S3 E22. WE ROAD TEST 670 cc PREDATOR V TWIN POWERED 1969 RENAULT 

I doubt that. The engine that came out of it was twice the size.

@@bradleyj.fortner2203ruh it was a renault engine, there's a certified 97% chance that at least a cylinder has no compression lmao

@@Fred_the_1996 That's a good point.

​@@bradleyj.fortner2203the original motor had only 46hp and a full modified predator with turbo can do 60+hp, yeah it can be faster.

@@GODAXEN exactly. I remember those from growing up in 60s Israel and they were no ball of fire even for that time. There was an 8 Gordini but that is another story altogether...

Not gonna lie: I've been debating grabbing the 420cc version and building a go-kart. His videos have been great.

Yeah this channel goes a great job of tickling the imagination!

Tell your higher ups so they can get him some Sponsorship!

I've got a 224cc powered mini bike on 22 inch all terrain tires helluva lot of fun 👌 second engine from harbor freight.

Speaking of which, our convection oven at work was over-cooking everything...I simply told them someone set it to metric minutes instead of SAE minutes....sometimes you just can't help but screw with people's brains...what was worse was one of our managers went in the office to call the service tech and she began telling him that the oven was set to metric minutes...oh the shades of red she turned when the service tech laughed at her and then she finally realized I told her a BS story and worse her blond self believed it.

The metric crowd needs all the help they can get.

What's wrong with the metric crowd? You do realize metric is used in most countries, don't you?

@@joewoodchuck3824 He's right: one of the most annoying snobs are metric snobs.

@@grandrapids57 We're not snobs, but it is frustrating to work with anti metric people who turn their backs on an easier and more interrelated system and instead push for a more complicated and antiquated system of mixed units. But that's up to you, not us who are with the vast majority of the world.

I believe there are alot of after market cams and stuff to really kick up the HP in those engines

The stock 670 makes about 30hp Stock renult about 45 People hit well over 50-60 on turbo 670s

They're using aftermarket cranks,billet rods,billet flywheels,aftermarket coils,valves and springs, and doubling the hp and torque #s for these predator v twins,as well as pretty much all single cylinder gas engines such as briggs,tecumseh,predator,etc.. Some builds can get as pricey as 2 large while others can be done on a budget using parts from other engines or sourced second hand..

Not to mention he said the original engine was a 4cyl, probably a cast iron engine, the predator engine is probably half the weight less or mabe even more than that. power/weight ratio

​@@MyLonewolf25Stock is actually around 22hp

yes, indeed.

The question sometimes comes up === How to read a book??

How to Read a Book: The Classic Guide to Intelligent Reading Paperback by Mortimer J. Adler (Author), Charles Van Doren (Author) Originally published in 1940, this book is a rare phenomenon, a living classic that introduces and elucidates the various levels of reading and how to achieve them-from elementary reading, through systematic skimming and inspectional reading, to speed reading. Readers will learn when and how to “judge a book by its cover,” and also how to X-ray it, read critically, and extract the author’s message from the text. Also included is instruction in the different techniques that work best for reading particular genres, such as practical books, imaginative literature, plays, poetry, history, science and mathematics, philosophy and social science works. Finally, the authors offer a recommended reading list and supply reading tests you can use measure your own progress in reading skills, comprehension, and speed.

I have always had a nagging feeling that I didn’t know how to read well. This book showed me that I was right. But it also showed me that I wasn’t expected to know how to read well (not with the kind of education most of us receive) and that I wasn’t alone in my ignorance. Reading well involves hard work and precise skills. This book provides the latter - the former is up to us. We take reading for granted because we are supposed to be fully alphabetised at around tenth grade. We are not told that this is just the first level of reading - Elementary Reading (Part 1, Ch. 3) - when you learn to recognise the written symbols and to convey meaning from them. You learn how to grow your vocabulary on your own and to transfer and compare concepts from different reading materials. But most of us stop there. And from there we live the rest of our lives treating books in undeserving ways, wasting too much time on the bad ones and granting so little time to the good ones. The great ones, we hardly read, because they scare us. The problem of wasting time can be drastically diminished by applying the second level of reading - Inspectional Reading (Part 1, Ch. 4). This level means “skimming systematically” to grasp as much as you can from a book in a limited time-frame (possibly just a few minutes). That was an important skill on Adler and Doren’s time when libraries were the norm, but it is even more important now when you have digital previews of a plethora of books in services such as Amazon. If “Customer’s Review” sections existed during their time, I am sure they would also have devoted a portion of Chapter 4 to provide insights on how to better profit from them. The problem of spending little time on the good (or great) books can only be solved by the third level of reading - Analytical reading (Part 2). Without it, you either refrain from reading a good book altogether (specially a great one) or you read it badly. “Reading badly”, the book explains, is to read passively. Reading analytically is very active and it is hard work. To help us in this endeavour, the book provides extensive advice on how to physically mark the books we read (Part 1, Ch. 5). These note-taking techniques are indispensable to read well and the reader is advised to experiment with them and adapt them to his own style of understanding and to the new types of media now available. To read analytically you have to ask yourself a number of questions while reading and you must make your best to answer them yourself. The authors present these questions in sequence, but they are quick to explain that in practice (and with experience) we should try to answer them mostly simultaneously. First, you need to know what the book is about as a whole (Ch. 6 and Ch. 7). This means first categorising the book, then expressing its unity in as few words as possible. You should then proceed to outline its main parts, each of which should be treated as a subordinate whole and have its unity also expressed. This process could continue ad aeternum, but “the degree of approximation varies with the character of the book and your purpose in reading it”. At the end, you should have identified what questions the author wants to answer himself. After this more “descriptive” stage, you should now try to grasp the author’s message (Ch. 8 and Ch. 9). This means first reconciling the grammatical and the logical aspects of what he writes by matching his chosen words with the terms they express. Only then you can identify the important sentences and paragraphs (the grammatical units) in order to establish the author’s leading propositions and arguments (the units of thought and knowledge - the logical units). Once you have reached actual understanding by identifying and interpreting the author’s terms, propositions and arguments, you can now evaluate if the author has answered the questions (the problems) you identified earlier. You and the author are now peers and the best thing you can do now is to praise him by criticising his book (Ch. 10 and Ch. 11). However, in order to do so, there are rules, just like there are rules to reach understanding - there is an intellectual etiquette grounded on rhetorical skills the reader must possess. You should understand first and only then criticise, but not contentiously or disputatiously. You may disagree based on the author’s lack of information, misinformation or reasoning fallacies. You may also judge the author’s completeness as faulty. But the most important maxim is to do so with the sole intention of conveying and discussing knowledge, not opinions. “Knowledge consists in those opinions that can be defended” and “opinion is unsupported judgement.” You must be sure to distinguish between both. So you have described the book, you have understood it and you have criticised it - now what? This is the last (and possibly most important) question you should make. If the book has enlightened you, even if just a little, you must go further - you might even have to act upon it. I like what the authors say about this question applied to historical books: “The answer to the question lies in the direction of practical, political action.” History shows what has been done, so it is a lesson of what we can do or avoid doing. In the same way, whatever the kind of enlightenment you had by reading the book, you have had a glimpse of truth - you can’t ignore it now that you know it. Part 3 is useful in that it provides some interesting aspects of specific types of reading material, namely practical books, history (including biographies and current events), imaginative literature (including plays and poems), science and mathematics, philosophy and the social sciences. While a pleasure to read, it is not imperative that you do so if you have fully grasped the analytical reading process. There is, however, a lot of value in this part of the book, specially in the later chapters, and the reader is strongly advised to read it. One thing I should say is that, while they detail interesting aspects of reading imaginative literature, their techniques mostly apply to expository works. I think their best advice with respect to the former is “don’t try to resist the effect that a work of imaginative literature has on you”. This means allowing the work to show you “a deeper, or greater reality”. And this reality is “the reality of our inner life”. We don’t need any more rules than this one. The last part of the book presents the fourth (and highest) level of reading - Syntopical reading - or reading two or more books on the same subject. By reading syntopically you are not concerned with understanding each book in all its details - in fact, you won’t read any of the individual books analytically (not at the present syntopical reading effort, at least). Here you are reading each book for what it may contribute to your own problem, not for the book’s own sake. Furthermore, you are not reading to find the truth or to establish your own voice - you would be only one more voice in the conversation. You are simply trying to understand the controversy itself, to establish the many voices you hear in a pure exercise of dialectical objectivity. This is a fantastic topic, which the authors have materialised in their greatest contribution to mankind, in my opinion - the Syntopicon, volumes II and III of the Great Books of the Western World . The reader is very much advised to check it out. The book ends with two appendices. The first one provides a fascinating list of great books - the “endlessly readable” books. The list may seem overwhelming at first glance (and it is!), but the authors are prompt to address the reader and explain that the list does not have any time frame attached to it. I say it should just be begun - even an ignorant reader like me will be so flabbergasted by what he will learn that he will never stop reading it. This is a project for your life as a whole - to never stop reading these books. For a much more restrictive (but also magnificent) reading list, the reader is referred to the 10-year-reading plan provided in Adler’s Great Books. The second appendix provides exercises and tests on all four levels of reading. I must admit that I hadn’t read them until I got this far in my review. I then decided to do it and now I tell you this: just read it. If you have had literature classes as an undergraduate or graduate student, you might find it slightly commonplace. But if you haven’t, like me, you will be glad you read it. Like they state at the beginning of the appendix, the selected texts are "themselves worth reading", so you can’t lose much by doing so. It is a delightful taste of what awaits you in your future exploits of the Great Books - if you do well and accept the challenge, of course. On my part, simply put, this book has changed my life. It not only showed me "how" to read a book, but it also showed me "what" to read. I’ll be forever in debt with two of the greatest absent teachers I’ve had, Dr. Mortimer J. Adler and Dr. Charles Van Doren.

Reading is something many people find valuable, whether it be for recreation or education-most people in today's world know how to read. Loads of people are likely satisfied with their current reading abilities, and perhaps even more do not have any intention to increase the amount of reading nor the intensify the difficulty of the books that they choose to read. In fact, many people have the ability to read but simply choose to not exercise it. However, for those of us who enjoy reading and wish to improve our reading skills, I cannot recommend How to Read a Book: The Classic Guide to Intelligent Reading highly enough. The book was originally published in 1940, and the most recent edition was published (with updated and timely content) in 1972. It aims to provide a guide for comprehensive reading for the general reader-"from elementary reading, through systematic skimming and inspectional reading, to speed reading. You learn how to pigeonhole a book, X-ray it, extract the author's message, criticize. You are taught the different reading techniques for reading practical books, imaginative literature, plays, poetry, history, science and mathematics, philosophy and social science." (From the publisher's blurb.) The authors, Mortimer J. Adler and Charles Van Doren, introduce the concept of four levels of reading: elementary reading, inspectional reading, analytical reading, and syntopical reading. The levels are cumulative, which means that each gradation includes the techniques and skills of the lower levels. Elementary reading is essentially the baseline ability to read that is taught at the pre-school/kindergarten, elementary and junior high school levels. These reading skills include reading readiness, word mastery, vocabulary growth and the utilization of context, and the ability to read almost anything (albeit in a relatively unsophisticated manner). This is the level of reading that perhaps the majority of the population has achieved. What is truly outstanding about reading is that once one has developed the elementary reading skills, she can teach herself to learn the skills involved with the higher levels of reading. Inspectional reading involves two main concepts: systematic skimming or pre-reading, and superficial reading. Skimming or pre-reading involves looking at a book's title page, preface, table of contents, index, publisher's blurb, apparently-pivotal chapters, and true skimming of its content. Superficial reading is comprised of trudging through a book's content in its entirety for the first time, without ever stopping to look up or ponder the things that one does not understand right away. At this point in reading a book, one should start asking herself the four basic questions of reading: What is the book about as a whole? What is being said in detail, and how? Is the book true, in whole or part? What of it? These questions are thoroughly fleshed out in the book, and I do not wish to focus too much on them in this review. It would be much better for you to check out this book for yourself, although I must warn you that to read it honestly is more like working through a workbook than an easy read. It takes a fair amount of effort on the part of the reader, but she is handsomely rewarded at the end of her journey. Moving on, the book discusses note-taking techniques, which were very lacking in my own personal wheelhouse-it had been since my days at university that I regularly took notes in books, and even then, I didn't have an efficient education that demonstrated how to mark a book so that I would increase my level of understanding and retention. However, How to Read a Book certainly fills in where my formal education was lacking in this department. Even this brief section alone was worth reading the entire book, for me. The next section of the book-the main bulk of it, in fact-covers the third level of reading: analytical reading. This part is incredibly valuable for readers wishing to improve their overall skill set, including full chapters on the following topics: pigeonholing a book, X-raying a book, coming to terms with an author, determining an author's message, criticizing a book fairly, agreeing or disagreeing with an author, and aids to reading. Again, I do not intend this review to fully explore the book's contents, and will leave it at that. Following the section covering analytical reading, the authors explore another tangent: the various ways to approach different types of reading matter. From practical books to imaginative literature, history to science and mathematics, and a few more, this section adapts the four questions that must be asked when reading anything so that they are more applicable to specific types of reading. It was quite interesting for me to consider various types of books and reflect on my reading history and consider what I would truly like to spend my time reading in the future. The final chapter in this section discussed the reading of social science, which often requires reading multiple books about a topic. Because that is essentially the concept behind syntopical reading, it serves as a perfect segue into the next section of the book. The final section of the book, "The Ultimate Goals of Reading", focuses on syntopical reading and the concept of reading and the growth of the mind. Syntopical reading is truly an interesting concept for me. It involves creating a tentative bibliography (generally including hundreds of books) of a central subject, quickly inspecting each book, re-inspecting all of the books that are specifically pertinent to the topic to identify the relevant passages within, creating a neutral terminology that can be used to discuss the opinions of multiple authors, establishing a set of neutral propositions by framing a set of questions to ask each author, defining the major and minor issues and assigning authors to the various sides of each issue, and providing an analysis of the discussion of the topic. This is a highly-advanced level of reading that one would embark on to do true work in a field, with the hope of providing an unheard analysis of a topic's discussion that many authors have participated in over time. It is possible that one's syntopical reading of a topic could culminate in a book that would push the discussion of a topic even further-in fact, this is indeed often the ultimate goal. The final chapter of the book offers a recap of the previous sections and discusses what good books can do for us, the various classes of books (with regard to what one can get out of reading and re-reading them), and the growth of the mind. There are two appendices included, the first being an extremely valuable "Recommended Reading List". I must admit that this list makes my mouth salivate in anticipation of many more years of reading excellent books and the possibility of furthering my personal reading ability. The second appendix includes exercises and tests at the various four levels of reading. This is the one section of the book that I have yet to read-I may choose to explore these exercises in the future, although it will involve reading several other books from the aforementioned reading list, so it is likely to be a longterm project. Overall, this is one of the best books I have read in the past several years. I am confident that the advice contained within it will help me improve my reading skills while simultaneously increasing the level of enjoyment that I get out of my reading practice. I must admit that when I first started reading the book, I was a bit disappointed that it is heavily biased toward non-fiction reading, when in the past I have reaped so much enjoyment from reading fiction. However, the skills that I have learned from How to Read a Book will only serve to improve my relation to non-fiction books, something that has been somewhat lacking for me previously. This is one book that I do plan on working with further in the future, whether it is simply picking it up from time to time to skim through the notes I took on its pages, choosing my next book from its impressive reading list, or working through the second appendix's reading exercises and tests.

Top that off with you could walk into your Kubota dealer to get engine parts...just give the engine model number...and for laughs tell them what car its in to really confuse the crap out of them LOL I have the D1005 25HP Kubota engine in my BX2680, plenty of HP and torque for that size tractor...and everyone tried to talk me out of it, they kept trying to get me to buy the next size smaller engine, I said no I want the PTO HP which is why I went with the larger engine...I don't really notice any excess fuel usage having the larger engine, I just know it has more HP at the PTO which was far more important than a slight increase in fuel use.

@@wildbill23c I have a 2017 bx23s also that's why that build fascinates me so much.

I'm a weirdo. What you're doing checks both of my intrigue boxes. Predator and diesels. I feel diesels are still a diamond in the rough. I'm trying to see if a diesel block can be made out of carbon fiber (or some other super lightweight material). Diesels are so much more efficient than gasoline and I'd love to see it used in more vehicles- although I believe in other countries outside of US its much more popular. Does anyone else think that if they could make them more lightweight they could be used in place of electric cars in terms of energy efficiency? Electric just doesn't seem like the natural replacement for ICE. Maybe many years from now but batteries are still not there yet. Diesels last forever.

Gosh I wish Predator made a small diesel engine

@@giggiddy That would be great, lots of uses for one in generators mostly, but could be used in pumps that have to run continuously as well. Lawn/garden equipment and toys, not really that great of an idea, but for other industrial/commercial uses it would be a great alternative fuel engine.

I'm guessing the different wheelbase from one side to the other was a quirk of suspension design. Did they have torsion bar rear suspension? If the torsion bar for each axle goes the full width of the car the rear wheels need to be staggered a little so that there is room for both torsion bars under the vehicle.

Great info! Very cool!

This would be very interesting to watch.

Heck, get 4 of em and make a 2.7L V8 with 88hp

Wow, thank you so much! I'm glad you enjoy our unusual projects... More to come!

Especially converting from one hour to 60 metric minutes.

I had a 93 intrepid that would average 34 mpg on highway with the 3.5 v6. That car weighed 3450 pounds. I didn't drive it like a grandma.

Driving like a grandma isn’t necessarily more efficient. Maintaining momentum, avoiding braking, and smooth cornering is how you get good gas mileage and grandma’s don’t do any of those things.

​@@slimjim2291Some of the late 80-early 90's cars got awesome mileage. Seems there was a crossover with the lightweight 80's body/chassis designs, and 90's engine tech. Some cars got the best of both worlds and we're really efficient. I miss that era of cars.

@@life_of_riley88 and a lot of the 90s cars had decent aerodynamics. While there are a few modern vehicles that are, most of them seem to be wanna be suv things with the shape of a slightly melted brick.

@@Jake-bt3fc If I could give more than one like, you would get it. Rare to see someone so spot one and know what they are talking about.

Oddly, driving the wheels is known quantity. FWD or RWD (and original location and rotation of the engine from the car) determines the the exact solution. The real challenge is with a unitized engine and transmission getting the clutch and trans to survive.

Nice! Whenever you figure it out, post some videos so we can see how it turned out :D

I liked the look of Le Car. Renault also made a turbo version, if I recall. It was a pocket rocket. Anyway, I bet it was fun to drive around with.

@@TruthProvider very much so.

Considering he goes back and forth on the Renault pronunciation just to fuck with us, I wouldn't doubt if it was on purpose.

Watch the videos from two videos back. Jim explains the french tag, how it came from Poland and that he has a Kansas tag on the back to make it legal.

@@kd5inm I did watch that one :D, just wondering if he's trolling with the plates (and the Renault prononciation for that matter)

@@octane613 Thought I was the only one noticing that, good set of ears bro 😂

>> Now I'd sort of like to have an old Renault like this with an electric motor and a small battery. Maybe you could throw in a predator engine as a backup generator!!

@@Shmoozo55 Wonder what kind of performance someone could get out of a 'kludgecraft' off the shelf hybrid powertrain made from a generator, a beefy UPS, and a speed controlled 115v motor...

@@mfree80286 Sounds like something we could pitch to the Cantina.

Were they the cast iron head with alloy block like the older Skodas and some Renault 5s?

Having also owned, (and destroyed), a few, I learnt it was essential to keep the metal tray under the engine in situ to control airflow for cooling. I’ve also never owned another car where correct tyre pressure was so important. From what I recall it was very low in the front.

@@timgould5104 cannot really remember if the head was cast iron or alloy, it was 50 years ago but i think it was aluminum

@maxregal8889 my Fiat 850 boiled if the plate under the engine was removed too.

It is my experience (having owned 6 low (or low-ish) power French cars, all as "daily drivers") that you are spot on about first gear. Imagine doing a hill start with 4 adults in that little Renault - thus the rather low first gear. My grandmother's 1965 Wolseley Hornet (a British "deluxe" mini, that I learnt to drive on in the 1980s) also had a very low first gear for the same reason - and my grandmother usually just started off in second gear.

Almost every street driven car out there does really well with about 35 psi, no matter weight and tire size. Like 99%+ of all cars on the road. So even this being an outlier as an old, light classic, I am pretty sure it will also do well with that pressure.

Freedom time units?

thatsthejoke.png

Also add a 100w flexible solar pannel to the top may help. Since the engine/alternator is not so efficient at converting gas to electricity, it may free 0,6hp.

@@olivierroy1301not worth it, they produce drag

@@Fred_the_1996 I would still considere the sticky ones.

Engine already has an oil cooler stock. Not enough air flow in back area for natural cooling like a motorcycle. I do like the solar panel idea and it should work an not cause too much of an issue if installed on the trunk. They probably dont want to glue one down which would damage the paint

That’s fucking sad m8😂

or a wheelie!

@@slothzombi307 😆