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High Strength Materials – Steel, Composites and Their Applications

Project "Innovations in VET Education" is co-financed by the European Union

Introduction to the Topic WQ
Information for Teachers

Introduction to the Topic WQ

High-strength materials, such as steel and composites, are key components of modern engineering technologies, affecting the efficiency and safety of structures in various industries. They are characterized by their ability to withstand significant mechanical loads, making them indispensable in construction, automotive, aerospace, and many other fields.

Steel

Steel is an alloy of iron, carbon, and other elements, used in many applications. Here are examples of steel with different properties:

• Structural Steel – used in buildings, bridges, and other constructions, offering high tensile and compressive strength. Typical applications include skyscrapers and transportation infrastructure.

• Stainless Steel – due to its chromium and nickel content, stainless steel is resistant to corrosion. It is used in the food industry (e.g., kitchen equipment), medical (surgical instruments), and construction (windows, railings).

• High-Strength Steel – characterized by high strength and used in heavy vehicles, containers, and structures subjected to large loads, such as in hydraulic construction.

Composites

Composites, combining various materials, offer unique properties not present in homogeneous materials. Examples include:

• Carbon Composites – combining carbon fibers with resin, making them extremely lightweight and durable. They are used in aerospace (e.g., aircraft fuselages), automotive (car body panels), and sports equipment (race bicycles).

• Glass Composites – made of glass fibers and resins, they are highly resistant to corrosion. They are used in construction (reinforcing concrete), yacht building, and electrical equipment manufacturing.

• Thermoplastic Composites – offering flexibility and ease of molding, making them ideal for automotive (interior car parts) and electronics (electronic equipment casings).

Applications

High-strength materials have a wide range of applications. In construction, steel serves as the foundation and load-bearing elements, while composites are used to produce lightweight and durable parts. In the automotive industry, both steel and composites help create vehicles that are both lightweight and strong, leading to better fuel efficiency. In medicine, composite materials are used to create implants and prostheses that need to be both strong and biocompatible.

Advantages of High-Strength Materials

• High tensile and compressive strength: High-strength materials can withstand large loads, making them ideal for applications where reliability and safety are essential, such as in buildings, bridges, and vehicles.

• Low weight compared to strength: Composites have a significantly better strength-to-weight ratio than traditional materials, enabling the creation of lightweight but strong structures, which is particularly important in the aerospace and automotive industries.

• Corrosion resistance: Stainless steel and some composites are resistant to corrosion, increasing durability and reducing maintenance costs, making them ideal for use in harsh environments like marine or chemical industries.

• Design flexibility: These materials can be molded and processed in many ways, offering engineers freedom in designing complex structures.

• Good vibration damping: Some composites effectively dampen vibrations, making them ideal for use in automotive and aerospace industries.

Information for Teachers

This Web Quest is designed for vocational school students, particularly those studying in fields related to engineering and materials technology. Its aim is to introduce students to various types of high-strength materials such as steel and composites, and their applications in various industrial sectors.

Students will work in groups, with each group preparing a presentation on a specific material, including its properties, applications, advantages, and disadvantages.

Through the realization of this Web Quest, students will:

• Learn about the properties of steel and composites and why they are considered high-strength materials.

• Discover the various applications of these materials in industry, construction, and technology.

• Understand the advantages and disadvantages of using high-strength materials.

• Be able to critically assess when the use of these materials is most beneficial.

Students will work both independently, collecting information on the chosen material, and in groups, where they will have the opportunity to collaborate and exchange ideas. During this process, each student will be responsible for gathering key data on the material’s properties, applications, and advantages or disadvantages. Later, in groups, they will create presentations to present the collected information in a clear and understandable manner. The work on the presentations will be carried out under time pressure, which will help students develop time management skills and decision-making abilities in dynamic conditions.

Suggested time for WQ realization:

Students will work on the project for 12 class hours.

Assessment criteria will include:

• The degree of topic coverage (maximum grade: 5, exceeding this knowledge: grade 6).

• Aesthetics of the presentation and the clarity of the information presented.

• Student engagement and ability to collaborate in groups.

Evaluation:

• The teacher will assist students in analyzing the content together with them until they fully understand it. The teacher will provide help, advice, and explanations, but not ready solutions. This method will be a good way to implement independent action and creative thinking.

• The teacher should carefully analyze the content with students until they fully comprehend it. However, the teacher should primarily provide help, advice, and explanations, not ready-made solutions. This method will be a good approach for implementing independent action and creative thinking.

• The division into groups can be done according to various criteria, e.g., based on students' cognitive abilities, skills, or interests, to evenly distribute strength among groups.

• The teacher may assist students when they work in groups by asking guiding questions. It is important to remember that they are learning a new way of working (a process).

• The teacher should provide students with specific information regarding the assessment of their achievements, both during group work and when summarizing results.

• The time for the project should be adjusted to students’ abilities. It is not predetermined. The time frames for each stage of the process should be treated as guidelines.

Task

Divide into 4 groups. Each group will prepare a presentation on a specific material:

Group 1: Steel – properties, applications, and production processes.

Group 2: Composites – types of composites, their structure, and applications in various industries.

Group 3: Composites in the aerospace industry – strength, weight, and applications.

Group 4: Composites in construction – their advantages compared to traditional materials.

During the presentation, one member of the group will take the role of an expert, which will allow them to present detailed information about the chosen high-strength material. Their task will not only be to convey knowledge but also to demonstrate persuasion and presentation skills, which are essential in the professional environment. The other group members, acting as listeners, will actively participate in the discussion by asking questions regarding both the material's applications and its physical and chemical properties.

Stage 1: Introduction to the Task

• The teacher will begin the lesson by introducing students to the topic of high-strength materials, emphasizing their importance in various industries such as construction, automotive, aerospace, and others.

• The teacher will also present examples of practical applications of these materials, helping students better understand their role and function.

• Students will be given access to reliable sources of information, such as scientific articles, industry publications, and educational materials, which will aid them in completing their tasks.

Stage 2: Working on Presentations

• After the introduction, students will be divided into groups, and each group will gather information on the assigned high-strength material, such as steel, composites, or ceramic materials.

• The teacher will support students at every stage of this process, pointing out key issues to be covered, such as physical properties, production methods, and the material’s applications in various industrial sectors.

• Students will be encouraged to independently search for additional information and use the provided sources, which will help them develop their research and analytical skills.

Stage 3: Presentation and Discussion

• Each group will present its work to the class, presenting the material they worked on.

• The presentation will cover key information about the material’s properties, applications, and potential limitations.

• After the presentation, each group will have the opportunity to engage in a discussion, and other students will be able to ask questions, which will contribute to a deeper understanding of the topic and develop argumentation skills.

Stage 4: Evaluation

• At the end of the process, the teacher will conduct an evaluation, assessing not only the quality of the presentations but also student engagement in group work.

• The evaluation will focus on the content of the prepared materials, the way they were presented, and teamwork abilities.

• The teacher will pay particular attention to creativity and innovation in students' approaches to the topic, as well as their ability to answer questions and engage in discussion.

Stages and Time

2h

Stage 1

4h

Stage 2

4h

Stage 3

2h

Stage 4

Points	2	3	4
Content Quality	Work is weak in terms of content. Missing elements.	Work is good in terms of content. Minor or no errors.	Work is excellent in terms of content. Correct, engaging information.
Presentation of Work	• Presentation is unclear, superficial, and not engaging. • Lack of participation in discussion.	• Presentation is clear, good, and interesting. • The student participates in discussions but with limited input.	• Presentation is attractive, thorough, and engaging. • The student actively participates in discussions and contributes significantly.
Aesthetic Impressions	• Work is unclear, untidy, and poorly executed. • Poor arrangement of elements on the page.	• Work is clear, neat, and carefully done. • Good arrangement of elements on the page.	• Work is aesthetically pleasing, clear, and highly polished. It stands out visually. • Excellent arrangement of elements on the page.
Group Work	Lack of involvement of all group members in work and creative collaboration.	Good involvement of all group members. Satisfactory collaboration skills.	Full engagement of all group members. Excellent cooperation and motivation within the group.

Teacher's Guide

1. Before starting the Web Quest, the teacher should familiarize themselves with its content and assess whether there is a need to supplement students’ base knowledge, which is necessary for smooth execution.

2. The teacher should carefully analyze the Web Quest content with students to ensure they understand its subject matter.

3. Before starting the Web Quest, the teacher should review the sources and, if necessary, select, limit, or expand them with additional (current) links.

4. Group division can be made based on any criteria, e.g., cognitive abilities, skills, interests, or predispositions, to evenly distribute strength among the groups.

5. The time for completing the Web Quest should be adapted to the students’ abilities. It is not predetermined and should be determined individually based on the specific group of students.

6. The teacher should provide assistance at every stage of the Web Quest, consulting the progress of work and the quality of cooperation.

7. Students should have access to computers and the internet. It is recommended to work at computers with large screens (creating a group work environment).

8. It is recommended to implement the Web Quest also among students in other technical/vocational education profiles than the subject of this Web Quest. This will allow students to broaden their knowledge in other technical/vocational fields and develop in a new area.

9. In concluding the Web Quest, the teacher should particularly focus on analyzing the soft skills (e.g., teamwork, negotiation, cooperation, presentation skills) acquired by each student participating in the Web Quest, emphasizing that these skills will be very useful in their future careers (this may also be an element of additional assessment).

10. It is suggested to promote the results/products achieved by students through the Web Quest within the educational institution as "best practices," thus encouraging other students/teachers to work using this innovative teaching method.