Properties of Materials · SHS3 Manufacturing…

Lesson notes

Learning Objectives

Indicator: 3.1.2.LI.2 - Distinguish between creep, fatigue or fracture in failure of materials.

By the end of the lesson, learners can:

Define creep, fatigue, and fracture in their own words, stating the key characteristic of each failure type.
Identify the typical cause and initiation point for each failure type (creep: prolonged high temperature and stress; fatigue: repeated or cyclic loading; fracture: sudden or excessive loading).
Tabulate the differences among creep, fatigue, and fracture using the criteria of initiation, cause, material types affected, and extent of damage.
Classify given real-world scenarios of material failure as creep, fatigue, or fracture, justifying their choice with at least one reason.
Research and present a brief finding on one form of material failure, citing local or everyday examples.

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Curriculum details

Strand: Manufacturing Materials and Technologies (Strand 1)
Sub-strand: Properties of Materials (1.2)
Content standard: 3.1.2.CS.2 - Demonstrate understanding of the failure of materials. 3.1.2.LO.1 Explain and measure the mechanical properties of bamboo and explain that materials can fail through creep, fatigue or fracture.
Indicator: 3.1.2.LI.2 - Distinguish between creep, fatigue or fracture in failure of materials.
Suggested placement: Semester 1, Week 11 (Week 11 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 83

Exemplars (from the NaCCA curriculum)

Research-Based Learning: Learners research on creep, fatigue and fracture as forms of failure in materials and share their findings with their colleagues.
Talk for Learning: Learners to establish the differences between creep, fatigue or fracture with emphasis on the initiation and cause of the failure, the material types and the extent of damage caused to the materials. In pairs, leaners tabulate differences and share with the class.
Teaching and Learning Materials:
- Library resources
- Textbooks
- Internet access
Assessment (3.1.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.