Use of Inverse Solutions for Residual Stress Measurements
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Bibliographic record
Abstract
Abstract For most of the destructive methods used for measuring residual stresses, the relationship between the measured deformations and the residual stresses are in the form of an integral equation, typically a Volterra equation of the first kind. Such equations require an inverse method to evaluate the residual stress solution. This paper demonstrates the mathematical commonality of physically different measurement types, and proposes a generic residual stress solution approach. The unit pulse solution method that is presented is conceptually straightforward and has direct physical interpretations. It uses the same basis functions as the hole-drilling integral method, and also permits enforcement of equilibrium constraints. In addition, Tikhonov regularization is shown to be an effective way to reduce the influences of measurement noise. The method is successfully demonstrated using data from slitting (crack compliance) measurements, and excellent correspondence with independently determined residual stresses is achieved.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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.
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