracture Appearance
Carbides/
Silicates
• Ductile Fracture MnS
(Slow Crack Growth)

– Cup and Cone Failure
– Fibrous Zone Shear
Lip
– Shear Lip
Metals
MetalsHandbook
HandbookV.10
V.10
• Brittle Fracture Fibrous
(Fast Crack Growth) Zone
– Radial Zone Radial

Zone
– Not a Well-Defined Property
• Tests use Different Combinations of the Elastic,
Yielding and Work Hardening Characteristics
– Relates Better to Tensile Strength than
Yield Strength
σUTS ≈3.2 HV
– Types of Measurement
• Indentation - Brinell, Vickers, Rockwell
• Height of rebound - Shore
• Brinell
– Indenter made of Hardened Steel Sphere
– 10 mm Diameter
– 3000 kg Load (Steel)
– Constant Load/(Diameter)2 Ratio
Load
HB =
Contact Surface Area of Indentation
u (H B )= kg f mm− 2
P
HB =
πD
2
(
D − D2 − d 2 )
• Vickers
– Diamond Square-Based Pyramid Indenter
– Indenter Included Angle - 136o
– Variable Load - 120 kg to 5 kg to grams
– Geometrically Similar Impressions Under Different
Loads
136
2 P sin
2 P
HV = H V = 1.8544
L2 L2
u (H V )= kg f mm 2
– Measures the Depth of the Indentation
• Rockwell C, A, D
– Diamond Cone Indenter
– Indenter Included Agnle - 120o
– Pre-Load of 10 kgf
– Variable Load - 150 kgf (C), 60 kgf (A), 100 kgf (D)
• Rockwell B, E, F, G, …
– Indenters made of Hardened Steel Spheres
– Variable Diameters - 1.59 mm (B, F, and G), 3.17
mm (E)
– Variable Load - 100 kgf (B), 100 kgf (E), 60 kgf (F),
Smith 150 kgf (G)
Smith1993
1993
Hardness
Hardness
Testing
Testing
Hayden,
Hayden,Moffatt,
Moffatt,
Wulff
Wulff1965
1965
– Measures the Height of Rebound of an
Indenter
• Shore
– Diamond-Pointed Hammer Weighing 2.5 grams
– Hammer Falls from Standard Height Down a
Graduated Tube
– Index of Hardness is the Height of the First Rebound
Effect of Deformation Rate
• Deformation Rate (ε&)
– Static (10-2 - 10-5 s-1)
• Tensile Testing
• Fracture Toughness Testing
– Dynamic (100 - 10-2 s-1)
• Charpy Impact Testing
– Shock Loading (102 - 104 s-1)
• Explosive Forming
• Material Behavior at Different ε&
– σ increases with increasing ε&
– Toughness decreases with increasing ε&
Toughness
Toughnessisisaameasure
measureofofthe
theamount
amountofofenergy
energy
that
that a material can absorb before fracturing.ItIt
a material can absorb before fracturing.
isisrelated
relatedtotocrack
crackpropagation.
propagation.
Smith
Smith1993
1993
Upper
Shelf
Energy
Lower
Shelf
Energy
Smith
Smith1993
1993
Ductile
DuctileBrittle
BrittleTransition
Temperature--DBTT
DBTT
Fracture
Fracture Appearance Transition Temperature--FATT
Appearance Transition Temperature FATT
Fracture Toughness vs Strength
Chart
Chartfor
forElastic
Elastic
Design
Design
••
Contours
Contoursshow
show
Process
ProcessZone
Zone(Plastic
(Plastic
Zone)
Zone)Diameter
Diameter
••
Selection
Selectionof
ofMaterials
Materials
for:
for:
––Yield-before-Break
Yield-before-Break
Design
Design
––Leak-before-Break
Leak-before-Break
Design
Design
Ashby
Ashbyand
andJones
Jones1980
1980
Fracture Toughness of Materials
• Fracture Mechanics Approach
– Linear Elastic Fracture Mechanics (LFEM)
• Stress and Defect Dependent
K = Y EG = Yσ πa
• KI - Stress Intensity Factor (Mode 1)
• KIC - Fracture Toughness
K IC = Yσ f πa
σσ--Applied
AppliedNormal
NormalStress
Stress
aa--Edge
EdgeCrack
CrackLength
Lengthor
orHalf
Halfthe
theLength
Lengthofofan
anInternal
InternalThrough
ThroughCrack
Crack
YY--Dimensionless
DimensionlessGeometric
GeometricConstant
Constantofofthe
theOrder
Orderofof11
σσf --Fracture
FractureStress
Stress
f
Problem Solving - LEFM
• For a particular engineering application, a
2024 aluminum alloy plate must support 220
MPa in tension. Determine the largest internal
flaw size that this material can support.
– KIC=26.4 Mpa.m0.5
– Assume Y=1.
(Ans. 2a = 9.2 mm)

•Repeated Loading
Conditions
–Cyclic Loading
–S-N Curves
(Fatigue
Strength)
Smith
Smith1993
1993
σmax + σmin
•Mean Stress σm =
2
•Range of Stress σr = σmax − σmin
σr
•Stress Amplitude σa =
2
σmin
•Stress Ratio R =
σmax
• S-N Curves
– Endurance Limit, Fatigue Strength
Smith
Smith1993
1993
• Micromechanism of Fatigue
– Striations
• Intrusion and Extrusion
Metals
MetalsHandbook
HandbookV.10
V.10
Hardened Steel Connecting Rod

Inclusion initiated Fatigue Fracture.
Hardened Steel Valve Spring

Inclusion initiated Fatigue
Fracture
• Fatigue Crack Propagation vs Stress and
Crack Length
∝ f (σ, a )
da
dn
da
dn
= A∆K m log
da
dn
(
= log A∆K m )
= fatigue crack growth rate (mm / cycle, in / cycle)

da
dn
(
∆K = K max − K min = Stress Intensity Factor Range MPa m , ksi in )
A, m = Constants f (material, enviornment , frequency, T , R )
Fatigue of
Materials
log
da
dn
(
= log A∆K m )
Smith
Smith1993
1993
Fatigue/Fracture Toughness of Materials
Crack
CrackMonitoring
MonitoringSystem
System
Smith
Smith1993
1993
Problem Solving - Fatigue
• An alloy steel plate is subjected to repeated tensile
and compressive loading with constant amplitude.
The uniaxial fatigue cyclic stresses have magnitudes
of 120 and 50 MPa, respectively. Given the static
properties of the plate: yield strength of 1500 Mpa,
fracture toughness KIC of 45 MPa.m0.5. If the plate
contains a uniform through thickness edge crack of
1.0 mm, how many fatigue cycles are estimated to
cause fracture?
– Use da = 2.0 x10− 12 ∆Κ 3
dN
– Assume y = 1
(Ans. Number of cycles to fracture = 2.80 x 106)
Creep of Materials
Creep
CreepofofLead
LeadPipes
Pipes
Ashby
Ashbyand
andJones
Jones1980
1980
Creep of Materials
• Structures that operate at high temperature (e.g.,
reactors, steam plants, chemical plants, turbines)
• Slow, continuous and permanent deformation
with load
ε = f (σ, t , T )
• Homologous temperature
Th = ; Th > 0.5Tm (K )
T
Tm
Metals : Th > 0.3 ~ 0.4
Ceramics : Th > 0.4 ~ 0.5
Creep of Materials
• Mechanism of Creep
– Dislocation Creep - Power Law Creep
• At Th>0.5, atom (bulk) diffusion allowing dislocation to
climb and glide away from obstacles under applied stress
• At Th between 0.3 and 0.5, core diffusion predominates
Q
−
ε&ss = Aσ n e RT
– Diffusional Creep - Linear-Viscous Creep

• At high Th, bulk diffusion predominates
• At low Th, grain boundary diffusion and grain boundary
sliding predominate Q
−
Cσ e RT
ε&ss =
d2
Creep of Materials
• Deformation Mechanism Maps
(Summary of competitive creep mechanisms on
normalized stress vs. homologous temperature
space)
bulk diffusion
• Creep Damage Ashby

Ashbyand
andJones
Jones1980
1980
Creep of Materials
• Creep Testing
– Sample typically loaded in tension, at constant load,
and at constant temperature
– Steady-State Creep (Power Law Creep)
– Creep-Rupture Diagram
Ashby
Ashbyand
andJones
Jones1980
1980
Creep of Materials
Cast
CastNi-Alloy
Ni-Alloy
Turbine
TurbineBlade
Blade
Creep
CreepFailure
Failure
Creep of Materials
Cast
CastNi-Alloy
Ni-Alloy
Turbine
TurbineBlade
Blade
Stretching
Stretchingand
and
Necking due
Necking due
totoCreep
Creep
Problem Solving - Creep
• Determine the time to stress rupture at 850oC
for equiaxed MAR-M 247 alloy. The component
is loaded to 207 MPa.
(Ans. 16,627 hours)

Mechanical Behavior of Materials
• Development of Mechanical Properties
– Solid-Solution Strengthening
– Grain Refinement
– Precipitation Strengthening
– Microstructural Modification
• Solid Solution Strengthening
(Takeuchi 1969)
∆H El ,Misfit = σ p 4πro2 (r − ro )
sin θ
∆H El , Misfit
= 4 µb ηr
edge a o
3
r
∆H screw
El , Misfit
=0
∆a
Elastic Distortion = ⋅100
a
NNa --size misfit parameter
a size misfit parameter
bbedge --edge component of a dislocation
edge edge component of a dislocation
σσp - -hydrostatic
hydrostaticcomponent
componentofofaastress
stressfield
field
p
• Grain Refinement - Hall-Petch Relationship
(Petch 1959) Hall-Petch Equation:
−
σ y = σi + κy d
1
2
Combined Solute and Grain Size

Strengthening:
∑ κC
−
σ y = σi + + κy d
1
2
i i
i
σσi - -Friction Stress

i Friction Stress
κκy - -Strengthening Coefficient
y Strengthening Coefficient
dd--Grain
GrainSize
Size
CCi --Concentration
ConcentrationofofSpecies
Speciesi i
i
• Precipitation Strengthening
Orowan
Orowan Equation
Equation
Gb
∆τ y =
L
∆τ c = Af r
1 1
2 2
1
−1
∆τ l = B ⋅Gbf r 2
LL--Particle
ParticleInterspacing
Interspacing
(Takaheshi and Nagumo 1970) f f--Volume
VolumeFraction
FractionofofPrecipitates
Precipitates
rr--Mean
MeanParticle
ParticleSize
Size
Appendix B
Course & Instructor Evaluation Form
2
ASME Career Development Series Course Evaluation
Course Title:
Location:
Instructor:
Please assist us in the evaluation of this program. Answer the following questions by circling only one an-
swer unless otherwise stated. We will be using your feedback to plan future programs. Your assistance is
most appreciated. Please return to instructor as requested.
A. COURSE EVALUATION
Please record your overall reaction to the program by placing a circle around the
appropriate number on the scale.
10 9 8 7 6 5 4 3 2 1 0
Excellent Good Fair Poor
Please evaluate the course by circling E (excellent), G (good), F (fair), or P (poor) in the
appropriate location.
1. Course content Relevance of New

matches brochure course notes/ Applicability Knowledge Overall
description workbook to your job Gained Rating
1.1 E G F P 1.2 E G F P 1.3 E G F P 1.4 E G F P 1.5 E G F P
2. What do you think was the best feature of the course?
3. What changes, if any, would you make in the program content and/or format?
4. Can you share with us any comments about this program that we could use as a quote on our
course literature?
Optional Information
Name: Title:
Company: City/State:
Course Evaluation
3 Page 1 of 2
B. INSTRUCTOR’S EVALUATION
Please evaluate the instructor(s) by circling E (excellent), G (good), F (fair), or P (poor) in
the appropriate location.
5. Effective Effectiveness Effective Openness to

knowledge of of teaching use of Class Overall
subject matter method class time Participation Rating
1.1 E G F P 1.2 E G F P 1.3 E G F P 1.4 E G F P 1.5 E G F P
C. FACILITIES
6. How would you rate the meeting site?
7. How would you rate the overnight accommodations?

(if applicable)
8. In what other cities would you like to see this course held?
9. Additional Comments
D. FUTURE COURSES AND EDUCATIONAL PRODUCTS (Video, Self Study, Software)
10. What other courses would you like to see sponsored?
11. What educational products would you like to see sponsored by ASME and in what medium?
E. ON-SITE COMPANY TRAINING
12. Would your organization be interested in holding this course or other ASME courses at your
facility? If so, please indicate the area of interest and the contact person. Thank you.
Course Name / Topic:
Contact Name: Phone No.:
Course Evaluation
4 Page 2 of 2
Appendix C
Continuing Education Unit (CEU) Submittal Form
5
ASME Career Development Series
Continuing Education Unit (CEU) Request Form
Each 4-hour ASME Career Development Series Course earns 0.4 CEU’s
PLEASE PRINT ALL YOUR INFORMATION CLEARLY

YOUR CERTIFICATE WILL BE PREPARED FROM THIS FORM
Title of Program:
Date Held:
Instructor:
Location:
Number of CEU’s Earned: (0.4 per 4-hour module)
Last Name:
First Name, Middle Initial:
Title / Position:
Company:
Address:
City: State: Zip:
Telephone: FAX:
Please send this form, along with a check made out to ASME
for the standard fee of $15 to:

Three Park Avenue
New York, NY 10016-5990
Your Certificate will be prepared and sent to the address you indicated above.
6
IMPORTANT NOTE:
Submission of this form is optional. However, we would like to solicit
the comments of the instructor so that we may continually improve on
the Career Development Series. Any instructors who would like to
right a course should indicate so on this form and an authors package
will be forwarded to you.
Thank you for helping us with the Career Development Series.
Instructor’s Name:
Address:
City / State / Zip:
Telephone:
FAX:
E-Mail:
Comments (attach pages if necessary):
Please send this form to:

Three Park Avenue
New York, NY 10016-5990
7
IMPORTANT NOTE:
Submission of this form is required every time a Career Development
Series Course is taught. Please send this form to your Regional Office
or to the New York Office indicated at the bottom of this page as soon
as the course is complete. ASME cannot process any of the attendees
CEU requests without this form.
Attachments to this form must include:

1. A biographical sketch of the instructor
2. Course evaluations filled out by the participants at the
completion of the course.
Course:
Date Presented:
Location:
Instructor:
Number of participants:
Sponsoring Unit:
Please send this form to:

Three Park Avenue
New York, NY 10016-5990
8
YOUR PATH TO LIFELONG LEARNING
ASME offers you exciting, rewarding ways to sharpen your technical
skills, enhance personal development and prepare for advancement.
*Short Courses - More than 200 short courses offered each year keep
you up to speed in the technology fast lane--or, help you fill in any gaps
in your technical background.
*Customized Training at your organization’s site - Do you have ten or

more people at your site who could benefit from an ASME course?
Most of our courses can be offered in-house and tailored to your latest
engineering project. Bring a course to your company too.
*Self-study materials meet the needs of individuals who demand

substantive, practical information, yet require flexibility, quality and
convenience. Return to each program again and again, as a
refresher or as an invaluable addition to your reference library.
*F.E. Exam Review - A panel of seasoned educators outline a wide

range of required topics to provide a thorough review to help
practicing engineers as well as engineering students prepare for
this challenging examination. 24 hours of videotape and notes.
*P.E. Exam Review - A comprehensive review of all the major exam topics
that demonstrates the necessary math, logic and theory...and provides
shortcuts that reduce the time and effort required to prepare yourself
for this challenging exam. 15 hours of videotape and notes.
FOR INFORMATION CALL 1-800-THE-ASME AND MENTION CODE CD.
INFORMATION REQUEST FORM

Please mail to ASME at 22 Law Drive, P.O. Box 2900, Fairfield, New Jersey, 07007-2900
or fax to 201-882-1717, call 1-800-THE-ASME, or email [email protected]
Send me information on the following:

_____Short Courses _____ In-House Training _____ Self-Study Programs
_____F.E. Exam Review _____ P.E. Exam Review
Name___________________________________________________________
Title____________________________________________________________
Organization_____________________________________________________
Business Address_________________________________________________
City____________________________State_______________Zip___________
Business Phone ( )____________________Fax ( )______________________
E-mail Address____________________________________________________

Curso ASME

Uploaded by

Copyright:

Available Formats

Curso ASME

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Curso ASME

Uploaded by

Copyright:

Available Formats

Overview of Mechanical

ASME Professional Development

Eastern Regional Office Southern Regional Office

Northeast Regional Office

Professor Stephen Liu

All Rights Reserved

Introduction .............................................................................................… ....… .................... 4

Organizing Unit Responsibilities...................................................................… ..................... 5

Instructor Guidelines and Responsibilities.............................................… .......… .................. 6

Appendix A: Reproducible Overheads

Appendix B: Course & Instructor Evaluation Form

Appendix C: Continuing Education Unit (CEU) Submittal Form

The balance of this instructor’s guide focuses on:

1. Organizing Unit Responsibilities

1. Options and Responsibilities: (These pages)

Review and Adapt the Outline/Teaching Plan:

2. Identify one key thought per visual

3. Remember... this is not a classroom... attendees do not have to listen

4. Pace yourself, speak slowly and distinctly

6. Practice the presentation

7. Keep to the schedule or teaching plan

8. Encourage “lots” of class participation

9. Field questions throughout the class, but watch your time

10. Don’t forget breaks

11. Challenge the participants to interact

Time Major Class Segment Sub- Sub-Segment Overheads

Instructor’s Personal Notes

Instructor’s Outline Major Learning Points

Instructor’s Personal Notes

Instructor’s Outline Major Learning Points

Instructor’s Personal Notes

Instructor’s Outline Major Learning Points

Instructor’s Personal Notes

Instructor’s Outline Major Learning Points

Instructor’s Personal Notes

Instructor’s Outline Major Learning Points

Instructor’s Personal Notes

– E: Young’s Modulus u(E )= u (σ ) e.g. psi, ksi, Nm− 2

Instructor’s Outline Major Learning Points

Instructor’s Personal Notes

(Ans. ε = 0.25, % Elongation = 25)

Instructor’s Outline Major Learning Points

Instructor’s Personal Notes

(Ans. Eng. Stress = 127,600 psi, Eng. Strain = 0.23

Instructor’s Outline Major Learning Points

Instructor’s Personal Notes

Instructor’s Outline Major Learning Points

Instructor’s Personal Notes

Instructor’s Outline Major Learning Points

Instructor’s Personal Notes

Instructor’s Outline Major Learning Points

Instructor’s Personal Notes

Instructor’s Outline Major Learning Points

Instructor’s Personal Notes

(Ans. Total cold deformation = 52%)

Instructor’s Outline Major Learning Points

Instructor’s Personal Notes

(Ans. Total cold reduction = 75%)

Instructor’s Outline Major Learning Points