Strain Hardening with a Paper Clip
Strain Hardening with a Paper Clip
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Submitted by: Dr. Ipek Yucelen
Title: Strain Hardening with a Paper Clip
Concept: Strain Hardening (Work Hardening)
Institution: University of South Florida
Course: Materials Engineering I
Level: Undergraduate | Also suitable for high school students
Semester: Summer 2024
Type: In-Class Demonstration / Hands-On Activity
Materials Needed: One metal paper clip per student
Description:
To help students feel and understand strain hardening, I hand out a metal paper clip to each student. They begin by uncoiling it, then repeatedly bend it back and forth at the same spot.
At first, the metal bends easily. But as they continue, it becomes harder to deform—that’s strain hardening in action! Eventually, the paper clip breaks, giving students a real sense of how dislocation motion is affected by plastic deformation.
Teaching Tips:
Ask students to describe how the feel of the metal changes as they bend it.
Connect their observations to the buildup of dislocations and increased strength.
Building the FCC Crystal Structure with Playdough
Building the FCC Crystal Structure with Playdough
Submitted by: Dr. Ipek Yucelen
Title: Modeling FCC Crystal Structure with Playdough Balls
Concept: Atomic Packing – Face-Centered Cubic (FCC)
Institution: University of South Florida
Course: Materials Engineering I
Level: Undergraduate | Also suitable for K-12 students
Semester: Summer 2025
Type: In-Class Demonstration / Hands-On Activity
Materials Needed: Playdough or modeling clay (2–3 colors), optional toothpicks or skewers
Description:
To help students understand atomic packing in crystal structures, students use playdough balls to physically build close-packed arrangements—such as face-centered cubic (FCC) structure.
They form spheres from playdough and stack them in layers, observing how the second layer fits into the grooves of the first. By continuing with a third layer, students can compare the stacking sequence (ABC for FCC). Color-coded layers make the differences easier to visualize.
To stabilize the models, toothpicks or small dowels can be used to gently hold the layers together.
Teaching Tips:
Use different colors for each layer to help students visualize the ABC stacking sequence.
Ask students to describe how the spheres nest into the grooves of the layer below.
Follow up with a visual or short discussion on coordination number and packing efficiency in FCC structures.
3D Printed Crystal Structures
3D Printed Crystal Structures
Submitted by: Dr. Ipek Yucelen
Title: 3D Printed Crystal Structures
Concept: Atomic Packing
Institution: University of South Florida
Course: Materials Engineering I
Level: Undergraduate | Also suitable for K–12 outreach
Semester: Summer 2024
Type: 3D Printable Model / Visual Aid
Description:
Students can design and 3D print models of body-centered cubic (BCC) and face-centered cubic (FCC) unit cells to support in-class learning and K–12 outreach. These hands-on models help learners visualize atom positions, distinguish between different lattice types, and better understand concepts like coordination number and packing efficiency.
Teaching Tips:
Use different colors or labeling to highlight center and face atoms.
Compare atom count and packing efficiency between BCC and FCC using the models.
Include these models in outreach kits for K–12 students to explore and assemble.
Carbon Polymorphism
Carbon Polymorphism
Submitted by: Dr. Ipek Yucelen
Title: Theatrical Demonstration of Carbon Polymorphism
Concept: Allotropes of Carbon – Polymorphism (e.g., diamond, graphite, graphene)
Institution: University of South Florida
Course: Materials Engineering I
Level: Undergraduate | Also suitable for K–12 outreach
Semester: Summer 2024
Type: Student-Created Video / Theatrical Demonstration
Description:
To explain carbon polymorphism in a fun and memorable way, students created a theatrical video where each participant acted as a carbon atom. Through movement and group coordination, they demonstrated how atoms arrange themselves in different forms of carbon—such as diamond (3D tetrahedral), graphite (layered planes), and graphene (single layer).
The performance was designed to teach undergraduate students the concept more visually while also being suitable for K–12 outreach, making atomic structures more approachable and engaging for younger learners.
Theatrical demonstrations encourage active participation and creative expression, making difficult atomic concepts easier to understand. It also fosters teamwork, communication, and deeper retention through physical embodiment of material behavior.
Teaching Tips:
Ask students to choreograph or act out different atomic arrangements in small groups.
Use the video as a launchpad for discussions on bonding, and real-world carbon materials.
Campus-Based Materials Selection Projects
Campus-Based Materials Selection Projects
Submitted by: Dr. Ipek Yucelen
Title: Solving Real-World Failures Through Campus-Based Materials Selection Projects
Concept: Materials Selection | Real-World Problem Solving |
Institution: University of South Florida
Course: Materials Selection
Level: Undergraduate
Semester: Flexible
Type: Group Project / Community-Engaged Learning
Description:
In this project, students work in teams to investigate real material failures on campus—such as broken utensils, corroded infrastructure, or damaged furnishings that affect the daily tasks of university employees. Students identify a problem, apply materials selection principles, and propose improved material solutions based on factors like mechanical performance, durability, cost, and environment.
The activity helps students connect classroom concepts with real-world challenges, while also contributing to the improvement of their campus community.
Learning Outcomes:
This project combines technical problem-solving with a sense of purpose and social contribution. It increases motivation, encourages teamwork, and helps students feel that their engineering work has direct and meaningful impact.
Teaching Tips:
Have students present their proposed material solutions to the class, explaining the reasoning behind their choices.
Include a short written reflection where students describe how the project influenced their understanding of engineering's role in solving real-world problems.
Iron–Carbon Phase Diagram
Iron–Carbon Phase Diagram
Submitted by: Shared by Dr. Ipek Yucelen
Title: Meme – Understanding Pearlite and Proeutectoid Ferrite
Concept: Iron–Carbon Phase Diagram
Institution: University of South Florida
Course: Materials Engineering I
Level: Undergraduate
Type: Meme
Description:
This meme captures the joy of finally understanding how to calculate pearlite and proeutectoid ferrite in steel. It brings humor to a tough concept and helps make learning more fun.
Learning Outcomes:
Makes technical content feel more approachable
Encourages creativity and peer-to-peer engagement
Strain Hardening
Strain Hardening
Submitted by: Dr. Ipek Yucelen
Title: Meme – Strain Hardening Transformation
Concept: Strain Hardening (Work Hardening)
Institution: University of South Florida
Course: Materials Engineering I
Level: Undergraduate
Type: Meme
Description:
This meme uses a visual transformation to show how a material becomes stronger through cold work. As it passes through a metal roller, it goes from soft and weak to visibly strong—capturing the essence of strain hardening in a fun and relatable way.
Learning Outcomes:
Reinforces the concept of strain hardening through humor and analogy
Encourages students to visualize how mechanical deformation strengthens materials
Teaching Tips:
Use this meme as a conversation starter when introducing cold working
Pair it with a hands-on demo like bending a paperclip to connect humor to real behavior
Encourage students to create their own memes for other strengthening mechanisms
Diamond: Heat vs. Electricity
Diamond: Heat vs. Electricity
Submitted by: Dr. Ipek Yucelen
Title: Meme – Diamond: Strong in Heat, Weak in Electricity
Concept: Thermal vs. Electrical Conductivity
Institution: University of South Florida
Course: Materials Engineering I
Level: Undergraduate | Also suitable for K–12 outreach
Type: Meme
Description:
This meme humorously contrasts diamond’s outstanding thermal conductivity with its very poor electrical conductivity. While materials like copper are excellent at both, diamond conducts heat better than almost any metal—but can’t conduct electricity due to its tightly bound electrons.
Learning Outcomes:
Students will be able to distinguish between thermal and electrical conductivity.
Students will explain why diamond conducts heat but not electricity.
Students will compare material properties of diamond and metals like copper.
Teaching Tips:
Use this meme to introduce or review the difference between thermal and electrical conductivity.
Ask students to compare diamond with metals like copper or aluminum, and explain why diamond conducts heat so well despite being an electrical insulator.
Pair the meme with a short activity or discussion on bonding and electron mobility in different materials.
Atoms in a Row
Atoms in a Row
Submitted by: Dr. Ipek Yucelen
Title: Atoms in a Row – An AI-Generated Music Video
Concept: Crystal Structures (FCC, BCC, HCP)
Institution: University of South Florida
Course: Materials Engineering I
Level: Undergraduate | K–12 students
Semester: Summer 2025
Type: Educational Music Video
Tools Used: ChatGPT, Suno, DALL·E, Canva
Description:
Description:
This fun and informative music video was fully generated using AI. The lyrics explain common crystal structures—FCC, BCC, and HCP—through simple rhymes and catchy visuals, making it a great way to introduce atomic arrangements to students in a way that’s memorable and engaging.
Perfect for use in the classroom, outreach programs, or even just as a playful break during a lecture!
Created using:
ChatGPT (for lyrics and teaching support)
Suno AI (for vocals and music)
DALL·E (for custom educational illustrations)
Canva (for video compilation)
Learning Outcomes:
Learning Outcomes:
Students will be able to identify and describe FCC, BCC, and HCP crystal structures.
Students will distinguish between different atomic packing arrangements.
Students will compare the packing efficiency and coordination number of FCC, BCC, and HCP.
Students will connect crystal structure to material properties using visual and musical cues.
Teaching Tips:
Teaching Tips:
Play the video before teaching crystal structures to spark curiosity
Encourage students to create their own verse or illustration as a follow-up activity
Great for younger audiences
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