scholarly journals Computationally Guided Discovery of the Sulfide Li3AlS3 in the Li–Al–S Phase Field: Structure and Lithium Conductivity

2019 ◽  
Vol 31 (23) ◽  
pp. 9699-9714 ◽  
Author(s):  
Jacinthe Gamon ◽  
Benjamin B. Duff ◽  
Matthew S. Dyer ◽  
Christopher Collins ◽  
Luke M. Daniels ◽  
...  
Keyword(s):  
Phase Field ◽  
Field Structure ◽  
S Phase ◽  
Guided Discovery ◽  
Lithium Conductivity

Effect of additions of Si and Ag to ternary Al-Cu-Mg alloys in the α + S phase field

1996 ◽  
Vol 217-218 ◽  
pp. 273-276 ◽  
Author(s):  
S.P. Ringer ◽  
I.J. Polmear ◽  
T. Sakurai
Keyword(s):  
Phase Field ◽  
S Phase ◽  
Mg Alloys

A TEM study of the influence of microstructure on the superplastic behavior of a U-5.8 wt.% Nb alloy

1986 ◽  
Vol 44 ◽  
pp. 568-569
Author(s):  
G. Mackiewicz Ludtka
Keyword(s):  
Grain Size ◽  
Heating Rate ◽  
Phase Field ◽  
Single Phase ◽  
Superplastic Behavior ◽  
Two Phase ◽  
Single Phase Field

Historically, metals exhibit superplasticity only while forming in a two-phase field because a two-phase microstructure helps ensure a fine, stable grain size. In the U-5.8 Nb alloy, superplastici ty exists for up to 2 h in the single phase field (γ1) at 670°C. This is above the equilibrium monotectoid temperature of 647°C. Utilizing dilatometry, the superplastic (SP) U-5.8 Nb alloy requires superheating to 658°C to initiate the α+γ2 → γ1 transformation at a heating rate of 1.5°C/s. Hence, the U-5.8 Nb alloy exhibits an anomolous superplastic behavior.

Activity-guided discovery of antioxidative compounds in bark extract of Garcinia buchananii

Planta Medica ◽  
2013 ◽  
Vol 79 (13) ◽  
Author(s):  
T Stark ◽  
D Germann ◽  
J Wakamatsu ◽  
OB Balemba ◽  
T Matsutomo ◽  
...  
Keyword(s):  
Bark Extract ◽  
Guided Discovery ◽  
Garcinia Buchananii

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS MODIFIKASI PENEMUAN TERBIMBING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN VERBAL

2017 ◽  
Vol 15 (1) ◽  
pp. 100
Author(s):  
Herlina Herlina
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Verbal Ability ◽  
Learning Model ◽  
Learning Achievement ◽  
Guided Discovery ◽  
Verbal Skills ◽  
Student Teams ◽  
And Mathematics ◽  
Better Than

The purpose of this study was to compare the learning achievement using cooperative learning model Student Teams Achievement Divisions with cooperative learning model Student Teams Achievement Divisions modification of guided discovery in terms of verbal abality. Based on the results of the study concluded that (1) based on a model of learning, the mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions as good with mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions modifications guided discovery, both onstudents who have the high verbal skills, medium and low, (2) base on terms of verbal skills, mathematics achievement of students who have high verbal ability is better than mathematics achievement of students who have medium and low verbal ability, and mathematics achievement of students have medium verbal skillsbetter than mathematics achievement of students have the ability low verbal skills. Tujuan penelitian ini adalah untuk mengetahui perbandingan prestasi belajar yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions dengan model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing ditinjau dari kemamuan verbal. Berdasarkan hasil penelitian disimpulkan bahwa (1) berdasarkan model pembelajaran, prestasi belajar matematika peserta didik yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions sama baiknya dengan prestasi belajar matematika peserta didik yang dikenai model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing,baik pada peserta didik yang memiliki kemampuan verbal tinggi, sedang dan rendah, (2) ditinjau dari kemampuan verbal, peserta didik yang memiliki kemampuan verbal tinggi lebih baik daripada peserta didik yang memiliki kemampuan verbal sedang dan rendah, dan peserta didik yang memiliki kemampuan verbal sedang lebih baik daripada peserta didik yang memiliki kemampuan verbal rendah.

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