Dr. Michael Falk, professor of materials science and engineering, discusses his research in computational materials science and the importance of making science accessible.
How did you get interested in materials science? What interests you the most about materials science?
Actually, I became interested in materials science because I had studied physics and I had a strong interest in using computers to simulate physical processes. I had done research as an undergraduate and enjoyed that experience. When I started graduate school in physics I was specifically looking for problems where you could use a computer to gain insight into a physics problem. It turns out materials science is full of such opportunities, so the research I ended up doing was at the boundaries of physics, materials science and scientific computation.
I find the idea that one can use one’s intellect and imagination to delve into the workings of the material world and begin to understand it very appealing. I love it that in many cases relatively simple mathematics can express essential features of how the bits of the universe we interact with operate.
What research development or discovery would you be most excited to find?
In my own research I would like to understand how we can use the concept of entropy to describe the disorder in a solid material’s structure. I believe that if we can make this connection between our standard equilibrium thermodynamics and what happens in materials like glasses, which are really very far from equilibrium, we could control their properties and predict their behavior in ways that will be immensely important for opening up the space of engineering materials. This could lead to stronger metals, more efficient devices for energy applications and could open doors to other applications we don’t even yet know exist.
Where do you see the future of your field of research headed? What innovations are coming?
The pace of advancement in simulating materials has been dizzying, but still so much needs to be done. Computers get ever bigger and more efficient, but in the end the limitation of materials simulation continues to be set not by the computers as much as by the theories and algorithms we use them to solve. I think the next big step will be when someone figures out how to routinely undertake large-scale atomic simulations that include quantum mechanical detail. Currently we can either perform relatively small quantum mechanical calculations or large atomic-scale calculations with more simplified assumptions about the atomic interactions. The latter simulations require working out particular rules for the atomic species being included in the simulation. As a result, only a relatively small fraction of the materials space is open to large-scale simulations, and these don’t include electronic degrees of freedom that can make predictions about things like conductivity. I think this advance is within our reach and will happen in the next few decades. It will open up a entirely new areas of materials science to the insights that can be gained from computation and simulation.
What advice do you have for students and young engineers engaging in materials research?
Follow your interest, and don’t be afraid to go out and find the people in the field you see doing things that interest you; ask them about their work. At the center of science and engineering sits the human process of sharing thoughts and sharing a passion for understanding the world. When someone in the field understands that you share their passion, they are more than likely to want to take the time to share what they know and hear what you are thinking about.
Outside of your research, what hobbies or activities interest you?
I am very interested in equity in science and engineering. I help run a project called STEM Achievement in Baltimore Elementary Schools (SABES) that reaches into 9 schools in 3 Baltimore City neighborhoods to work with students in grades 3-5. Like many students in our urban schools these children don’t necessarily see the appeal of learning science or engineering or pursuing it as a career. Often the means of instruction can be very didactic, focusing on reading text books. Also many of the children we work with don’t know anyone who is a scientist or an engineer, and their parents may not either. We work to support the teachers so the lessons taught can be hands-on and project-based. We also field more than 160 volunteers from the Hopkins campus and local tech businesses to work with the school kids in the after-school setting. There the children are able to engage in projects of their own devising based on ideas they have for how science and engineering can improve their own worlds. It is important that we make science and engineering accessible to everyone. Who knows where the next innovation may come from?