Bibliographic record
Abstract
The degradation of the long-term rupture strength of ASME Grade 122 steel occurs earlier than that of Grade 92 steel. To investigate the reasons for this phenomenon, the long-term creep curves of Grade 122 steel pipe, plate, and tube product forms were analyzed by applying an exponential law to the temperature, stress, and time parameters. The activation energy (Q), activation volume (V), and Larson–Miller constant (C) were obtained as functions of creep strain. All Q, V, and C (QVC) decreased simultaneously with an increase in creep strain during the transient creep in a data group (Gr.IIIa), where an unexpected drop in the long-term rupture strength was experienced. Metallurgical considerations of the variations in QVC meant that “heterogeneous recovery and heterogeneous deformation” (HRHD) should occur during the simultaneous decreases in QVC. The Z-phase is easily formed by the consumption of the strengthening particles of MX in the HRHD zone, which causes the degradation of the long-term strength of Grade 122 steel. The higher hardness of Grade 122 steels promotes the coarsening of the Laves phase particles and, in addition to this, the amount of MX inside the subgrains is estimated to be less than Grade 92 steel, which cause severe HRHD and the resultant degradation in rupture strength compared to Grade 92 steel. In a data group subjected to lower stresses than those of Gr.IIIa, the degradation rate is mitigated, and a deformation mechanism was proposed. The improvement in the long-term rupture strength of Grade 122 steel was also discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".