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

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    Online ’s Manual with Solutions to accompany Engineering Materials: Properties and Selection Ninth Edition Kenneth G. Budinski Michael K. Budinski SOLUTION MANUAL

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    iii The ninth edition of this book conta ins 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 chapter contains the c hemistry fundamentals formerly in the introduction chapter and Chapters 3 and 4 were 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 an d engineers. They need to understand thoroughly the differences between strength, stiffness, and toughness. They need to know the practical importance of thermal expansion, conductivity, density, ferromagnetism, and other physical properties. We follow these “fundamental” chapters with chapters on tribology and corrosion. Thus, we deal with the impediments to serviceability, wear, corrosion, and breakage before we discuss specific materials. All materials are subject to these issues and the thought is that we can now readily discuss how specific materials respond to these issues. The specific material chapters remain about the same as in previous editions, but each was updated to respond to current usage. We added a “global concern” section to each ch apter to address current research, market conditions, availability, and any other issues that can affect selection. Chapter 22 is new and is intended to give students an introduction to the hot topic of this first decade of the new millennium – nanotechno logy. It is so diverse in application that it is hard to teach “nanotechnology.” Instead, we recommend concentration on the tools and how they are used to work with nanometer - sized materials. The tools apply to nano aspects in medicine as well as additi ves to molded plastics. This manual contains an overview with our teaching opinions on the chapter subject, followed by a listing of chapter goals, a lecture outline, and answers to end - of - chapter questions. The lecture outline can be made into PowerPoin t 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 by one person, and it takes several revisions to get a perfect new text, you may find some typos and errors. Please let us know of any you may find. We believe that this edition of Engineering Materials: Properties and Selection is the best yet. We have tried to mak e it apply to all fields. Previous editions were slanted toward machine designers. This bias has been removed since there are less and less engineers working in manufacturing. We wrote this edition for all material users. Thank you for selecting Engine ering Materials: Properties and Selection for your students. We hope that it meets your teaching and reference needs, and that it stimulates interest on the part of Preface

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    iv your students. They really need to know about engineering materials if they want to “mak e it” as engineers, technicians, or material users in any field. Using the right material for construction has never been more important. K.G. Budinski M.K. Budinski

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

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    1 OVERVIEW This chapter is intended to stimulate interest on the part of students in engineering materials. It also contains most of the information that material users will need to know about inspecting materials for incipient failures (cracks) or manufacturing defects (NDE). Our reason for putting NDE information in the introduction is that it applies to all materials. It is important and yet most curricula cannot afford a complete lecture on just this topic. CHAPTER GOALS Upon 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 an ap plication  have an understanding of the reasons why products fail  have an understanding of NDE and how to apply it LECTURE OUTLINE • WHAT IS MATERIALS ENGINEERING o Definition o Historical development of Engineering Materials o How materials were key to the evol ution of civilization • THE LANGUAGE OF MATERIALS o Role of the pure sciences (Figure 1 - 1) o The Periodic Table of Elements (Back cover) o Glossary in this text • THE ROLE OF MATERIALS IN PRODUCT SUCCESS o Reasons why things fail o Products that fail by design (Figu re 1 - 3) o Categories of material properties (Figure 1 - 3) o What is “Service Life” CHAPTER 1 THE IMPORTANCE OF E NGINEER ING MATERIALS

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    2 • INSPECTION TO PREVENT FAILURES o Reasons for inspection (Figure 1 - 4) o What is NDT/NDE o Common NDT techniques (Table 1 - 1) o What role should NDT play in engineering? • ENGINEERING MATE RIALS AS THEY APPLY TO YOUR WORLD o Engineering materials in the home o Engineering materials at work o Engineering material at play o Why engineering materials is important • A MATERIALS REPERTOIRE o What repertoire? o Reasons for a repertoire o Repertoire management (for life) Answers to Questions 1. Engineering materials are used to make “durable goods,” tools, and structures. The items that they are used for have an expected service life as opposed to materials that are disposed of after use. 2. Engineering Mat erial M a de Possible carbon steel shapes incredible bridges, hi - rise structures tempered glass eliminated wires in safety glass ceramic insulators spark plugs, high voltage power transmitters PCV plastic siding on outside of houses tungsten incandescent lights polycarbonate plastic helmets from plastic rather than leather silicon single crystals computer chips etc. etc. 3. (b) protons (goal – understand the scope of physics) 4. (c) gases (goal – understand the scope 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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    3 7. Acceptable answers Materials ramifications any hand tool significant alloy a nd heat treating (hammer, screw driver, etc.) technology is required to make them work underground piping corrosion control expertise required (water, sewer, etc.) wood table wood finishes require sophisticated (heirloom quality) coatin g technology nuclear power plant materials need ability to resist corrosion and degradation from radioactivity etc. etc. 8. (f) thermal conductivity (goal – know that it can be measured without altering the 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 acous tic emission but not an NDE process per se) 13. (c) electromagnetic (goal – understanding where things are in the range of radiation range electromagnetic radiation – from visible light to x - rays) 14. (B) surface (goal – know that dye penetrate is for surface defects, magnetic particle is for surface + slight subsurface and 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 on steels (goal – understand that it only applies to ferromagnetic materials) 18. (b) blind flat - bottom hole (goal – understanding that this is how the device is set up to find certain size defects)

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    4 19. (b) sensitivity limitation (goal – under stand that flat - wise cracks can be missed) 20. (a) x - ray (goal – understand that x - ray can be very sensitive on thin parts) 21. (1) Toughness – do not want it to break (2) Strength – do not want it to permanently bend (yield) (3) Formable – u sually 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 o f things like 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 sensitive 25. I would use magnetic particle. I woul d wrap the power cable around the pipe, connect the cable to the power supply, spray the particles on the specimen, and use an ultraviolet light to pinpoint defects. 26. All of the above (goal – understand the scope of manufacturing process in aut os) 27. rayon (goal – know what a synthetic fabric is) 28. ME -- tool materials ChemE -- corrosion - resistant materials EE -- chip substrates AE -- airframe structural materials CE -- bridge materials, rebar types Medicine -- mate rials for medical devices and tools Biomedical engineering -- materials for prosthetic devices

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    5 29. (f) all of the above (goal – understand that many factors can contribute to 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 are about to embark on learning materials. 33. (b) rebar (goal – see how much students know about st eel at this point) 34. (a) stainless steel (goal – have students think about what they need to learn in materials) 35. This could be an essay question, but a class discussion may be more beneficial to the students.

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    6 OVERVIEW W hat you teach in this chapter depends on the background of the students. If they all have had a chemistry course, you can skim over the periodic table and atomic theory. But usually, most students will appreciate a review. This chapter contains the fund amentals that govern all materials. The students need to walk away with a lasting understanding of how the elements are the basis of all materials, all life, and that atomic differences between elements determine how they behave and react. It is very imp ortant that students understand the differences between organic 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 material selection must be made. That is a basic philosophy of this text. We hope you agree. Students should leave this chapter feeling comfortable with the chemistry basis of en gineering materials, how materials come from the elements, how they are strengthened by atomic and other modifications, and an understanding of how metal, plastic, ceramics, and composites are formed and how they differ. CHAPTER GOALS Upon completion of this chapter, the student should:  have an understanding of how the elements are the building blocks for engineering materials  have a review of basic chemistry, the nature of the atom, and how the elements combine; and the establishment of the language of materials  have an understanding of how engineering materials, metals, polymers, ceramics, and composites are related in origin and structural characteristics LECTURE OUTLINE • THE DESIGN OF ENGINEERING MATERIALS o Organic vs inorganic (Figure 2 - 1) o Elements (Figure 2 - 2) o Forming engineering materials from the elements o What is important about atoms (Figures 2 - 3 & 4) • THE PERIODIC TABLE o History CHAPTER 2 FORMING ENGINEERING MATERIALS FROM THE ELEMENTS

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    7 o How it works o Important sections (metals, non - metals, halogens, inert gases, etc.) o Properties of important elements (Tab le 2 - 1) • FORMING ENGINEERING MATERIALS FROM THE ELEMENTS o Engineering materials that are used in elemental form o Combined forms (molecules/compounds) o Chemical reactions/formulas o The concept of valence • THE SOLID STATE o Amorphous vs crystalline o Types of crys tal structure (Figure 2 - 7) o Grains (Figure 2 - 8) o How crystallinity is determined • THE NATURE OF METALS o The concept of an electron matrix (Figure 2 - 9) o How crystalline materials deform/cleave, strengthen (Figures 2 - 11, 12, and 13) o Alloying (Figure 2 - 14) • THE NATURE OF CERAMICS o Chemical definition (metal + non - metal compound) o Metalloids (valence of 4) o Covalent bonding (Figure 2 - 15) o A working definition of a ceramic • THE NATURE OF POLYMERS o The “mer” concept o The favorable valence situation (Figure 2 - 16) o What ho lds mers together • THE NATURE OF COMPOSITES o The definition o The spectrum of composites that are used as engineering materials (Chapter 7) o What will be discussed in this text: a. polymer composites b. concrete c. metal matrix composites (MMC)

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    8 d. nanocomposites e. composi te coatings • GLOBAL CONSIDERATIONS* o Chemistry in terrorism, biofuels, environment o How the language of chemistry serves us well o Use of chemistry to solve dwindling resource problems * Keep current Answers to Questions 1. (c) the smallest part of a substan ce 2. (d) a unique substance 3. (a) number of protons (this is also the atomic number) 4. (d) proton, electrons, and neutrons 5. (e) all of the above 6. (b) in the outer - most orbit (may help to teach the rule of eight) 7. (a) something that has weight and occupie s space 8. (c) a solid, liquid, or gas (a plasma could also be included) 9. (b) a categorization of the elements by chemical characteristics 10. (e) C1 (students should learn all of the halogens) 11. (c) Cu (get answer from Table 2 - 1) 12. (a) Ar (students should 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 (NH 3 – a gas) 16. (b) review chemical formulas 17. (a) salt (stress the concept of crystallinity)

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    9 18. (d) (goal – understanding of balancing chemical formulas) 19. (b) (goal – understanding of radicals and substituents in polymers) 20. Amorphous materials lack long range order between atoms or molecules. Crystalline materia ls have three - dimensional regularity in the spacing of atoms or molecules. This regularity can produce higher strength and other favorable properties compared to amorphous materials. On the other hand, sometimes amorphous materials can have superior form ability and toughness than crystalline. Both amorphous and crystalline materials 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 that they are at the corne rs of various geometric shapes. Each atom is spaced such that there is a regular distance (subatomic) between atoms and each crystalline material can have atoms arranged at cube or other shaped corners. There atomic structures stack on each other in perf ect order to form a crystal. If a lot of crystals are forming at once as in solidification, they will eventually run into each other; when this happens, a grain boundary is created. Grain boundaries are essentially lines of atomic disarray. 22. 23. X - ray diffraction can be used to determine the degree of crystallinity in a material; it can also identify compounds. 24. A material with its atoms held together by a sea of electrons.

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    10 25. Dislocations are lines of atomic disarray (defects) in a crystalline material that can be produced by manufacturing processes or by deformation in service. They are nature’s way of accommodating deformation. 26. Quench hardening of steels involves trapping carbon atoms in a structure that is being changed from FCC at elevated temperat ure to BCC at room temperature. The trapped carbon 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 dis locations. 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 a metal and nonmetal. The m ost 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 atomic species and the crystal la ttice must accommodate the stoichiometry of the chemical compound. Aluminum oxide has a FCC structure and accordingly, there must be two aluminum atoms and three oxygen atoms throughout the crystal. Metals have the same atoms in each unit cell unless the y are alloyed in which case atoms can replace some of the same - metal atoms in a unit cell. 30. Metals can be strengthened by cold work, alloying, and thermal processing (quench, age hardened, etc.). Ceramics cannot be cold worked, or thermal processed to inc rease strength. Some can be strengthened by adding other elements, but the most common way 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 p rocessed into a shape by viscous flow at an elevated temperature and a solid at warm temperature. (The Society of Plastic Engineers, and ASTM, in the USA have a more complicated definition – see Chapter 7.) 32. 33. A composite is a material made from two or more other materials with properties that are superior to the properties of the starting materials.

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    11 34. Fiberglass – glass + polyester/epoxy resin Plywood – wood with alternating grains + resin bond Carbon fiber – carbon fiber + epoxy/polyester Vinyl/parti cle board/vinyl – cheap shelving Aluminum/polypropylene/aluminum – hood material for some European cars

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