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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.
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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.