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On the generation of nonlinear damage resonance intermodulation for elastic wave spectroscopy

Overview of attention for article published in Journal of the Acoustical Society of America, April 2017
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Article details
Title
On the generation of nonlinear damage resonance intermodulation for elastic wave spectroscopy
Published in
Journal of the Acoustical Society of America, April 2017
DOI 10.1121/1.4979256
Pubmed ID
Authors
Abstract

Recent nonlinear elastic wave spectroscopy experiments have shown that the nonlinear ultrasonic response of damaged composite materials can be enhanced by higher vibrations at the local damage resonance. In this paper, the mathematical formulation for the generation of nonlinear wave effects associated with continuous periodic excitation and the concept of local defect resonance is provided. Under the assumption of both quadratic and cubic approximation, the existence of higher harmonics of the excitation frequency, superharmonics of the damage resonance frequency and nonlinear wave effects, here named as nonlinear damage resonance intermodulation, which correspond to the nonlinear intermodulation between the driving and the damage resonance frequencies, is proved. All these nonlinear elastic effects are caused by the interaction of propagating ultrasonic waves with the local damage resonance and can be measured at locations different from the material defect one. The proposed analytical model is confirmed and validated through experimental transducer-based measurements of the steady-state nonlinear resonance response on a damaged composite sample. These results will provide opportunities for early detection and imaging of material flaws.

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Mendeley demographics

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The data shown below were compiled from readership statistics for 30 Mendeley readers of this research output. Click here to see the associated Mendeley record.
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Geographical breakdown

Geographical breakdown
Country Count As %
Unknown 30 100%

Demographic breakdown

Readers by professional status
Readers by professional status Count As %
Researcher 6 20%
Student > Master 5 17%
Student > Ph. D. Student 4 13%
Student > Doctoral Student 3 10%
Professor 3 10%
Other 4 13%
Unknown 5 17%
Readers by discipline
Readers by discipline Count As %
Engineering 15 50%
Materials Science 3 10%
Chemical Engineering 1 3%
Physics and Astronomy 1 3%
Medicine and Dentistry 1 3%
Other 0 0%
Unknown 9 30%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 05 April 2017.
All research outputs
#28,611,663
of 34,372,222 outputs
Outputs from Journal of the Acoustical Society of America
#12,406
of 14,051 outputs
Outputs of similar age
#282,677
of 353,375 outputs
Outputs of similar age from Journal of the Acoustical Society of America
#157
of 245 outputs
Altmetric has tracked 34,372,222 research outputs across all sources so far. This one is in the 9th percentile – i.e., 9% of other outputs scored the same or lower than it.
So far Altmetric has tracked 14,051 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 5.7. This one is in the 6th percentile – i.e., 6% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 353,375 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 10th percentile – i.e., 10% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 245 others from the same source and published within six weeks on either side of this one. This one is in the 11th percentile – i.e., 11% of its contemporaries scored the same or lower than it.