J
John R. Tyrer
Researcher at Loughborough University
Publications - 166
Citations - 2082
John R. Tyrer is an academic researcher from Loughborough University. The author has contributed to research in topics: Interferometry & Electronic speckle pattern interferometry. The author has an hindex of 22, co-authored 162 publications receiving 1942 citations. Previous affiliations of John R. Tyrer include Commonwealth Scientific and Industrial Research Organisation & University of Leicester.
Papers
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Residual lifetime prediction in aerospace structures using wholefield laser strain techniques
TL;DR: In this paper, the authors proposed a non-contact whole-field sensor system used primarily within the aerospace industry for analysis of composite materials, including the analysis of manufacturing defects in aircraft tyres.
Proceedings ArticleDOI
An analysis of crack and porosity formation in laser surface treated magnesia partially stabilized zirconia (MgO-PSZ) and methods for alleviation
TL;DR: In this paper, the formation of cracks and porosities during the CO2 laser surface treatment of a magnesia partially stabilized zirconia (MgO-PSZ) ceramic when pre-treatment heating was applied externally and post treatment heating was achieved using a diffractive optical element (DOE) to produce a “tailored” laser beam profile.
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Simultaneous measurement of x, y, z components of displacement in holographic interferometry using a four-mirror technique
TL;DR: In this article, a single camera is used to record four interferograms of different sensitivities on a single video frame with the aid of mirrors mounted behind the holographic plate.
Proceedings ArticleDOI
Structural Analysis Using Phase-Stepped, Double Pulsed ESPI
TL;DR: In this article, an overview of the correlation imaging mechanism is presented with a discussion on how this principle type of optical interferometer can be configured to provide the data necessary for analytical use.
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The effect of teacher’s confidence on technology and engineering curriculum provision
TL;DR: In this paper, the authors analyzed teachers' technology subject knowledge through self-assessment competency questionnaires, before and after developing a Science, Technology, Engineering and Mathematics (STEM)-focused project of their choice for their classroom.