INVESTIGACION DEL EFECTO VIAL DE LOS EJES VIRABLES EN VEHICULOS ARTICULADOS: REVISION DE LA LITERATURA
Bibliographic record
Abstract
En este trabajo se describen y analizan diversas metodologias reportadas en la literatura en cuanto al uso de ejes direccionables (virables) en distintas combinaciones vehiculares, aunque sin tratar de manera detallada los algoritmos activos para el control de la direccion. Las bases documentales respectivas consisten en reportes preparados por diferentes instituciones para las entidades gubernamentales de las diferentes regiones donde se han llevado a cabo estos trabajos, incluyendo Australia, Asia, Inglaterra, Estados Unidos y Canada. Las metodologias identificadas en las fuentes revisadas exhiben distintas medidas de desempeno, las cuales se describen y discuten de manera especializada, identificando algunas de las limitaciones. Tales medidas de desempeno incluyen aspectos geometricos y dinamicos. Los geometricos se evaluan a baja y alta velocidad, mientras que los dinamicos tienen que ver con la transferencia lateral de cargas, y con la fuerza ejercida sobre los pavimentos. En forma general, los resultados muestran una mezcla de beneficios y desventajas al incorporar los ejes virables en las combinaciones vehiculares. En cuanto a los beneficios, se requiere un ancho menor para realizar las maniobras, aunque algunas respuestas se deterioran considerablemente, como es el caso de la invasion de carril por la parte trasera de los vehiculos con ejes virables.Se plantean como recomendaciones cuantificar experimentalmente los beneficios potenciales respecto al ahorro de combustible y el desgaste de las llantas. Adicionalmente modelar la respuesta dinamica de vehiculos equipados con estos ejes durante el frenado en curva. Incluye figuras, tablas, conclusiones. Abstract: In this work, a review of the different methodologies to assess the performance of vehicle combinations equipped with steering axles is presented, including a review of the prevailing performance measurements. Such performance measurements include geometric and dynamic responses of vehicles, for both, low and high speed situations, and the potential effect of load transmission on pavement. Results show, that with current technologies, some vehicle responses can be improved, while with other ones, are diminished, especially those related to geometric low speed performances. In general, a better vehicle performance is attributed to vehicles with steering axles in the trailed units, representing moreover, important enhancements I fuel consumption. Included figures,tables and conclusions.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| 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".