Foundations of Materials Science and Engineering, 5/e
William F Smith,
University of Central Florida Javad Hashemi,
Texas Tech University
ISBN: 0073529249 Copyright year: 2010
Feature Summary
■ The chapter on atomic structure and bonding, Chapter 2, has been rewritten.
The new presentation is based on the more recent understandings of the
atomic structure, bonding, and their influence on material properties and
behavior. As a result, the coverage is more accurate and up-to-date. Important
improvements include: (1) a concise and interesting historical perspective on
the key advances in the field that we are sure both the instructors and the
students will enjoy and appreciate; (2) the concept of bonding in multi-electron
atoms is discussed in more detail; (3) the concept of lattice energy is
presented; (4) the relationship between type of bonding and material properties
is explained in more detail; and (5) new example and homework materials
to support the other changes.
■ Nanotechnology topics have been included in various related chapters. These
topics include the study of materials with nano-scale features (for instance,
nano grain size), instruments that are needed to study nano-scale features,
processing techniques, and properties of materials with nano-scale features.
■ The ever growing and changing field of biomedical engineering inspired the
addition of a new chapter on biomaterials (Chapter 17). The main topics of
the chapter include a discussion of the behavior of structural materials (metals,
ceramics, polymers, and composites) inside the human body in orthopedic
applications and biocompatibility issues and a discussion of the structure,
properties, and behavior of biological materials (including bone, ligaments and
cartilage). We introduce biological materials because they are the state of the
art in smart materials with nano-scale features.
■ The end-of-chapter problems have been classified according to the learning/
understanding level expected from the student by the instructor. The classification
is based on Bloom’s Taxonomy and is intended to help students as well
as instructors to set goals and standards for learning objectives. The first
group in the classification is the Knowledge and Comprehension Problems.
These problems will require students to show learning at the most basic level
of recall of information and recognition of facts. Most problems ask the students
to perform tasks such as define, describe, list, and name. The second
group is the Application and Analysis Problems. In this group, students are
required to apply the learned knowledge to the solution of a problem, demonstrate
a concept, calculate, and analyze. Finally, the third class of problems is
called Synthesis and Evaluation Problems. In this class of problems, the students
are required to judge, evaluate, design, develop, estimate, assess, and in
general synthesize new understanding based on what they have learned from
the chapter. It is worth noting that this classification is not indicative of the
level of difficulty, but simply different cognitive levels.
■ For each chapter, new problems—mostly in the synthesis and evaluation category—
have been developed. These problems are intended to make the students
think in a more in-depth and reflective manner. This is an important
objective of the authors to help the instructors train engineers and scientists
that operate at a higher cognitive domain.
■ Another exciting new feature of the fifth edition is the instructors’ PowerPoint®
lectures. These detailed, yet succinct, PowerPoint lectures are highly interactive
and contain technical video clips, tutorials for problem solving, and virtual
laboratory experiments. The PowerPoint lectures are designed to address a
variety of learning styles including innovative, analytic, common sense, and
dynamic learners. Not only is this a great presentation tool for the instructor, it
creates interest in the student to learn the subject more effectively. We strongly
recommend that the instructors for this course view and test these PowerPoint
lecture presentations. This could especially be helpful for new instructors.
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2010 McGraw-Hill Higher Education