Funding is provided under this RUI award to permit 8 teams of undergraduate students over the course of a two-year period to participate in a continuous research project evaluating the thermomechanical fatigue of solder joints. To make this experience successful it is proposed to create a unique learning experience which is a combination of innovative classroom instruction and research. A master's student will assist in this project, and by doing so have a unique master's level experience designed to require the evaluation of the work of others, the synthesis of their work with that of the undergraduates and the development of leadership skills. There are research and teaching components to this proposed project.
Research: Thermomechanical fatigue (TMF) is the leading cause of solder joint failure in electronic assemblies. TMF of solder joints is difficult to model as there are many complex and interacting factors effecting the progression of damage to the joint. Because of the high homologous temperatures (0.8 or higher) significant microstructural evolution occurs during TMF, changing the properties of the material as TMF progresses. An experimental investigation will be conducted to 1) identify those more readily measured material properties most likely to affect TMF resistance, 2) evaluate the various acceleration factors used in TMF testing, and 3) evaluate the role of wetting in TMF failures.
As a result of this research much insight into TMF failure will be gained - 1) progress will be made toward the development of an experimentally verified energy model, and 2) the role of wetting in adhesion will be assessed. This means that those considering using lead-free solder alloys will be able to use diagnostic "tools" not currently available -- the combination of material properties which correlate to TMF resistance.
Teaching: To enable undergraduates to participate in a continuing research program, a unique "classroom" experience will supplement the research. These class sessions will embrace interactive learning techniques, and expose the undergraduates to 1) the necessary theoretical background, 2) the status of the project, 3) necessary lab techniques including statistical analysis, 4) oral and written communication skills, and 5) broader issues including ethics and economic impact. All of these subjects will be context based. The philosophy of this course is that upper level undergraduates need to perform at the synthesis level of Bloom's Taxonomy, and their experience is designed to enable them to do so.
The master's student will be required to perform at the evaluation level of Bloom's Taxonomy (evaluating the work of the undergraduates) and synthesize this work with their own study on wetting, thus participating in a unique integrating experience. Additionally the student will develop leadership skills, and possibly be persuaded to pursue a doctoral degree and develop a desire to teach. The master's students experience may also encourage the undergraduates to pursue a graduate degree.
It is felt that this comprehensive plan will maximize the chances for success and serve as a demonstration project for others desiring to incorporate research into the undergraduate experience and developing a novel masters program.
Impact: It is felt that this program can significantly impact undergraduate education by serving as a proof of concept in the development of research oriented courses, generating an appreciation of life-long learning, and demonstrating the value of undergraduate research to the outside community. This work complements the current work of the PI and lays the foundation for his future plans.
