Solution Manual for Engineering Materials: Properties and Selection, 9th Edition

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Online’s Manual withSolutionsto accompanyEngineering Materials:Properties and SelectionNinthEditionKenneth G. BudinskiMichael K. BudinskiSOLUTION MANUAL

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iiiThe ninth edition of this book contains the biggest changes in its almost thirty year existence.We put all of the “must know” fundamentals up front. The first chapter now contains non-destructive testing information that was formerly in the last chapter. The second chaptercontains the chemistry fundamentals formerly in the introduction chapter and Chapters 3 and 4were rewritten with the goal of making sure that students know their properties; mechanical,physical, and chemical. We have observed this as a weakness in many technicians andengineers. They need to understand thoroughly the differences between strength, stiffness, andtoughness. They need to know the practical importance of thermal expansion, conductivity,density, ferromagnetism, and other physical properties.We followthese “fundamental” chapters with chapters on tribology and corrosion. Thus, wedeal with the impediments to serviceability, wear, corrosion, and breakage before we discussspecific materials. All materials are subject to these issues and the thought isthat we can nowreadily discuss how specific materials respond to these issues.The specific material chapters remain about the same as in previous editions, but each wasupdated to respond to current usage. We added a “global concern” section to each chapter toaddress current research, market conditions, availability, and any other issues that can affectselection. Chapter 22 is new and is intended to give students an introduction to the hot topic ofthis first decade of the new millennium–nanotechnology. It is so diverse in application that it ishard to teach “nanotechnology.” Instead, we recommend concentration on the tools and howthey are used to work with nanometer-sized materials. The tools apply to nano aspects inmedicine as well as additives to molded plastics.This manual contains an overview with our teaching opinions on the chapter subject, followed bya listing of chapter goals, a lecture outline, and answers to end-of-chapter questions. The lectureoutline can be made into PowerPoint slides to show students what will be covered in lectures.There is also a “PowerPoint presentation” on each chapter available from the publisher.The chapter end questions are all new to this edition. Since this manual was only reviewed byone person,and it takes several revisions to get a perfect new text, you may find some typos anderrors. Please let us know of any you may find.We believe that this edition ofEngineering Materials: Properties and Selectionis the best yet.We have tried to make it apply to all fields. Previous editions were slanted toward machinedesigners. This bias has been removed since there are less and less engineers working inmanufacturing. We wrote this edition for all material users.Thank you for selectingEngineering Materials: Properties and Selectionfor your students. Wehope that it meets your teaching and reference needs, and that it stimulates interest on the part ofPreface

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ivyour students. They really need to know about engineering materials if they want to “make it” asengineers, technicians, or material users in any field. Using the right material for constructionhas never been more important.K.G. BudinskiM.K. Budinski

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vTable of ContentsChapter 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . 1Chapter 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Chapter 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . 12Chapter 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Chapter 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Chapter 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Chapter 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Chapter 8. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Chapter 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Chapter 10. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Chapter 11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Chapter 12. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . 67Chapter 13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72Chapter 14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 78Chapter 15. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Chapter 16. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Chapter 17. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Chapter 18. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Chapter 19. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Chapter 20. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112Chapter 21. . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119Chapter 22. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126Chapter 23. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . 131

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1OVERVIEWThis chapter is intended to stimulate interest on the part of students in engineering materials. Italso contains most of the information that material users willneed to know about inspectingmaterials for incipient failures (cracks) or manufacturing defects (NDE). Our reason for puttingNDE information in the introduction is that it applies to all materials. It is important and yetmost curricula cannot afford acomplete lecture on just this topic.CHAPTER GOALSUpon completion of this chapter, the student should:have an interest in learning about the materials used to make thingshave an understanding of the importance of using the “right” material for anapplicationhave an understanding of the reasons why products failhave an understanding of NDE and how to apply itLECTURE OUTLINE•WHAT IS MATERIALS ENGINEERINGoDefinitionoHistorical development of Engineering MaterialsoHow materials were key to the evolution of civilization•THE LANGUAGE OF MATERIALSoRole of the puresciences(Figure 1-1)oThe Periodic Table of Elements (Back cover)oGlossary in this text•THE ROLE OF MATERIALS IN PRODUCT SUCCESSoReasons why things failoProducts that fail by design (Figure 1-3)oCategories of material properties (Figure 1-3)oWhat is “Service Life”CHAPTER 1THE IMPORTANCE OF ENGINEERINGMATERIALS

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2•INSPECTION TO PREVENT FAILURESoReasons for inspection (Figure 1-4)oWhat is NDT/NDEoCommon NDT techniques (Table 1-1)oWhat role should NDT play in engineering?•ENGINEERING MATERIALS AS THEY APPLY TO YOUR WORLDoEngineering materials in the homeoEngineering materials at workoEngineering material at playoWhy engineering materials is important•A MATERIALS REPERTOIREoWhat repertoire?oReasons for a repertoireoRepertoire management(for life)Answers to Questions1.Engineering materials are used to make “durable goods,” tools, and structures. The itemsthat they are used for have an expected service life as opposed to materials that aredisposed of after use.2.Engineering MaterialMade Possiblecarbon steel shapesincredible bridges, hi-rise structurestempered glasseliminated wires in safety glassceramic insulatorsspark plugs, high voltage power transmittersPCV plasticsiding on outside of housestungstenincandescent lightspolycarbonate plastichelmets from plastic rather than leathersilicon single crystalscomputer chipsetc.etc.3.(b) protons(goal–understand the scope of physics)4.(c) gases(goal–understand thescope of chemistry)5.(f) all of the above(goal–understand scope of materials engineering)6.(f) all of the above(goal–understand a defined service life)

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37.Acceptable answersMaterials ramificationsany hand toolsignificant alloy and heat treating(hammer, screw driver, etc.)technology is required to make them workunderground pipingcorrosion control expertise required(water, sewer, etc.)wood tablewood finishes require sophisticated(heirloom quality)coating technologynuclear power plantmaterials need ability to resist corrosion anddegradation from radioactivityetc.etc.8.(f) thermal conductivity(goal–know that it can be measured without alteringthe material)9.(f) strength(goal–know the difference between strength and stiffness)10.(g) composition(goal–know what a chemical property is)11.(f) all of the above(goal–know where NDT/NDE is used)12.(c) resonant frequency(goal–know that it is part of acoustic emission but notan NDE process per se)13.(c) electromagnetic(goal–understanding where things are in the range ofradiation rangeelectromagnetic radiation–from visible light tox-rays)14.(B) surface(goal–know thatdye penetrate is for surface defects,magnetic particle is for surface + slight subsurfaceand x-ray for internal)15.(c) 2% of 10 mm = 0.2 mm(goal–know the 2% rule)16.(e) no limit(goal–understanding of how penetrating UT is)17.(c) works onsteels(goal–understand that it only applies to ferromagneticmaterials)18.(b) blind flat-bottom hole(goal–understanding that this is how the device is set upto find certain size defects)

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419.(b) sensitivity limitation(goal–understand that flat-wise cracks can be missed)20.(a) x-ray(goal–understand that x-ray can be very sensitive on thinparts)21.(1) Toughness–do not want it to break(2) Strength–do not want it to permanently bend (yield)(3) Formable–usually they are hot or cold shaped(4) Machinable–must broach hex shape(5) Rust resistant–need to get it to the consumer before it rusts(any order is acceptable)22.Eddy current is the most suitable process for a high speed automatic inspection of thingslike welded tubing. Speeds can be tens of meters per minute.23.CT Tomography scans produce a 3-D radiograph that will pinpoint defects.24.(1) messy(2) defect must come to the surface(3) not very sensitive25.I would use magnetic particle. I would wrap the power cable around the pipe, connectthe cable to the power supply, spray the particles on the specimen, and use an ultravioletlight to pinpoint defects.26.All of the above(goal–understand the scope of manufacturingprocess in autos)27.rayon(goal–know what a synthetic fabric is)28.ME--tool materialsChemE--corrosion-resistant materialsEE--chip substratesAE--airframe structural materialsCE--bridge materials, rebar typesMedicine--materials for medical devices and toolsBiomedical engineering--materials for prosthetic devices

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529.(f) all of the above(goal–understand that many factors can contributeto wear)30.(c) alloy makeup(goal–think about what causes corrosion)31.(a) impact strength(goal–think about why things break)32.This is an experimental question intended to spur students’ interest in what they areabout to embark on learning materials.33.(b) rebar(goal–see how much students know about steelat this point)34.(a) stainless steel(goal–have students think about what they need tolearn in materials)35.This could be an essay question, but a class discussion may be more beneficial to thestudents.

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6OVERVIEWWhat you teach in this chapter depends on the background of the students. If they all have had achemistry course, you can skim over the periodic table and atomic theory. But usually, moststudents will appreciate a review. This chapter contains the fundamentals that govern allmaterials. The students need to walk away with a lasting understanding of how the elements arethe basis of all materials, all life, and that atomic differences between elements determine howthey behave and react. It is very important that students understand the differences betweenorganic and inorganic materials and how the solid state differs from other states of matter.We progress through metals, plastics, ceramics, and composites and show how they are related.Ultimately,this text proposes considering all of these material systems every time a materialselection must be made. That is a basic philosophy of this text. We hope you agree. Studentsshould leave this chapter feeling comfortable with the chemistry basis of engineering materials,how materials come from the elements, how they are strengthened by atomic and othermodifications, and an understanding of how metal, plastic, ceramics, and composites are formedand how they differ.CHAPTER GOALSUpon completion ofthis chapter, the student should:have an understanding of how the elements are the building blocks for engineeringmaterialshave a review of basic chemistry, the nature of the atom, and how the elementscombine; and the establishment of the language ofmaterialshave an understanding of how engineering materials, metals, polymers, ceramics,and composites are related in origin and structural characteristicsLECTURE OUTLINE•THE DESIGN OF ENGINEERING MATERIALSoOrganic vs inorganic (Figure 2-1)oElements(Figure 2-2)oForming engineering materials from the elementsoWhat is important about atoms (Figures 2-3 & 4)•THE PERIODIC TABLEoHistoryCHAPTER2FORMING ENGINEERING MATERIALS FROM THE ELEMENTS

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7oHow it worksoImportant sections (metals, non-metals, halogens, inert gases, etc.)oProperties of important elements (Table 2-1)•FORMING ENGINEERING MATERIALS FROM THE ELEMENTSoEngineering materials that are used in elemental formoCombined forms (molecules/compounds)oChemical reactions/formulasoThe concept of valence•THE SOLID STATEoAmorphous vs crystallineoTypes of crystal structure (Figure 2-7)oGrains (Figure 2-8)oHow crystallinity is determined•THE NATURE OF METALSoThe concept of an electron matrix (Figure 2-9)oHow crystalline materials deform/cleave, strengthen (Figures 2-11, 12, and 13)oAlloying (Figure 2-14)•THENATURE OF CERAMICSoChemical definition (metal + non-metal compound)oMetalloids (valence of 4)oCovalent bonding (Figure 2-15)oA working definition of a ceramic•THE NATURE OF POLYMERSoThe “mer” conceptoThe favorable valence situation (Figure 2-16)oWhat holds mers together•THE NATURE OF COMPOSITESoThe definitionoThe spectrum of composites that are used as engineering materials (Chapter 7)oWhat will be discussed in this text:a.polymer compositesb.concretec.metal matrix composites (MMC)

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8d.nanocompositese.composite coatings•GLOBAL CONSIDERATIONS*oChemistry in terrorism, biofuels, environmentoHow the language of chemistry serves us welloUse of chemistry to solve dwindling resource problems* Keep currentAnswers to Questions1.(c) the smallest part of a substance2.(d) a unique substance3.(a) number of protons(this is also the atomic number)4.(d) proton, electrons, and neutrons5.(e) all of the above6.(b) in the outer-most orbit(may help to teach the rule of eight)7.(a) something that has weight and occupies space8.(c) a solid, liquid, or gas(a plasma could also be included)9.(b) a categorization of the elements by chemical characteristics10.(e) C1(students should learn all of the halogens)11.(c) Cu(get answer from Table 2-1)12.(a) Ar(studentsshould learn all inert gases)13.(c) comprised of two or more elements(will teach solid solutions in next chapter)14.(b) concrete(sand, Portland, aggregate)15.(b) ammonia(NH3–a gas)16.(b) review chemical formulas17.(a) salt(stress the concept ofcrystallinity)

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918.(d)(goal–understanding of balancing chemicalformulas)19.(b)(goal–understanding of radicals and substituents inpolymers)20.Amorphous materials lack long range order between atoms or molecules. Crystallinematerials have three-dimensional regularity in the spacing of atoms or molecules. Thisregularity can produce higher strength and other favorable properties compared toamorphous materials. On the other hand, sometimes amorphous materials can havesuperior formability and toughness than crystalline. Both amorphous and crystallinematerials are necessary in the spectrum of engineering materials.21.The unit cell is the smallest part of a crystal. It is characterized by atoms spaced such thatthey are at the corners of various geometric shapes. Each atom is spaced such that thereis a regular distance (subatomic) between atoms and each crystalline material can haveatoms arranged at cube or other shaped corners. There atomic structures stack on eachother in perfect order to form a crystal. If a lot of crystals are forming at once as insolidification, they will eventually run into each other; when this happens, a grainboundary is created. Grain boundaries are essentially lines of atomic disarray.22.23.X-raydiffraction can be used to determine the degree of crystallinity in a material; it canalso identify compounds.24.A material with its atoms held together by a sea of electrons.

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1025.Dislocations are lines of atomic disarray (defects) in a crystalline materialthat can beproduced by manufacturing processes or by deformation in service. They are nature’sway of accommodating deformation.26.Quench hardening of steels involves trapping carbon atoms in a structure that is beingchanged from FCC at elevated temperature to BCC at room temperature. The trappedcarbon atoms produce a BCT structure which offers more resistance to deformation(higher hardness) than the same material not hardened.27.Cold work produces dislocations which in turn impede the motion of new dislocations.These “barriers” to atomic slip strengthen a metal.28.A ceramic is an inorganic material characterized by strong atomic bonds (covalent,ionic) which usually makes it hard and brittle. Many ceramics are compounds of ametal and nonmetal. The most common ceramics are oxides, carbides, and nitrides.29.Ceramics are crystalline so the atoms are arranged in orderly unit cells. However,because ceramics are usually compounds, their crystal structure contains multiple atomicspecies and the crystal lattice must accommodate the stoichiometry of the chemicalcompound. Aluminum oxide has a FCC structure and accordingly, there must be twoaluminum atoms and three oxygen atoms throughout the crystal. Metals have the sameatoms in each unit cell unless they are alloyed in which case atoms can replace some ofthe same-metal atoms in a unit cell.30.Metals can be strengthened by cold work, alloying, and thermal processing (quench, agehardened, etc.). Ceramics cannot be cold worked, or thermal processed to increasestrength. Some can be strengthened by adding other elements, but the most commonway of strengthening is to blend them with other ceramics, for example, alumina + 20%zirconia.31.A plastic is an organic material with repeating molecules that can be processed into ashape by viscous flow at an elevated temperature and a solid at warm temperature. (TheSociety of Plastic Engineers, and ASTM, in the USA have a more complicateddefinition–see Chapter 7.)32.33.A composite is a material made from two ormore other materials with properties that aresuperior to the properties of the starting materials.

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1134.Fiberglass–glass + polyester/epoxy resinPlywood–wood with alternating grains + resin bondCarbon fiber–carbon fiber + epoxy/polyesterVinyl/particle board/vinyl–cheap shelvingAluminum/polypropylene/aluminum–hood material for some European cars

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