Comparison of Fuel Efficiency and Traction Performances of 6 × 4 and 6 × 2 Class 8 Tractors
Bibliographic record
Abstract
<div class="section abstract"><div class="htmlview paragraph">The objective of this project was to compare the fuel consumption and traction performances of 6 × 2 and 6 × 4 Class 8 tractors. Two approaches have been considered: evaluation of 6 × 2 tractors, modified from 6 × 4 tractors, and evaluation of OEM 6 × 2 tractors. Compared to the 6 × 4 tractors, which are equipped with a rear tandem with both drive axles, the 6 × 2 tractors have a rear tandem axle with one drive axle, and one non-drive axle, also called dead axle. The 6 × 2 tractor configurations are available from the majority of Class 8 tractor manufacturers.</div><div class="htmlview paragraph">The SAE Fuel Consumption Test Procedures Type II (J1321) and Type III (J1526) were used for fuel consumption track test evaluations. Traction performances were assessed using pull sled tests to compare pulling distance, maximum speed, and acceleration when pulling the same set sled on similar surface.</div><div class="htmlview paragraph">Fuel consumption tests showed that 6 × 2 tractors consume up to 3.5% less than the similar 6 × 4 tractors, whilst pull sled tests showed shorter distance, lower maximum speed, and lower acceleration for the 6 × 2 tractors, when compared to similar 6 × 4 tractors. These differences are not critical or even not observable in normal operating conditions of on-highway transport but in specific conditions characteristic of particular northern operations, these differences could impact the performance of the tractor. However, systems are available for transferring the load from the dead axle to the drive axle in special conditions, for increasing the traction.</div><div class="htmlview paragraph">With 6 × 2 axles, traction tires can be installed only on the drive axle, while the dead axle can be equipped with more fuel-efficient tires, which can bring more fuel savings and tire cost savings. Another advantage is the weight reduction: it was shown that the 6 × 2 tractors were lighter than the 6 × 4 tractors, and reducing a vehicle's tare weight can translate into an increase in payload, which would enhance freight transportation efficiency.</div><div class="htmlview paragraph">At no additional cost, the 6 × 2 tractors replacing 6 × 4 Class 8 tractors could reduce annually the GHG emissions up to 1.93 tonnes per vehicle.</div></div>
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 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 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".