Surface Hierarchy: Macroscopic and Microscopic Design Elements for Improved Sliding on Ice
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Frictional interaction with a surface will depend on the features and topography within the contact zone. Describing this interaction is particularly complex when considering ice friction, which needs to look at both the macroscopic and microscopic levels. Since Leonardo da Vinci shared his findings that roughness increases friction, emphasis has been placed on measuring surface coarseness, neglecting the contact area. Here, a profilometer was used to measure the contact area at different slicing depths and identify contact points. Metal blocks were polished to a curved surface to reduce the contact area; further reduced by milling 400 µm grooves or laser-micromachining grooves with widths of 50 µm, 100 µm, and 150 µm. Sliding speed was measured on an inclined ice track. Asperities from pileup reduced sliding speed, but a smaller contact area from grooves and a curved sliding surface increased sliding speed. An analysis of sliding speed versus contact area from incremental slicing depths showed that a larger asperity contact surface pointed to faster sliding, but an increase in the polished surface area reduced sliding. As such, analysis of the surface at different length scales has revealed different design elements—asperities, grooves, curved zones—to alter the sliding speed on ice.
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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