A new dual-plate slipometer for measuring slip between molten polymers and extrusion die materials
Bibliographic record
Abstract
In this work, we study the slip behaviors common to plastics die extrusion metals or platings using a new instrument called a dual-plate slipometer. By dual-plate, we mean that whereas the stationary plate incorporates a local shear stress transducer, the moving plate does not. The stationary plate and transducer are made of one stainless steel, but the moving plate is made from, or plated with, different extrusion die materials under study. This new instrument allows slip velocity to be measured without having to build a new shear stress transducer from each extrusion metal or plating under study. We explore the effect of extrusion die composition and die metal surface morphology on the slip properties of polyolefins using a sliding plate rheometer. In this work, we studied the slip behaviors of polyolefins on four common plastics die extrusion metals or platings, without having to build a new shear stress transducer from each. Specifically, our new method replaces the moving plate; with each of the four die metals or platings under study without changing the stainless steel material of the shear stress transducer and its stationary plate. Our experiments include high-density polyethylene, low-density polyethylene, and polypropylene (PP) on four different die metals or platings. We use steady simple shear to obtain shear stress versus nominal shear rate for different gaps, from which we can then deduce the slip velocity using the Mooney analysis. We then fit four slip models to our experimental measurements, and we find the Hatzikiriakos hyperbolic sine model to be accurate, even for the measured inflections in the slip velocity as a function of shear stress curves. Our analysis includes detailed characterization of the die metal plating surfaces, including measurements of the composition of the sliding plates by energy dispersive spectroscopy, surface energy by contact angle goniometry, and surface roughness by both white light interference and stylus profilometries. We use our slip measurements to evaluate the Allal-Vergnes equation for the critical shear stress for slip [A. Allal and B. Vergnes, "Effect of die surface on the onset of stick-slip transition in the flow of molten linear polymers," J. Non-Newtonian Fluid Mech. 167-168, 46-49 (2012)]. We conclude our analysis by dedimensionalizing slip, and we then use these dimensionless groups to analyze slip. This paper provides a set of reference data for extrusion die designers for polyolefins.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 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 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".