Investigation of resonance-enhanced laser-induced breakdown spectroscopy for analysis of aluminium alloys
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Bibliographic record
Abstract
Resonance-enhanced laser-induced breakdown spectroscopy (RELIBS) was investigated with the aim to improve the limit of detection of trace elements in the context of elemental analysis of aluminium alloys. A Q-switched Nd:YAG laser pulse (7 ns, 1064 nm) was used for ablation of the samples and was followed, after a suitable delay, by an Optical Parametric Oscillator (OPO) laser pulse (7 ns), tuned at 396.15 nm, to resonantly excite the aluminium host atoms. In particular, the Mg I 285.21 nm and Si I 288.16 nm lines were observed in the acquisition spectral window. We investigated the influence of the main experimental parameters, namely, the excitation wavelength, the interpulse delay and the ablation and excitation fluences, on the signal-to-noise ratio for the Mg I 285.21 nm line. We found that, at low ablation fluences, typically less than a few J cm−2, the Mg signal at 285.21 nm achieved using RELIBS was significantly enhanced when compared to LIBS using the same ablation fluence. At fluences higher than 8 J cm−2, the effect of the excitation pulse became unnoticeable and similar results were observed for both approaches. The optimum conditions were achieved for an interpulse delay of about 30 ns, an ablation fluence of about 3.8 J cm−2 and an excitation fluence of about 1.1 J cm−2. The corresponding absolute LoDs were 0.7 and 50 fg, for Mg and Si, respectively, using RELIBS. When using LIBS, they were 4 and 128 fg, instead. Finally, the applicability of RELIBS in the context of a minimally destructive elemental analysis is discussed.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it