This research project evaluates fuel consumption results of two Class 8 tractor-trailer combinations platooned together compared to their standalone fuel consumption. A series of ten modified SAE Type II J1321 fuel consumption track tests were performed to document fuel consumption of two platooned vehicles and a control vehicle at varying steady-state speeds, following distances, and gross vehicle weights (GVWs). The steady-state speeds ranged from 55 mph to 70 mph, the following distances ranged from a 20-ft following distance to a 75-ft following distance, and the GVWs were 65K lbs and 80K lbs. All tractors involved had U.S. Environmental Protection Agency (EPA) SmartWay-compliant aerodynamics packages installed, and the trailers were equipped with side skirts. Effects of vehicle speed, following distance, and GVW on fuel consumption were observed and analyzed. The platooning demonstration system used in this study consisted of radar systems, Dedicated Short-Range Communication (DSRC) vehicle-to-vehicle (V2V) communications, vehicle braking and torque control interface, cameras and driver displays. The lead tractor consistently demonstrated an improvement in average fuel consumption reduction as following distance decreased, with results showing 2.7% to 5.3% fuel savings at a GVW of 65k. The trailing vehicle achieved fuel consumption savings ranging from 2.8% to 9.7%; tests during which the engine cooling fan did not operate achieved savings of 8.4% to 9.7%. "Team" fuel savings, considering the platooned vehicles as one, ranged from 3.7% to 6.4%, with the best combined result being for 55 mph, 30-ft following distance, and 65k GVW.
In a bid to attract students amidst increasing competition within the sector, many universities claim that their teaching is "researchinformed". However, there is some disagreement amongst academics about what actually counts as research-informed teaching and therefore how it should be developed and delivered. Furthermore, whilst academic reputation is a key factor for prospective university applicants, the primary objective of the majority is to enhance employability. Institutions must therefore be careful to ensure that research-informed teaching is developed in a way that is perceived to help rather than hinder this fundamental objective. This article seeks to define research-informed teaching and then considers whether clinical approaches to both teaching and research can offer more widely applicable strategies for effective integration of the two. Two case studies are considered: firstly, the writer's own experience as a solicitor in private practice; and secondly, Hallam Law, Sheffield Hallam University's pro bono law clinic. It is submitted that: by adopting a clinical approach to the research and teaching on more orthodox, academic modules, it may be possible to develop and deliver researchinformed teaching in a way that enhances employability and therefore appeals to prospective law students.
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