X-ray diffraction and scanning electron microscopy of galvannealed coatings on steel

The formation of Fe–Zn intermetallic compounds, as relevant in the commercial product galvannealed steel sheet, was investigated by scanning electron microscopy and different methods of X-ray diffraction. A scanning electron microscope with high resolution was applied to investigate the layers of the galvannealed coating and its topography. Grazing incidence X-ray diffraction (GID) was preferred over conventional Bragg–Brentano geometry for analysing thin crystalline layers because of its lower incidence angle α and its lower depth of information. Furthermore, in situ experiments at an environmental scanning electron microscope (ESEM) with an internal heating plate and at an X-ray diffractometer equipped with a high-temperature chamber were carried out. Thus, it was possible to investigate the phase evolution during heat treatment by X-ray diffraction and to display the growth of the ζ crystals in the ESEM.     

The role of metacognitive monitoring in explaining differences in mathematics achievement

The relationship between practised monitoring activities and performance, especially in mathematics was examined within three nested studies. The first study deals with problems of faulty term rewritings submitted to three groups of subjects—10th to 13th graders, differing in their mathematical performance—whose task was to find the mistakes. Moreover, a questionnaire on the practice and appreciation of monitoring activities was developed. The third study, first, repeats the first study with a similar population and secondly adds interviews with some of the subjects while solving additional items concerning faulty term rewritings. Studies 1 and 3 show similar success in finding mistakes and in the replies to the questionnaire within the various groups. Furthermore, the third study points up that the subject’s answers do neither predict the practised monitoring nor the success in the test. However, the success correlates significantly with the practised monitoring. For a deeper understanding concerning the role of metacognition in explaining performance, the second study examined two of the groups who had already been involved in the first study. These were assigned some problems of a matrices test as used in cognitive psychology. While trying to solve the problem, their eye movements were recorded by means of an eye-tracker. Afterwards they had to justify their solutions in an interview. The eye movements were analysed, the verbal comments classified. Again, the groups differ in their problem solving success, dependant on the quality of the monitoring practised. Altogether, the results of the three studies elucidate the importance of practised metacognitive monitoring activities not only for success in school algebra, but furthermore the ability and the willingness to do it is deeper anchored in a person than just a trained behaviour for school algebra.     

Ein neues Verfahren zur Bestimmung des Stickstoffs in Kohle und Koks

Ohne Zusammenfassung     

Emergence of classical reality from a quantum mechanical background

A model for the process of knowledge acquisition is presented that shows how naive realism emerges from a quantum mechanical background. We formalise this process of emergence and obtain in this way an illustrative insight to some of the most fundamental physical theories: GRW-theory and E^∞-theory.