Tensile and stress controlled fatigue tests were performed to investigate the influence of forging at a temperature of 400°C at different rates, on the performance of extruded AZ31B magnesium alloy. The obtained microstructural analysis showed that the extruded AZ31B magnesium alloy possesses a bimodal grain structure with strong basal texture. In contrast, the forged samples showed refined grains and a weaker texture. During tensile testing, a maximum yield and ultimate tensile strength of about 163 MPa and 268 MPa were obtained for the forged samples showing an increase of 102% and 7%, respectively from the as-extruded material. At the same time, a significant improvement of fatigue life was also observed for the sample forged at the rate of 100 mm/min. The fractographic analysis of the fracture surfaces showed that ductile type fractures occurred in both as-extruded and forged samples. However, more dimples and plastic deformation were identified in the fracture surfaces of the forged specimens. It is believed that forging improved the fatigue life by a combination of grain refinement and texture modification resulting in improved yield and ductility. KEYWORDS. AZ31B; Forging; Fatigue Characterization; Fracture; Texture.

A closed die forging process was developed to successfully forge an automotive suspension component from AZ80 Mg at a variety of different forging temperatures (300 °C, 450 °C). The properties of the forged component were compared and contrasted with other research works on forged AZ80 Mg at both an intermediate forging and full-scale component forging level. The monotonic response, as well as the stress and strain-controlled fatigue behaviours, were characterized for the forged materials. Stress, strain and energy-based fatigue data were used as a basis for comparison of the durability performance. The effects of the starting material, forging temperature, forging geometry/configuration were all studied and aided in developing a deeper understanding of the process-structure-properties relationship. In general, there is a larger improvement in the material properties due to forging with cast base material as the microstructural modification which enhances both the strength and ductility is more pronounced. In general, the optimum fatigue properties were achieved by using extruded base-material and forging using a closed-die process at higher strain rates and lower temperatures. The merits and drawbacks of various fatigue damage parameters (FDP’s) were investigated for predicting the fatigue behaviour of die-forged AZ80 Mg components, of those investigated, strain energy density (SED) proved to be the most robust method of comparison.

Monotonic compression testing was conducted on AZ31B-F magnesium alloy in both the as-received and forged conditions. Sigmoidal stress strain behaviour was the key feature in the majority of material conditions and directions corresponding to plastic behaviour where twinning de-twinning is the dominant deformation mechanism. More conventional monotonic hardening (slip deformation mechanism) was exhibited in certain material directions which initially were orthogonal to the extrusion direction in the as-received condition, but once forged are coincident with the direction of forging once forged. It was shown that in the forged condition, there is potential for significant increases in both ultimate tensile strength as well as strain to failure.

This paper describes two institutions' efforts to provide engineering science students with experiential learning opportunities using low-cost, simple physical lab experiments and its efficacy in improving students perceived understanding levels. A Canadian university developed a "hybrid" lab activity that combined a virtual lab simulator with physical lab experiments to teach materials, solid mechanics, and instrumentation concepts in two different 2nd year undergraduate solid mechanics courses. At a small American college, students in an introduction to materials engineering course completed four individual laboratory exercises using simple and relatively inexpensive material testing setups that explored topics covered in course lectures and readings. Students learned about the behavior of engineering materials and structural analysis using low-cost materials test apparatuses for different loading modes, engaging their senses to aid their understanding. Students then constructed a virtual simulation model using Finite Element Analysis (FEA). Students at both institutions gave positive feedback and reported improved understanding of course topics. The use of low-cost experiments combined with traditional engineering labs shows promise for improving student understanding of engineering science concepts.

Engineering education traditionally relies on analytical methods and theoretical instruction, often lacking practical, hands-on learning experiences due to logistical and financial constraints. This study explores a novel approach that integrates Finite Element Analysis (FEA) and Computational Fluid Dynamics (CFD) simulations with experimental and analytical methods through structured case studies. By leveraging Ansys software, this initiative aims to bridge the gap between theory and application, enhancing students’ understanding of fundamental engineering principles. The study involved a series of multi-day workshops at the University of Waterloo, engaging approximately 500 students from diverse engineering disciplines. These workshops incorporated analytical problem-solving, hands-on experimentation, and simulation-based validation. Case studies in structural mechanics, thermodynamics, and electromagnetics reinforced key engineering concepts across multiple disciplines. This study presents affective feedback from over 100 students across multiple disciplines who engaged in simulation-integrated workshops, evaluating their engagement, perceived relevance, and confidence in applying engineering concepts. Preliminary results indicate that integrating simulation-driven case studies enhances student comprehension and problem-solving skills. Workshop participants reported increased confidence in applying theoretical knowledge to real-world scenarios, recognizing the importance of correlating analytical and experimental data with simulation outputs. Combining case studies with industry-standard software, students develop a more intuitive grasp of complex engineering systems, better preparing them for both academic and professional challenges. Future work will focus on expanding this methodology across additional engineering curricula, refining assessment techniques, and further embedding simulation-based learning into undergraduate education.