Performance Evaluation of High Modulus Asphalt Concrete (HMAC) Prepared Using Asphaltenes-Modified Binders
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Bibliographic record
Abstract
Abstract High strength, extended fatigue life, and improvement in rutting resistance are the main advantages of using high modulus asphalt concrete as a base course material in the pavement structure. The primary goal of this paper was to investigate the performance properties of the high modulus base course using different asphaltenes-modified binders. A crude oil binder and two different asphalt binders from Alberta oil sands sources were used to prepare the mixtures. To prepare hard-grade asphalt binders, all binders were modified using asphaltenes, a waste byproduct of the deasphalting of Alberta oil sands. The performance grades of the modified and unmodified binders were determined, and a mix design was developed for the high modulus asphalt concrete mixes. To evaluate the performance properties of high modulus asphalt concrete mixes composed of unmodified and asphaltenes-modified binders, Hamburg wheel tracking, dynamic modulus and flow number, and indirect tensile strength at low temperature were conducted. The high-temperature performance test results, including Hamburg wheel tracking and flow number tests, indicated that asphaltenes-modified mixtures show higher resistance to permanent deformation. However, the indirect tensile strength test results at low temperature showed higher tensile strength and lower fracture energy for the asphaltenes-modified mixtures compared with the unmodified samples. Moreover, according to the dynamic modulus test results, the asphaltenes-modified mixtures exhibited higher modulus values (stiffness) than the unmodified samples at different loading frequencies compared with the unmodified samples.
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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 | 0.011 | 0.001 |
| 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 | 0.001 |
| 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 it