Impact of Materials on Society

IMPACT OF MATERIALS ON SOCIETY

First Edition
Eds. Sophia Krzys Acord, Kevin S. Jones, Marsha Bryant, Debra
Dauphin-Jones, and Pamela Hupp
With support from the Materials Research Society, Department of Defense,
National Science Foundation, and the University of Florida

LIBRARYPRESS@UF
PERRY COLLINS, EDITOR
TRACY MACKAY-RATLIFF, COVER DESIGN
GAINESVILLE, FLORIDA

ufl.pb.unizin.org/imos/
Impact of Materials on Society by Sophia Krzys Acord, Kevin S. Jones, Marsha Bryant, Debra Dauphin-Jones,
Pamela Hupp, Susan D. Gillespie, Kenneth E. Sassaman, Mary Ann Eaverly, Florin Curta, Sean Adams, and Bonnie
Effros is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where
otherwise noted.

Copyright © 2021 Sophia Krzys Acord, Kevin S. Jones, Marsha Bryant, Debra Dauphin-Jones, and the
Materials Research Society. Authors retain copyright to individual chapters.

This book was produced with Pressbooks (https://pressbooks.com) and rendered with Prince.
Contents

Publication Information vii

Acknowledgments viii

Understanding the Material World 1

Sophia Krzys Acord and Kevin S. Jones
Clay: The Entanglement of Earth in the Age of Clay 15
Susan D. Gillespie
Ceramics: Firing Clay and Flaking Stone 44
Kenneth E. Sassaman
Concrete: Engineering Society through Social Spaces 67
Mary Ann Eaverly
Copper and Bronze: The Far-Reaching Consequences of Metallurgy 88
Florin Curta
Gold and Silver: Precious Metals and Coinage 110
Florin Curta
Steel: Carnegie and Creative Destruction 126
Sean Adams
Aluminum: Alcoa and Anti-Trust 144
Sean Adams
Polymers: Fantastic Plastics in Postwar America 158
Marsha Bryant
Writing Materials: The Politics and Preservation of Knowledge 176
Bonnie Effros
 535 Library West • PO Box 117000 • Gainesville, FL 32611-7000
librarypress.domains.uflib.ufl.edu • [email protected]

ISBN13: 978-1-944455-24-8
Library of Congress Cataloging-in-Publication Data
Acord, Sophia Krzys, editor, author. | Jones, Kevin S., editor, author. | Bryant, Marsha,
editor, author. | Dauphin-Jones, Debra, editor. | Hupp, Pamela, editor. | Gillespie, Susan D.,
author. | Sassaman, Kenneth E., author. | Eaverly, Mary Ann, author. | Curta, Florin, author.
| Adams, Sean, author. | George A. Smathers Libraries, publisher.
Impact of materials on society / by Sophia Krzys Acord, Kevin S. Jones, Marsha Bryant,
Debra Dauphin-Jones, and Pamela Hupp.
Gainesville, FL : Library Press @ UF, 2021 | Includes bibliographic references | Summary:
This textbook supports the Impact of Materials on Society course and teaching materials,
developed with the Materials Research Society. The textbook offers an exploration into
materials (including ceramics, clay, concrete, glass, metals, and polymers) and the
relationship with technologies and social structures. The textbook was developed by
an interdisciplinary team from Engineering and Liberal Arts and Sciences, including
anthropologists, sociologists, historians, media studies experts, Classicists, and more.
LCSH: Materials science. | Material culture. | Science and the humanities. | Engineering
and the humanities. |Materials–Study and teaching.
LCC TA401 / TA492 (ebook)

Publication Information | vii

Acknowledgments
This book serves as a textbook for the Impact of Materials on Society (IMOS) course. The
editors and authors wish to acknowledge the support of the University of Florida that
made the creation of this textbook possible: especially the Center for the Humanities and
the Public Sphere, Department of Materials Science and Engineering, Creative Campus
Catalyst Fund, Office of the Provost, George A. Smathers Libraries (especially Perry Collins
and Laurie Taylor), University Press of Florida (especially Meredith Babb), and the College
of Education. We would also like to acknowledge the Office of Corrosion within the
Department of Defense, specifically Dan Dunmire and Greg Redick, for their support and
guidance in developing the IMOS course. In addition, we would like to acknowledge the
Materials Research Society (MRS) and the many MRS scientists who provided content
and input when developing the course, and specifically Richard Souza for believing in the
project and his constant encouragement. Finally, we wish to acknowledge the National
Science Foundation for supporting the dissemination of the IMOS course and this
textbook within the United States, as well as internationally.

viii | Acknowledgments
Understanding the Material World
SOPHIA KRZYS ACORD AND KEVIN S. JONES

Innovation often happens at an interface. In materials science and engineering (MSE),

groundbreaking discoveries have occurred at the interfaces of two or more different
materials. For example, the modern computer chip relies extensively on the properties
exhibited where metals meet semiconductors. Similarly, innovative thinking can happen
at the interface of multiple academic disciplines. To revisit our example, the modern
computer chip operates at the intersection between technological devices, the personal
lives of those who create and use these devices, and the communities in which they live.
This textbook brings the humanities and humanistic social sciences into dialogue with
MSE to explore the synergies between human life and materials innovation in societies
ranging from pre-civilization to the present. It is only in dialogue between the properties
of the “stuff we make” (the domain of MSE) and the sociocultural forces that shape and are
impacted by this “stuff” (the terrain of the humanities), that we can fully understand our
material world.
The need for close dialogue between the humanities and sciences has been echoed
since the origins of the academy. As stated in an article in The Chronicle of Higher
Education, “An educational system that merges humanities and sciences, creating whole-
brain engineers and scientifically inspired humanists, fosters more than just innovation. It
yields more-flexible individuals who adapt to unanticipated changes as the world evolves
1
unpredictably.”
This is particularly important today, as we increasingly see science not only as the
pursuit of natural truths but also as a portfolio of solutions to national and global
problems. In addressing these problems, it is important for scientists and researchers to
proceed intentionally and with comprehensive knowledge of the social and cultural worlds
in which these problems are manifest. Two federal funding agencies, the National Science
Foundation (NSF) and National Endowment for the Humanities (NEH) were established in
the United States in 1950 and 1965, respectively. In the report leading to NEH’s founding,
the authors wrote, “If the interdependence of science and the humanities were more
generally understood, men would be more likely to become masters of their technology
2
and not its unthinking servants.” The report’s authors, hailing from leading universities as
well as the US Atomic Energy Commission, IBM Corporation, and New York Life Insurance,
knew that connecting the humanities and sciences would help us make informed
judgments about our control of nature, ourselves, and our destiny.

Understanding the Material World | 1

 The 1980 Commission on the Humanities again revisited the relationship of the
humanities and sciences, noting that “social and ethical questions are intrinsic to science
and technology. In these respects, science and technology have been a domain of the
3
humanities in Western culture since its Greek origins.” The same can be said of the
close relationship of science and technology to the humanities in all cultures because
cultural beliefs and social needs guide how humans fabricate and adopt materials in
any context. The humanities and so-called STEM (science, technology, engineering, and
mathematics) fields are allies in world making. Advances in science and engineering are
themselves social products, expressions of the cultural drives of a society. Furthermore, as
the disciplines that seek to understand the values and choices of human decision-makers,
the humanities can “awaken scientists and technicians to problems of which they may not
4
have been aware.” These problems may involve questions as to the ethical dimensions of
technical innovation or possible unintended consequences, but they can also be human
needs addressed through technical innovation. As noted more recently, in the 2013 Heart
of the Matter report produced by the American Academy of Arts and Sciences Commission
on the Humanities and Social Sciences, all disciplines must come together in addressing
the grandest challenges of our time, including the provision of clean air and water, food,
5
health, energy, education, and human rights and safety.
There is a growing recognition of the importance of holistic thinking among scientific
agencies as well. The National Academy of Engineering has categorically stated that
today’s engineers need to be more than individuals who simply like math and science.
They must be “creative problem-solvers” who help “shape our future” by improving our
6
“health, happiness, and safety.”
And in 2012, the Accreditation Board for Engineering and Technology (ABET) added
two new criteria for engineering education that emphasize the social ends of engineering
7
work. These criteria were modified in 2017 to the following:

1. (2) an ability to apply engineering design to produce solutions that meet specified
needs with consideration of public health, safety, and welfare, as well as global,
cultural, social, environmental, and economic factors
2. (4) an ability to recognize ethical and professional responsibilities in engineering
situations and make informed judgments, which must consider the impact of
engineering solutions in global, economic, environmental, and societal contexts

Effectively, these ABET criteria recognize that engineering is truly multidisciplinary.

Engineering does not just engage our scientific knowledge of the physical world; it also

2 | Understanding the Material World

engages social and cultural awareness of the world in which engineers (and the eventual
consumers of their work) live.
Unfortunately, the need for social and scientific dialog in technological innovation is not
being met by coursework at most colleges and universities. A 2014 report published by
the American Academy of Arts and Sciences discovered that humanities and STEM majors
8
largely dwell in different silos during their educational pathways. This is an impediment
to addressing problems that require working with people from other disciplines, as well
as recognizing the importance of diverse backgrounds within individual disciplines. Prior
research has shown that discussing case studies of how technical products affect people
in their daily lives is one demonstrated way to meet the ABET criterion of “understand
9
the impact of engineering solutions in a global. . . societal context.” Moreover, existing
studies demonstrate that teaching science through the lens of social context and issues
contributes to students having more nuanced understandings of engineering solutions as
10
well as a more interdisciplinary and problem-centered conception of scientific inquiry.

The Impact of Materials on Society

This textbook is intended to accompany a freshman-level undergraduate course created
by University of Florida faculty with support from the Materials Research Society,
Department of Defense, and National Science Foundation. The course examines the
discovery, development, and use of materials over time in order to distill lessons from the
past that may guide materials engineering innovation in the future. Developed by a team
of materials engineers and humanities scholars, this textbook operates at the intersection
of material culture and materials science and is intended for use by students of both
engineering and the humanities. The stories in this textbook may also accompany a range
of academic initiatives including high school coursework, museum exhibits, and lifelong
learning programs.
If the goals of these authors are to create curricular dialogue between the humanistic
social sciences and engineering, why choose the terrain of MSE to begin? Put simply,
everything in our lives is made from a material. MSE is possibly the most ubiquitous form
of engineering that we encounter on a daily basis. We have even named societal epochs
after materials (e.g., the Stone Age, the Iron Age, etc.) Moreover, the basic properties
of materials (e.g., ductility, melting point, density) are intuitive, requiring little advanced
mathematics, chemistry, or physics knowledge. The artifacts that we make with
materials—from skyscrapers to quarters to microchips—are shaped into cultural currency
in our world. Writing about the unfortunate mistrust between the sciences and
humanities in 1958, British botanist Sir Eric Ashby noted that technology could be “the

Understanding the Material World | 3

cement between science and humanism” because technology is concerned not with
11
science per say, but rather with the “application of science to the needs of society.”
MSE as a field has grown out of our desire to make things that better our lives; there
has always been an interest in the stuff we use to make these things. From manipulating
materials existing in nature like wood, bone, stone, and clay, to creating new materials
through the smelting of metals or firing of clays to create ceramics, civilization evolved
alongside our ability to manipulate materials. For millennia, people have learned through
trial and error how to manipulate existing materials to create new materials with new
properties. They have handed this knowledge down through generations. In some cases
new materials were discovered by alchemists seeking to create gold. As the science of
chemistry evolved, we began to create completely synthetic materials such as polymers,
and eventually we developed the tools to examine the microstructure. This led to the
ability to correlate how processing the material affected its structure and how that in turn
affected the properties of that material. Understanding how this relationship influenced
the performance of a material led to the birth of the discipline of MSE in the middle of the
twentieth century. By combining earlier fields like ceramics and metallurgy with MSE, our
understanding of materials continues to evolve rapidly with novel innovation occurring at
the interface of the study of different materials.
But it would be foolish to end a
discussion of a material’s properties at
what is physically discernable. After all,
materials innovation does not happen in a
vacuum. Materials are themselves caught
up in social regimes of power and value. A
diamond may be “a girl’s best friend,” as
Carol Channing and Marilyn Monroe once
crooned, but diamonds have also been
mined by children or sold to finance wars
or used to create highly conductive thin Figure 1.1 Engineering perspective on the
materials tetrahedron.
films with potential applications in
microelectronics. A material also has a lifespan, which begins at its mining or synthesis
and fabrication and continues through its recycling or disposal; at each stage it is involved
with a network of people, technologies, and other materials. A material can have social
properties, such as health, environmental impact, economic value, and social status. And,
as demonstrated here in the chapter on plastics, a material can mean different things to
different people. This study of how people imagine, fabricate, understand, and use the
things they need in community with others is the basic terrain of the humanities and

4 | Understanding the Material World

humanistic social sciences. This socio-cultural literacy can be as important to engineering
innovations as technical literacy.
In creating this textbook, we have been
inspired by other texts exploring the
products of materials engineering at use in
the world, such as The Substance of
Civilization (1998) and Stuff Matters (2014),
12
both written by materials engineers. In
its focus on the sociocultural values that
shape our use of materials, however, this
textbook is more closely inspired by The
13
Social Life of Materials (2015). Its
Figure 1.2 Sociocultural perspective on the collaborative ethos echoes an earlier
materials tetrahedron.
anthology edited by University of Florida
engineering and classics faculty entitled Engineering and Humanities (1982), which
represented an effort to share the lessons of the liberal arts with engineers to encourage
14
them to entertain ambiguity and complexity rather than straightforward solutions. We
are also indebted to work in the interdisciplinary area of science and technology studies,
which unites the study of scientific practices with the study of the use and social impacts
of technological artifacts.
This book is unique in that it explicitly aims to generate social concepts from different
humanities (and humanistic social science) disciplines that create ways to examine
materials from different perspectives. This book is not “humanities for engineers” or
“engineering for humanities”; rather, it is an attempt to show how humanists and
engineers can improve interdisciplinary communications through innovations afforded by
materials. The chapters examine the social contexts of the kinds of problems material
scientists are challenged to solve, and the social-political and material consequences
of their solutions, many of which are unintended. In so doing, it produces a usable
history, or distills lessons from the humanities that can guide the development of future
engineering solutions and anticipate their social impacts, thus allowing us to prepare
for them thoughtfully and intentionally. By sharing lessons from a variety of different
disciplines for the study of materials, this text gives students the tools to connect the
fundamental concepts and methodologies that they are learning across the curriculum to
help address future challenges.

Enduring Knowledge Statements

Taken together, these chapters provide case studies that support five big ideas necessary
Understanding the Material World | 5
to understand and predict the impact of materials on society. We refer to these as
“Enduring Knowledge Statements”:

1. Materials shape the human experience, and vice versa. Just as the technologies
created through the discovery and use of new materials have extended possibilities
for human action, materials are themselves dependent upon humans to create and
sustain them. (As we make things, things make us.) Increasingly, this is quite literal as
materials are extending our bodies through tissue engineering, polymer scaffolding,
even nanomaterials for everything from drug delivery to sensory augmentation. This
relationship of mutual dependency between materials and society is further
elaborated through the principle of “entanglement”, discussed in the chapter on clay.
2. Materials can be manipulated to solve technical and sociocultural problems.
Material scientists and engineers have played important roles in civilizations
throughout human history, even if they have not always looked like today’s engineers
in white lab coats or “bunny suits.” In addressing technical problems such as building
sustainable shelters, creating durable tools, and controlling matter at the nanoscale,
materials engineers are also developing technologies that are put to use to address
basic human needs for shelter, food, healthcare, security, and communication
around the world. As a result, MSE is involved directly in addressing social, cultural,
economic, political, and ethical challenges as well as technical challenges.
3. Materials have intrinsic physical properties, only some of which are selected as
more relevant in shaping society based on cultural perspectives. The use of a
material can change. It is important to dispel the notion in engineering that “if we
build it, they will come.” The history of materials engineering is littered with
examples of discoveries and inventions that were never adopted in society because
they were not well suited to their society’s social needs and cultural values. (The
chapters on aluminum and polymers in this textbook tell two such stories.)
Moreover, engineers are themselves members of the societies in which they work,
and unavoidably hold some of the cultural biases and social assumptions of their
non-engineering peers. These assumptions can shape the ways in which engineers
decide to manipulate materials in a particular time and place. Engineers need to
understand how social and cultural forces shape their own work and the reception of
their inventions in order to think broadly and creatively.
4. The impact of materials on society varies with the cultural and historical context.
Higher education tends to teach the same set of values that are shared by the
scientific community; people who disagree with science, particularly on religious
grounds, do not disagree about the facts, they disagree with the values that underpin

6 | Understanding the Material World

 15
certain scientific claims. In this context material impacts can be negative.
5. Understanding the impact of materials on society requires a variety of approaches
in the humanities, social sciences, and sciences. As is already evident, the impact of
materials on society can be understood only by examining the many intersections of
materials and their properties, the technologies they have enabled, social needs, and
cultural values. It is important not only to look at what we do with materials-based
technologies, but also how our own mindsets shape how we do and do not choose to
manipulate these materials in the first place. In taking this holistic approach to
understanding materials in our world, we can also combine expertise from multiple
disciplines to build more sustainable technologies. For example, we may be able to
make more efficient solar cells using cadmium, but if we consider the negative
impacts associated with cadmium’s toxicity from the beginning, we can insist upon
making the cells with an alternative material and innovate in that direction. Thinking
broadly ensures that we do not build something with negative social consequences.

This in-depth case study approach to examining materials in past societies also raises
several other themes for study across these chapters. For example, looking historically
at materials raises the point that materials have a temporality: some last longer than
others. Do we want to plan for the obsolescence of materials when we first create
and begin to use them? More and more, we are taking a cradle-to-cradle approach
in the lifecycle of a material, meaning we are moving away from the use-and-discard
approach. To take another example, history tells us that materials innovations often
come from unpredictable places, and that contemporary researchers can still learn quite
a bit from how earlier humans manipulated and used materials (for example, Roman
concrete). The chapters on steel and plastics also note the undercredited roles of some
entrepreneurs and their home experiments. Finally, humanistic inquiry can point out
critical issues related to the use of materials. Our applications of materials discoveries
to social needs are seldom, if ever, neutral. Materials can be used in ways that reinforce
disparities based on class, gender, race, and ability, as well as power imbalances between
societies. Materials can also be used in ways that impede the health and security of
certain communities involved in their production and consumption. Rather than see the
humanities as critics of the sciences, however, we must remember that skepticism is itself
part of the scientific process.

Summary of textbook chapters

This textbook is designed to be used as part of the Impact of Materials on Society
curriculum, hosted on the LibraryPress@UF and Materials Research Society websites.

Understanding the Material World | 7

The curriculum is made up of weekly modules that examine different materials and their
impacts on society, from human prehistory to the future. Each week discusses a different
material or class of materials. It begins with an introductory lesson as to the material
properties, processing and structure of a material from a MSE perspective, followed by a
historical case study of that material that introduces a social principle, a video of future
material innovations, and finally an activity that links the study of the past and its social
principle to the material of the future.
Each of these chapters provides an overview of the social use of a particular material.
Some of the chapters focus on a particular place and time in human history, such as 1960s
America, the Neolithic settlement Çatalhöyük, or ancient Rome. Other chapters use cross-
cultural comparison to study the impacts of materials beyond individual societies, such as
the development of inter-society trade networks ushered in with bronze, or the ways in
which writing materials contributed to different forms of political power within ancient,
medieval, and pre-modern societies. In addition to articulating the ways in which this
material was enabling to society at particular points in time, each chapter also provides a
lesson on the impact social and cultural systems played in the development of materials.
Taken together, these social lessons (e.g., entanglement, creative destruction, etc.) provide
a toolkit for future researchers and scientists to design materials more intentionally to
address human needs, anticipate and prevent associated pitfalls, and appreciate the role
of collaborative inquiry in innovating future materials.
This book is in no way exhaustive of the lessons that can be taken from the history of
materials, and from the many disciplines that make up the humanities and social sciences,
to examine the impact of materials on society. The current chapters draw lessons from
cultures around the globe, with a focus on the history of societies within present-day
Europe and North America. This is a living textbook that invites diverse contributions of all
human cultures. We hope that the modular template of these chapters will inspire other
humanities instructors to collaborate with materials scientists and engineers to expand
and add further case studies from all corners of the globe to this open textbook.
It is also important to discuss the organization of this textbook. Certainly, our readers
will be familiar with the common practice of applying a chronological order to the human
use of materials, (e.g., moving from the “ages” of stone, to bronze, to silicon). More
recent scholarship, however, has demonstrated that this framework is an instrument of
colonialism in that it seeks to privilege the use of certain materials as more advanced than
others. It also implies that the use of some materials replaces others, which is incorrect.
After all, in our current “age of silicon,” we still create stone tombstones. The use of some
materials is more appropriate to certain contexts than others. An indigenous society today
may find that stone tools remain completely appropriate for their uses; this does not

8 | Understanding the Material World

mean that their society is somehow stuck in the past. Materials do not follow a historical
chronology. So, while the historical case studies presented in this textbook loosely follow
a chronological order, each chapter stands on its own and chapters may be read in a
different order or adapted as needed to learn about the past and ongoing impacts of
different materials.
Although this textbook seeks to eschew the idea of a chronological, sequential order
of materials use throughout time, the case study focus of each chapter on a different
material at a different point in human history does underline another important theme
in this textbook: materials that we may neglect or consider ordinary today have actually
had major multifaceted impacts that continue to be felt in contemporary societies. For
example, while most of our readers will be familiar with the better-known “revolutions”
such as the “Neolithic Revolution” that ushered in the transition of hunter-gatherer
societies to agriculture, the “Industrial Revolution” and role of iron and steel, and the
“Information Revolution” and role of silicon, there are lesser-known but equally significant
revolutions that we must consider alongside these. Other chapters examine the “Soils
Revolution,” the “Concrete Revolution,” and the “Polymers Revolution.”
“Clay: The Entanglement of Earth in the Age of Clay” by Susan Gillespie introduces
us to the widespread social significance of clay, effectively the “steel of early man.” In
an archaeological investigation of Çatalhöyük, an important Neolithic settlement (7400
BCE–5200 BCE) in then Mesopotamia and present-day Turkey, Gillespie reveals the many
ways in which humans at this time depended on clay for shelter, food, community, and
family identity. By investigating these dependencies, we see that clay is also dependent
upon humans to manipulate, strengthen, and source it. Gillespie introduces the
foundational notion of “entanglement” (originally coined by anthropologist Ian Hodder) as
a way of understanding the interdependent relationships between humans and materials
that shape how we selectively use materials. The concept of entanglement also illustrates
how humans become so comfortable with a particular material that adopting alternative
materials is challenging.
“Ceramics: Firing Clay and Flaking Stone” by Ken Sassaman builds on this earthy work
to examine early ceramics including glass-like rocks such as obsidian and flint. These
adaptable materials can be used in a wide variety of ways. By looking at human
transformations of ceramics ranging from around 10,000–13,000 years ago, Sassaman
examines how ancestral humans developed the evolutionary skills to manipulate materials
with greater and greater precision. Focusing on the particular example of the spear-point,
Sassaman introduces the anthropological concept of “operational sequence” to study how
the ways in which humans interact with materials reveal new potential uses for these
materials even as they cordon off other uses. In addition, by comparing the energy used

Understanding the Material World | 9

to manufacture materials with the energy they can generate, this chapter suggests ways
in which future ceramics can usher in a more energy-efficient world.
“Concrete: Engineering Society through Social Spaces” by Mary Ann Eaverly introduces
us to the little known “Concrete Revolution” through an in-depth look at ancient Rome
(800 BCE–400 CE). Complementing Gillespie’s discussion of Mesopotamian wall
construction, Eaverly examines how, as the first human-made structural material,
concrete was used by ancient Romans to create monumental public spaces such as the
Coliseum, public baths, and a major series of aqueducts stretching across the Roman
Empire. But as Eaverly describes, the ways in which Romans used this material directly
reinforced and reflected their ideas about social status and imperial power. By comparing
the cultural values of ancient Roman leaders to societal ideas today, Eaverly asks us to
consider how our own limited cultural perspectives may shape how we think about using
material advances in the future.
“Copper and Bronze: The Far-Reaching Consequences of Metallurgy” by Florin Curta
takes a unique look at the material and alloy that ushered in the so-called “Bronze
Age” (3000 BCE–1000 BCE). Scholarship generally ascribes the significant social
transformations often associated with this time—in agriculture, militarization, and
learning—to the technological innovations associated with smelting and casting. Indeed,
we might refer to copper and bronze as the first materials refined by humans. However,
Curta also highlights the significant roles of trade and political complexity that gave birth
to metallurgy. Seen in this way, Curta demonstrates that the advance of materials is due
as much to the development of expertise of early engineers and the circulation of their
know-how as it is due to the availability of the materials themselves.
“Gold and Silver: Precious Metals and Coinage,” also by Florin Curta, examines the first
uses of precious metals to create widespread systems of exchange within and across
societies. By examining the development of currency systems in complex societies around
the world, Curta explains how the unique material properties of gold and silver facilitated
the development of coinage systems that citizens trusted to hold value. To explain how a
society can give particular value to a material, Curta introduces the important distinction
between intrinsic and extrinsic value, or the value of the metal itself versus the value that
we give to the metal by inserting it into a political, economic, or social system. In this way,
this chapter reveals how societies can, quite literally, take something made of one metal
(such as nickel) and give it the same worth as gold.
“Steel: Carnegie and Creative Destruction” by Sean Adams examines the Industrial
Revolutions made possible by significant processing advances of iron and steel in the
19th-century United States. Unlike the previous chapters, which examined the large-scale
context of materials innovation, this chapter focuses our gaze on the important role of

10 | Understanding the Material World

particular individuals in spurring this innovation. In particular, Adams introduces us to
Andrew Carnegie’s aggressive model of entrepreneurship which reorganized factories,
supply chains, and market relationships to build one of the largest American companies of
the time: Carnegie Steel. Adams also introduces the concept of “creative destruction” to
reveal the double-edged sword of materials innovation; the creation of one material-social
system can result in the destruction of another one with associated repercussions for
workers and competition. This chapter asks us to consider how future materials creations
can recognize the industries they may be destroying and avoid social and economic
pitfalls.
“Aluminum: Alcoa and Antitrust,” also by Sean Adams, tells another 19th- and 20th-
century American story, this time of aluminum. Aluminum, a metal enabled by electricity,
was a modern material in search of an application. As one American company, Alcoa,
slowly discovered marketable applications of aluminum, it also grew in size and scope to
control a majority of the world’s aluminum supply. This represents a unique case study to
understand federal policy related to antitrust issues and competition in the marketplace,
and asks readers to consider whether materials monopolies are harmful to society. As
future materials research and manipulation will create more materials without immediate
application, this question is important to grapple with to prepare an effective business
environment.
“Plastics: Fantastic Plastics in Postwar America” by Marsha Bryant examines the modern
“Polymers Revolution” in postwar, mid-20th-century America. As synthetic polymers
produced in modern research laboratories, plastics have made an indelible mark on
popular consumer culture. Bryant outlines the story of Earl Tupper’s invention of Poly-
T, an ingenious and flexible new material that was only made popular by the marketing
genius of Brownie Wise. Building on other chapters that demonstrate how cultural
systems shape our perceptions of the potential applications of materials, Bryant
introduces the idea of materials marketing to show how materials acquire (and can be
given) particular meanings that shape the ways we publicize and use them. As with the
story of Andrew Carnegie, this chapter also emphasizes that a material is not simply
made by its creators; its sociocultural impact is powerfully shaped by mediators and
entrepreneurs, and factors such as aesthetics are often critical to its success.
“Writing Materials: The Politics and Preservation of Knowledge” by Bonnie Effros
surveys a variety of writing materials, including papyrus, parchment, and paper, from
ancient Egypt in 2500 BCE to Medieval Europe in 1400 CE. Together, writing materials
are significant in shaping patterns of human cognition and building communities of
individuals. But the material properties and shelf lives of these “information storage
media” suited different social uses ranging from government records, to biblical study, to

Understanding the Material World | 11

information sharing and community-building among early nation states. These materials
also reveal how the ways in which societies store and exchange information can reinforce
hierarchies of wealth and privilege. In applying this lesson to the digital age, Effros asks us
to think critically about whether future expansive materials for mass information storage
will truly democratize our societies, or exacerbate our differences.
We hope that our readers will also notice how many discussions of materials and their
impact span across chapters. Those with an interest in the social impacts of building
materials, for example, will find much of interest in the chapters on clay, concrete, and
steel. (Indeed, even a materials application as niche as stadium roofing is discussed in both
the concrete and plastics chapters.) Those with an interest in art and commemoration will
find it interesting to examine the various materials that we’ve used to express ourselves
and what we stand for as a society, from the use of concrete to build monumental
structures to glorify the Roman Empire, to the US government’s use of the very new
aluminum to top the Washington Monument and symbolize its country’s innovation.
Comparing these case studies also reveals some larger lessons about the social role
of materials. For example, although clay in Çatalhöyük and plastics in modern America
seem like worlds apart, both materials were used in ways that reinforced a gendered
division of labor in and for the home. In addition, these chapters show the importance
of considering the many mediators involved in between materials and society: those that
extract, process, transport, market, and even regulate material science and industry. And
readers interested in knowing more about how technological innovation happens can pay
particular note to discussions of the economies of scale in the writing material, steel,
and aluminum chapters. Although a more sobering note is offered by the steel chapter
about the possibilities of humans being replaced by machines, the lessons of creative
destruction ask us to anticipate and address this issue.
Taken together, the contributions in this volume, and those potentially added in the
future, aim to show how expertise from multiple disciplines is necessary to create a robust
and effective engineering workforce. We hope these case studies will not only teach our
readers facts about the past and present, but also generate questions that we must ask
of our societies and engineering and technology industries looking into the future. We
must discuss the kind of world that we want to live in, and imagine the ways in which new
16
materials will enable us to build the technologies that inhabit this future. To do this, we
need to move away from our opinions about materials, to understanding the facts of their
development and the values of the societies that embrace them. Just as materials impact
societies, societies shape how materials are employed. Only by understanding all of the
physical, cultural, and social elements that make up a society can we act in an informed
way.

12 | Understanding the Material World