Effect of Scale and Confinement on Gap Tests for Liquid Explosives
Why this work is in the frame
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Bibliographic record
Abstract
Abstract The factors influencing initiation of detonation in gap tests for liquid explosives are investigated experimentally. A calibrated donor charge (nitromethane) and PMMA attenuator disk arrangement are used to transmit shocks of known strength (2–10 GPa) into a test explosive of nitromethane sensitized with 5% diethylenetriamine. The test explosive is contained in capsules of different wall materials (PVC, Teflon, aluminum), and the dimensions of the charges vary from 25 mm to 100 mm in diameter. For the small‐scale charges, the presence of the confining wall of the test capsule is seen to have a pronounced effect on the detonation initiation. Certain wall materials (PVC, Teflon) exhibit a multi‐valued critical gap thickness, meaning that a weaker shock may result in initiation while a stronger shock does not. The effect of the wall materials could not be correlated with their acoustic or shock impedance, and the only way to eliminate these effects was to make the diameter of the test charge larger than the donor charge. When the size of the donor charge was increased, the critical pressure required for initiation decreased. These results could be correlated to “ideal” shock initiation experiments that use flyer plates as shock sources assuming that lateral rarefactions quench detonation initiation if they reach the central axis of the charge before the onset of detonation is complete.
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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.
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