Effects of Undercooling and Transformation Time on Microstructure and Strength of Fe–C–Mn–Si Superbainitic Steel

Strength of Materials - A metallographic method, dilatometry, and X-ray diffraction were applied to investigate the effects of undercooling and holding time on bainitic transformation,...     

Continuation methods for approximate large scale object sequencing

Machine Learning - We propose a set of highly scalable algorithms for the combinatorial data analysis problem of seriating similarity matrices. Seriation consists of finding a permutation of data...     

RLPAS: Reinforcement Learning-based Proactive Auto-Scaler for Resource Provisioning in Cloud Environment

Mobile Networks and Applications - Public cloud system offers Infrastructure-as-a-Service (IaaS) to deliver the computational resources on demand. Resource requirements of a cloud environment are...     

Short-Term Creep of St3 Steel Under Low-Frequency Cyclic Loading

Strength of Materials - Creep constitutive equations have been derived for the materials that exhibit the properties of orthotropy (transversal isotropy) and transient creep under cyclic loading. A...     

Analysis and optimization of noises of an analog circuit via PSO algorithms

Microsystem Technologies - The strategy for analysis of noise generated in the analog circuit is presented here. Further, methodology for optimization of noise to improve the performance of the...     

Assessing students' conceptual understanding using an online three‐tier diagnostic test

When solving a mathematical problem, students who do not have sufficient conceptual understanding may perform poorly and exhibit misconceptions. This study was aimed to examine students' conceptual understanding and significant misconceptions when solving number sense‐related problems. An online three‐tier diagnostic test was administered to 125 fifth‐grade students with varied socio‐economic backgrounds in Hong Kong. Only 14.40% of the students exhibited high performance with high confidence, indicating that these students had a profound conceptual understanding of number sense. In addition, the majority of the students (66.40%) did not demonstrate number sense; these students exhibited several significant misconceptions and could solve the questions only by using a rule‐based method or guessing. Accordingly, most students performed unsatisfactorily on number sense‐related problems. This study is imperative in identifying early predictors and provides information for further compatible interventions in the teaching and learning of number sense in Hong Kong in particular and worldwide in general.