Teacher(s)
Delannay Laurent (compensates Pardoen Thomas); Idrissi Hosni; Idrissi Hosni (compensates Pardoen Thomas); Pardoen Thomas; Simar Aude (compensates Pardoen Thomas);
Language
English
Main themes
The main topics involve
 The physical and mathematical description at the atomic, microscopic and macroscopic scales of the (thermovisco) elastic deformation mechanisms within all material classes;
 The physical and mathematical description at the atomic, microscopic and macroscopic scales of the (visco) plastic deformation mechanisms within all material classes, involving creep;
 The physical and mathematical description at the atomic, microscopic and macroscopic scales of the damage and fracture mechanisms within all material classes, involving fracture mechanics theory.
Aims
At the end of this learning unit, the student is able to :  
1 
Contribution of the course to the program objectives Having regard to the LO of the programme KIMA, this activity contributes to the development and acquisition of the following LO:
At the end of this course, the student will be able to

Content
Basic concepts
I. Reversible deformation : Chap II Elasticity and thermoelasticity ; Chap III Viscoelasticity, anelasticity
II. Irreversible deformation : Chap IV Macroscopic plasticity ; Chap V Dislocation theory ; Chap VI Hardening mechanisms, link microstructure  plasticity ; Chap VII Viscoplasticity and creep of polymers and metals
III. Damage and fracture : Chap VIII Damage ; Chap IX Fracture mechanics ; Chap X Mechanisms of cracking ; Chap XI Subcritical crack growth and fatigue (not covered every year)
I. Reversible deformation : Chap II Elasticity and thermoelasticity ; Chap III Viscoelasticity, anelasticity
II. Irreversible deformation : Chap IV Macroscopic plasticity ; Chap V Dislocation theory ; Chap VI Hardening mechanisms, link microstructure  plasticity ; Chap VII Viscoplasticity and creep of polymers and metals
III. Damage and fracture : Chap VIII Damage ; Chap IX Fracture mechanics ; Chap X Mechanisms of cracking ; Chap XI Subcritical crack growth and fatigue (not covered every year)
Teaching methods
Students attend laboratory sessions (typically 5 or 6) by groups of about 1015 (the group can be divided in two subgroups for sanitary reasons) during which they perform experiments with the help of researchers. The lab sessions take place before the theoretical courses to follow the deductive scientific methodology.
The theoretical courses are supplemented by application exercises to help the student mastering the new concepts. A fairly comprehensive textbook is provided to the students. The slides used for some of the lectures are available on Moodle (and on TEAMS). The excathedra lectures will be taught in a comodal format, with all organisation details specified in the roadbook available on TEAMS and Moodle.
Students are also expected to invent and solve a specific engineering problem involving a fracture assessment and relevant subproblems allowing the introduction of several features covered in the different parts of the course.
All the information on the methods and organisation are provided in the roadbook of the course (see TEAMS and Moodle)
The theoretical courses are supplemented by application exercises to help the student mastering the new concepts. A fairly comprehensive textbook is provided to the students. The slides used for some of the lectures are available on Moodle (and on TEAMS). The excathedra lectures will be taught in a comodal format, with all organisation details specified in the roadbook available on TEAMS and Moodle.
Students are also expected to invent and solve a specific engineering problem involving a fracture assessment and relevant subproblems allowing the introduction of several features covered in the different parts of the course.
All the information on the methods and organisation are provided in the roadbook of the course (see TEAMS and Moodle)
Evaluation methods
The students will be individually graded based on the objectives indicated above. More precisely, the evaluation involves the grading of
 short lab reports (10%);
 an original exercise invented by the student based on a real engineering problem (see further); the criteria are : (1) creativity/originality in the selection of the problem; (2) diversity of concepts involved in the problem; (3) complexity of the problem; (4) quality/exactness of the approximations/assumptions and solution. The exercise will be presented on paper; an oral discussion is optional. This exercise can be prepared by group of two but each student must provide a specific report involving different values for the parameters appearing in the problem (25%);
 the solution to an imposed exercise; the textbook being available for that part of the exam (30%);
 the answers, during an oral interrogation, to a few questions of synthesis regarding the main concepts, models and phenomena presented in the course; the list of possible questions is given to the students during the year (35%).
Other information
The students must be familiar with the basic concepts
 of materials science, and especially of the basics of crystallography and microstructures;
 of continuum mechanics (stress and strain tensors) and of mechanics of deformable solids (linear elasticity theory) that have been taught in the program of bachelor of engineering. Nevertheless, the course primarily aims at illustrating these concepts in practical engineering situations rather than at making extensive use of the mathematics behind.
Online resources
Bibliography
Des livres de référence sont disponibles à la bibliothèque BSE.
Teaching materials
 textbook "deformation and fracture of materials"
 textbook "deformation and fracture of materials"
 textbook "deformation and fracture of materials"
 textbook "deformation and fracture of materials"
 textbook "deformation and fracture of materials"
Faculty or entity