Mechanical Properties of Materials
Mechanical Properties of Materials
Mechanical Properties of Materials
The fundamental questions arising in mechanics are: Why?, How?, and How
much? The aim of this series is to provide lucid accounts written by authoritative
researchers giving vision and insight in answering these questions on the subject of
mechanics as it relates to solids.
The scope of the series covers the entire spectrum of solid mechanics. Thus it
includes the foundation of mechanics; variational formulations; computational
mechanics; statics, kinematics and dynamics of rigid and elastic bodies: vibrations
of solids and structures; dynamical systems and chaos; the theories of elasticity,
plasticity and viscoelasticity; composite materials; rods, beams, shells and
membranes; structural control and stability; soils, rocks and geomechanics; fracture;
tribology; experimental mechanics; biomechanics and machine design.
The median level of presentation is the first year graduate student. Some texts
are monographs defining the current state of the field; others are accessible to final
year undergraduates; but essentially the emphasis is on readability and clarity.
Mechanical Properties
of Materials
123
Joshua Pelleg
Materials Engineering
Ben Gurion University of the Negev
Ben Gurion Street
Beer Sheva
Israel
ISSN 0925-0042
ISBN 978-94-007-4341-0 ISBN 978-94-007-4342-7 (eBook)
DOI 10.1007/978-94-007-4342-7
Springer Dordrecht Heidelberg New York London
As the title implies, the purpose of this textbook is to present a different approach
to the teaching of Materials Science and Engineering than the one that is now
commonly used. In earlier times, studies of materials were usually referred to
as “metallurgy”. Currently most textbooks still begin by introducing the student
to basic concepts, accompanied by laboratory exercises relevant to each concept.
These exercises are usually quite self-explanatory and have no special prerequisite –
except for some common sense – to perform them. In the preparation of this new
text, the author has been influenced by two guiding principles. The first is that the
student should begin by acquiring some degree of knowledge of and experience with
performing mechanical tests. Thus, Chap. 1 places its emphasis on developing this
skill. This lays the groundwork for the student to begin performing laboratory tests
simultaneously and in parallel with their studies of new concepts throughout the
course. Only after this chapter do we deal with basic concepts such as dislocations,
plastic deformation, etc.
The second guiding principle was the assumption that students exposed to a
course of mechanical behavior of materials in its various forms are if not at a junior
then at least at a sophomore level and sometimes even at a senior level. Thus they
should already have been exposed to the basic concepts of mechanical and structural
fundamentals. Consequently, in this text elements of the theory of elasticity and
plasticity are not covered, but rather the student is referred to appropriate books
or other publications. Inherent in this assumption is the belief that students at this
level are already familiar with the concepts of strain and stress tensors, principal
stresses, normal stress, and to the description of stress at a point. The same approach
is applied to other basic structural principles, and the elements of crystallography,
assuming familiarity of students with the fundamentals of materials science and
engineering materials.
Chapter 1 sets the framework of mechanical testing, excluding investigation
of dynamic stresses (fatigue) and the effect of temperature on applying static
load on materials (creep). These are considered separately. Chapter 2 introduces
the basic concept of dislocations that are needed to explain various observations
of mechanical behavior. Dislocations are essential in this regard and the chapter
vii
viii Preface
ix
x Contents
Index . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . 629