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made to create a rigorous course, with the idea that students are ready for a challenge and become bored without it. Also, this makes the transition to challenging sophomore engineering courses more gradual. The course goals are highlighted in Table 2.

Table 1. Schedule of lecture topics and lab topics for Engineering Chemistry and Materials Science. Shaded boxes indicate topics taught by the chemistry faculty; unshaded boxes are topics

taught by the engineering faculty. Week Lecture Topics

1 2 3 4

Solid state chemistry and crystal structures Diffusion; Stress/strain diagrams Mechanical properties of metals Phase changes; Phase diagrams

Lab Mathcad software LED Chemistry Concrete I – create samples Metal properties

Physical properties of solutions (including alloys)

Concrete II – test samples

Polymer structures and properties

Freezing point depression

Societal issues in Materials Science; Fatigue and fracture Polymer synthesis

Chemical equilibria Chemical equilibria case studies Acids and bases Acids, bases, and solubility Electrical properties; Semiconductors Superconductors; Corrosion

Intro to design project Polymer characterization Chemical equilibrium Work on design projects Titration I Titration II

5 6 7

8 9 10 11 12 13

Table 2. Non-content educational goals of Engineering Chemistry and Materials Science. Conceptual Goals

  • Students should recognize the fundamental need for chemistry in the major fields of engineering.

  • Students should begin to recognize the interdependence and continuity of science and engineering, rather than seeing science as an unrelated field.

Professional Development Goals

  • Students should be introduced to the expectations of an engineering course, including the amount and pace of work.

  • Students should start to take ownership of their education. They should learn to keep track of their own assignments and schedules and recognize when and how to ask for help.

The course is taught using a problem-solving approach. While this is common to engineering courses, it is not as much of an emphasis in general chemistry courses. Engineering students better engage the chemistry and materials science when it is presented as a tool, which they then must use to solve a problem. This is especially true in labs. All the chemistry labs differ

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

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