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

iii
The 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 chapter
contains the chemistry 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 and
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 chapter 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 – nanotechnology. 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 additives 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 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 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 make 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 Engineering 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

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

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
application
 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 evolution 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 (Figure 1-3)
o Categories of material properties (Figure 1-3)
o What is “Service Life”
CHAPTER 1
THE IMPORTANCE OF ENGINEERING MATERIALS

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• 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 MATERIALS 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 Material Made 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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7. Acceptable answers Materials ramifications
any hand tool significant alloy and 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) coating 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 acoustic 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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19. (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 thin
parts)
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 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 would 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 autos)
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 -- materials for medical devices and tools
Biomedical engineering -- materials for prosthetic devices

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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 steel
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
What 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 fundamentals 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 important 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 engineering 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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o How it works
o Important sections (metals, non-metals, halogens, inert gases, etc.)
o Properties of important elements (Table 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 crystal 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 holds 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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d. nanocomposites
e. composite 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 substance
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 occupies 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 (NH3 – a gas)
16. (b) review chemical formulas
17. (a) salt (stress the concept of crystallinity)

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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
materials 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 formability 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 corners 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 perfect 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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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 temperature 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 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 a
metal 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 atomic
species and the crystal lattice 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 they 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 increase
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 processed 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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