Computer Aided Instruction in Materials Science and Engineering Education

"The easy accessibility and power of the PC, as well as the education of our engineering students in the use of these tools, are compelling reasons for developing computer aided instructional (CAI) tools. There are a wide range of areas in the engineering curriculum where students must learn the steps and the process of applying judgement in problem solving. In the typical course instruction, · an instructor introduces theory to students; the application of the theory to solving problems is often demonstrated in the abstract. Students therefore spend a significant amount of time learning how to apply the theory to problem solving. Additional time and effort must then be spent to get students to the point of learning concepts and integrating this knowledge. A number of computer aided packages have therefore been developed for use in several courses in the materials science and engineering curriculum that encompass both calculational and instructional capabilities. This paper presents an overview of some of these packages which include the solution of a non-linear equation, the instruction of binary diffusion couples, an introduction of crystallography, an introduction to heat transfer and the solution of thermodynamic stability diagrams. The context in which these CAI Tutorials were developed and are being used will be discussed. The pitfalls in the development of these packages will also be discussed. The use of the tutorials has important implications on the expectations from an engineering education of both instructor and student.IntroductionTraditionally, it is quite routine to teach engineering students how to use a computer (the PC today for undergraduates) as a tool in performing engineering calculations or in simulating a process or a unit operation. This often takes the form of one course in computer programming, whether it is Fortran, Visual basic or a spreadsheet, and another course in numerical computation. However, the materials and electronic revolution have brought about considerable advances in computer power and speed, and accessibility. Today, the manipulation of digital images, movies, and speech are commonplace on a desktop PC.' Many mathematical models that were executed only on workstations can now be readily handled on a PC. Concurrently, more of our students own a PC even if their curriculum does not require them to purchase one. Today, virtually every university student has been introduced to the PC in either their elementary or high school education. Hence, the increased capabilities and accessibility of the PC and the familiarity of students with this tool make it compelling to explore its use as an educational tool for our engineering students. This is not a traditional role of a computer in our engineering curriculum."