Nucleation of Al3Zr and Al3Sc in aluminum alloys: from kinetic Monte Carlo simulations to classical theory

Zr and Sc precipitate in aluminum alloys to form the compounds Al3Zr and Al3Sc which for low supersaturations of the solid solution have the L12 structure. The aim of the present study is to model at an atomic scale this kinetics of precipitation and to build a mesoscopic model based on classical nucleation theory so as to extend the field of supersaturations and annealing times that can be simulated. We use some ab-initio calculations and experimental data to fit an Ising model describing thermodynamics of the Al-Zr and Al-Sc systems. Kinetic behavior is described by means of an atom-vacancy exchange mechanism. This allows us to simulate with a kinetic Monte Carlo algorithm kinetics of precipitation of Al3Zr and Al3Sc. These kinetics are then used to test the classical nucleation theory. In this purpose, we deduce from our atomic model an isotropic interface free energy which is consistent with the one deduced from experimental kinetics and a nucleation free energy. We test di erent mean-field approximations (Bragg-Williams approximation as well as Cluster Variation Method) for these parameters. The classical nucleation theory is coherent with the kinetic Monte Carlo simulations only when CVM is used: it manages to reproduce the cluster size distribution in the metastable solid solution and its evolution as well as the steady-state nucleation rate. We also find that the capillary approximation used in the classical nucleation theory works surprisingly well when compared to a direct calculation of the free energy of formation for small L12 clusters.Comment: submitted to Physical Review B (2004

Immediate Elaborated Feedback Personalization in Online Assessment

Providing a student with feedback that is timely, most suitable and useful for her personality and the performed task is a challenging problem of online assessment within Web-based Learning Systems (WBLSs). In our recent work we suggested a general approach of feedback adaptation in WBLS and through a series of experiments we demonstrated the possibilities of tailoring the feedback that is presented to a student as a result of her response to questions of an online test, taking into account the individual learning styles (LS), certitude in a response and correctness of this response. In this paper we present the result of the most recent experimental field study where we tested two feedback adaptation strategies in real student assessment settings (73 students had to answer 15 multiple-choice questions for passing the midterm exam). The first strategy is based on the correctness and certitude of the response, while the second strategy takes student LS into account as well. The analysis of assessment results and students’ behaviour demonstrate that both strategies perform reasonably well, yet the analysis also provide some evidence that the second strategy does a better job