INSTRUCTOR MANUAL For Automotive Maintenance & Light Repair. 3rd Edition Rob Thompson Chapter 1-26

Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

Instructor Manual for Automotive Maintenance & Light Repair 3rd Edition Rob Thompson Chapter 1-26

CHAPTER 1: INTRODUCTION TO THE AUTOMOTIVE INDUSTRY

TABLE OF CONTENTS Purpose and Perspective of the Chapter .............................................................................................2 Chapter Overview ..............................................................................................................................2 Chapter Objectives.............................................................................................................................2 Reading Assignments .........................................................................................................................3 Key Terms ..........................................................................................................................................3 What's New in This Chapter ...............................................................................................................3 Chapter Outline .................................................................................................................................4 Answers to Chapter 1 Textbook Review Questions..............................................................................6 Short Answer Key ............................................................................................................................................................... 6 Expanded Answer Key ...................................................................................................................................................... 7 Answers to Chapter 1 Workbook Review Questions ............................................................................7 Review Questions ............................................................................................................................................................... 8

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce students to the automotive industry. First, a brief history is provided of the evolution of automobile design and construction. Next, we focus on the numerous and diverse career opportunities available, along with the education and training required for those jobs.

Finally, we discuss the requirements for ASE and manufacturer certification. [return to top]

CHAPTER OVERVIEW This chapter introduces the types of jobs available in the automotive industry, the training and education required for automotive technicians, and the requirements for National Institute for Automotive Service Excellence (ASE) certification. How and why automotive design and construction have changed and continue to change and how this affects the job of an automotive technician are also discussed. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 01.01 Identify and describe the types of jobs available in the automotive industry.

01.02 Explain training and education options for technicians.

01.03 Explain the types of ASE certification.

01.04 Identify the requirements to become ASE certified.

01.05 Describe three reasons for the changes in automotive design and construction. [return to top]

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READING ASSIGNMENTS Textbook, pages 1-13 [return to top]

KEY TERMS ASE Education Foundation: An accredited and standardized training program ensuring that required documentation and competencies have been met. collision technician: Repairs a vehicle after it has been involved in a collision or has suffered some type of body or structural damage. entry-level technician: A beginning technician able to perform basic inspections and maintenance services. express technician: An entry-level technician who performs engine oil changes, tire rotations and repairs, and multipoint inspections. lifelong learning: Continuing to learn and acquire new skills as the industry changes. line technician: Certified in multiple areas and has experience with most of the systems on the vehicle.

National Institute for Automotive Service Excellence (ASE): A testing and certification process providing customers with a way to recognize competent mechanics. parts technician: A person knowledgeable about the auto parts industry and helps find parts for the customer. service advisor: Specializes in communications between the customer and others in the shop using communication and sales skills. Is knowledgeable about vehicle systems, and often can perform some basic shop operations. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:       

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Added information on job descriptions Expanded on post-secondary training Added information on ASE certifications

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[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). Introduce the chapter and review learning objectives for Chapter 1. (PPT Slides 1-3).

I. II.

Objectives Review the chapter’s objectives. (PPT Slides 2-3) The Automotive Industry (01.05, PPT Slide 4) A. Discuss the automotive industry as part of the larger domestic and international transportation industry and jobs associated with automobiles as part of a bigger picture encompassing all transportation-related jobs. Note that all transportation industries have changed because of the growth or loss of markets and changes in technology, laws, regulations, and the economy. Any transportation-related career requires the ability to adapt and grow as things change.

B. Examine changes in the auto industry in the last 100 years. Describe how at the end of World War II, the American economy needed to change to consumer production. Factories that had been producing war supplies shifted to producing household goods and automobiles. Automotive companies restarted new car production in 1946. Returning veterans and their families needed housing and transportation as suburban areas grew. As more vehicles were sold and more road miles were traveled, more pollution was released into the atmosphere. Auto pollution created a thick, heavy haze over cities, called smog.

The California government began to take steps to decrease the amount of pollution produced by cars and trucks. Passage of the Clean Air Act, Clean Water Act, and many more emission control laws have forced vehicle manufacturers to meet increasingly strict exhaust emission standards.

C. Explain how the economy and fuel prices during the energy crisis of the 1970s caused a shift in consumer attitudes toward the cars the domestic auto makers produced. New standards required auto makers to reach increasingly higher fuel economy ratings across all their vehicles sold in the United States.

D. Detail how the market share of foreign and domestic vehicles shifted. Imported cars had a small percentage of the total automotive market share before the mid-1970s. When oil and gas prices rose, many car buyers started to look at the small, fuel-efficient models offered by Honda, Toyota, Datsun (later Nissan), VW, and others. In 1970, Americans bought about 313,000 Japanese-manufactured vehicles and approximately 750,000 vehicles from Germany. In comparison, sales by General Motors, Ford, and Chrysler exceeded more than 85% of the market. In 2015, sales of imported cars in the United States accounted for about 55% of total sales.

E. Describe the electronic revolution and how the production of smaller and less expensive electronic components could be supplied at a lower cost. Features such as power door locks, rear window defoggers, and air conditioning, once expensive options, are standard

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

IV.

equipment on today’s vehicles. Most modern options such as navigation systems, Bluetooth phone integration, and cruise control would not exist without low-cost electronics.

F. Explain safety improvements and how the Insurance Institute for Highway Safety (IIHS) has worked to improve vehicle safety by concentrating on three areas involved in motor vehicle crashes: human, vehicle, and environmental factors. Seat belts did not become a standard feature until 1968, due in part to how vehicle manufacturers evaluated vehicle safety and conducted tests. Vehicle crash testing began in 1979. Since then, the United States government, the IIHS, and the auto makers themselves have conducted extensive testing to improve vehicle crashworthiness. This has led to improved vehicle designs that not only reduce injuries but also help prevent accidents from occurring. Vehicles now are designed from the start with safety as a primary concern. This has led to the standardization of many safety systems, such as Antilock brake systems, tire pressure monitoring systems, rear-view backup cameras, and crash test studies.

Describe the various careers in the transportation industry: (01.01, PPT 5-13) A. Auto technicians (PPT 5-6) B. Collision technician (PPT 7) C. Parts technician (PPT 8) D. Service advisor (PPT 9) E. Sales (PPT 9) F. Training and education (PPT 11) G. Diesel, heavy-duty, and agriculture technicians (PPT 11) H. Motorcycle and other outdoor power equipment technicians (PPT 11) I. Aircraft technicians (PPT 11) Explain training and education options for technicians (01.02, PPT 14-22)

V.

A. Secondary schools B. Post-secondary schools C. Technical schools D. ASE Education Foundation E. Lifelong learning F. Professional organizations G. Publications Types of ASE certification (01.03, PPT 23-26)

III.

A. B. C. D. E. F. G. H. I. J.

A1 Engine Repair A2 Automatic Transmissions A3 Manual Transmissions A4 Suspension & Steering A5 Brakes A6 Electrical/Electronics A7 Heating and Air Conditioning A8 Engine Performance A9 Light Duty Diesel L1 Advanced Engine Performance Specialist

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K. L3 Light Duty Hybrid/Electric Specialist Other ASE Certifications

VI.

A. G1 Maintenance and Light Repair B. F1 Compressed Natural Gas Vehicle Technician C. X1 Exhaust SystemsX1 Exhaust Systems D. B2–B6 Collision Repair and Refinish Technicians E. T1–T8 and L2 Medium/Heavy-Duty Truck Technicians F. B1–B8 Transit Bus Technicians G. S1–S7 School Bus Technicians H. C1 Automotive Service Consultant I. P1, P2, and P4 Parts Specialist The requirements to become ASE certified. (01.04, PPT 27-28) A. Students must take certification tests.

B. Need to pass one or more of your eight core automobile tests to receive a certificate.

C. Certificates are valid for two years.

D. Job experience is not a requirement to take certification tests.

[return to top]

ANSWERS TO CHAPTER 1 TEXTBOOK REVIEW QUESTIONS Textbook, pages 14 [return to top]

SHORT ANSWER KEY 1. service advisor 2. entry-level 3. machinist 4. Master 5. lifelong learning 6. D 7. C 8. C 9. D 10. D [return to top]

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EXPANDED ANSWER KEY 1. A person who greets the customer, writes the repair order, and communicates with the technician and the customer is called a service advisor.

2. Most technicians start as entry-level technicians before acquiring the skills necessary to become line technicians.

3. A machinist is a technician who specializes in repairing and rebuilding engines.

4. For a technician to achieve ASE Master Automotive Technician certification, he or she must pass eight tests.

5. The acceptance of lifelong learning means that as a technician, you will need to continue your education and training over the years to stay current with changes in technology.

6. Which of the following would not be considered a responsibility of an entry-level technician? a. Inspect and maintain fluids. b. Check brake pad wear. c. Perform a tire rotation. d. Replace a transmission.

7. Which of the following statements about ASE certification is correct? a. You must attend an ASE Education Foundation-accredited school to become ASE certified. b. ASE certifies automotive, heavy-duty truck, and aviation technicians. c. A technician must pass eight automobile tests to achieve Master Technician certification. d. ASE certification is the same as being certified by the vehicle manufacturer.

8. Technician A says that fuel economy and emission requirements have led to the extensive use of electronics in modern vehicles. Technician B says that changes in safety requirements have caused vehicle manufacturers to rely on electronics and computerization. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 9. Which of the following automotive systems relies on electronic sensing and control? a. Restraint system b. Engine and transmission control c. Brake system d. All of the above 10. Which of the following is a transportation job related to the auto industry? a. Aircraft technician b. Paint and refinish specialist c. Heavy-duty truck technician d. All of the above [return to top]

ANSWERS TO CHAPTER 1 WORKBOOK REVIEW QUESTIONS Workbook, pages 1-4 [return to top]

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REVIEW QUESTIONS 1.

2.

3.

4.

5.

electronics 11 million D, all of the above entry-level Perform an engine oil change, service tires and tire pressure monitoring system, inspect the brake system and perform basic brake repairs, replace batteries and either maintain or restore memory functions, replace transmission and differential fluids, flush and refill the cooling system, replace various lights, wipers, and other maintenance items.

6. 6 locate, interpret 7. A, A technicians 8. machinist 9. collision 10. service advisor 11. post-secondary 12. A degree program requires academic coursework in addition to automotive courses. Once complete, a degree can then be applied to further education and obtaining further degrees. A diploma program usually requires only the technical courses to be taken and passed. A diploma may not transfer to another school or allow for continuing education for a degree.

13. National Automotive Technician Education Foundation 14. lifelong 15. D, nine 16. master 17. two years [return to top]

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Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 2: SAFETY

TABLE OF CONTENTS Purpose and Perspective of the Chapter ........................................................................................... 11 Chapter Overview ............................................................................................................................ 11 Chapter Objectives........................................................................................................................... 11 ASE Education Foundation Tasks ...................................................................................................... 12 Lab Worksheets ............................................................................................................................... 12 Reading Assignments ....................................................................................................................... 13 Key Terms ........................................................................................................................................ 13 What's New in This Chapter ............................................................................................................. 14 Chapter Outline ............................................................................................................................... 14 Answers to Chapter 2 Textbook Review Questions............................................................................ 16 Short Answer Key ............................................................................................................................................................. 16 Expanded Answer Key .................................................................................................................................................... 17 Answers to Chapter 2 Workbook Review Questions .......................................................................... 18

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Review Questions ............................................................................................................................................................. 18 Activities ............................................................................................................................................................................... 19

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to show students the importance of safety in the automotive industry.

This critically important for anyone entering this field. Safety is more than simply following rules, it is a mindset, a knowledge, and a skill. The chapter explores all of these aspects beginning with personal safety and behaviors, continuing through shop safety, and ending with chemical and fire safety. These should be well understood by all students before entering a shop environment. [return to top]

CHAPTER OVERVIEW This chapter covers all aspects of safety in the automotive industry. Personal safety and behaviors are discussed first. This includes awareness, clothing, PPE, professional attitude, and safe working behaviors.

Next, Shop safety is covered. This includes equipment, lifts, first aid, hazardous wastes, SDS, government agencies, battery safety, high voltage, and moving/running vehicles. Lastly chemical safety is covered which includes common automotive fluids, fuels, solvents, asbestos, and flammable materials. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 02.01 Identify and demonstrate the use of personal protective equipment. (ASE RST Safety #10) 02.02 Identify and demonstrate correct behaviors for the automotive shop. (ASE RST Safety #1, 6, 7, 9, 11, & 12) 02.03 Inspect and demonstrate the use of basic shop equipment. (ASE RST Safety #2) 02.04 Identify and use emergency showers and eyewash stations. (ASE RST Safety #8) 02.05 Locate, read, and interpret material safety data sheets. (ASE RST Safety #15) 02.06 Demonstrate safe battery handling.

02.07 Explain how to safely operate vehicles in the shop. (ASE RST Safety #5) 02.08 Identify chemical hazards and demonstrate safe use and disposal of various automotive chemicals. (ASE RST Safety #2 & 5) 02.09 Identify fire hazards and fire extinguishers and demonstrate fire extinguisher use. (ASE RST Safety #7) [return to top]

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ASE EDUCATION FOUNDATION TASKS 1.1

Identify general shop safety rules and procedures. (Foundational and Workplace)

1.5

Utilize proper ventilation procedures for working within the lab/shop area. (Foundational and Workplace)

1.6

Identify marked safety areas. (Foundational and Workplace)

1.7

Identify the location and the types of fire extinguishers and other fire safety equipment; demonstrate knowledge of the procedures for using fire extinguishers and other fire safety equipment. (Foundational and Workplace)

1.8

Identify the location and use of eye wash stations. (Foundational and Workplace)

1.9

Identify the location of the posted evacuation routes. (Foundational and Workplace)

1.10

Comply with the required use of safety glasses, ear protection, gloves, and shoes during lab/shop activities. (Foundational and Workplace)

1.11

Identify and wear appropriate clothing for lab/shop activities. (Foundational and Workplace)

1.12

Secure hair and jewelry for lab/shop activities. (Foundational and Workplace)

1.13

Identify vehicle systems which pose a safety hazard during service such as: supplemental restraint systems (SRS), electronic brake control systems, stop/start systems, and remote start systems (Foundational and Workplace)

1.15 Locate and demonstrate knowledge of safety data sheets (SDS). (Foundational and Workplace) [return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 2-1: First Aid. Foundational and Workplace: 1.1 ASE Education Foundation Lab Worksheet 2-2: Shop Ventilation. Foundational and Workplace: 1.5 ASE Education Foundation Lab Worksheet 2-3: Identify Marked Safety Areas. Foundational and Workplace: 1.6, 1.8, 1.9 ASE Education Foundation Lab Worksheet 2-4: Fire Extinguishers. Foundational and Workplace: 1.7 ASE Education Foundation Lab Worksheet 2-5: Fire Extinguishers Part 2. Foundational and Workplace: 1.7 ASE Education Foundation Lab Worksheet 2-6: Personal Safety and PPE. Foundational and Workplace: 1.10, 1.11, 1.12 ASE Education Foundation Lab Worksheet 2-7: SDS. Foundational and Workplace: 1.15 [return to top]

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READING ASSIGNMENTS Textbook, pages 15-41 [return to top]

KEY TERMS air tools: Common automotive tools powered by the shop air system that include impact guns, ratches, grinders, cutoff wheels, and blow guns. asbestos: A hazardous compound that, due to its high heat resistance and insulating qualities, has been used in many automotive applications, especially brake pads and clutch discs. blow guns: An attachment for a shop air hose that is used to blow away dirt and debris and to dry components using a high-pressure stream of air. carbon monoxide (CO): A colorless, odorless, toxic gas that is found in the exhaust of a running engine. creepers: A small rolling platform used by technicians to move around under a vehicle that is only raised off the floor a slight amount. creepers: A small rolling platform used by technicians to move around under a vehicle that is only raised off the floor a slight amount. engine hoists: A lifting device used to remove engines from vehicles. eyewash stations: An emergency station in the workplace that enables technicians to quickly irrigate their eyes when exposed to irritants. floor jack: A lifting device that uses a hydraulic cylinder to convert pumping actions on a handle into a smaller upward movement of the arm. hazardous wastes: Any substance that can affect public health or damage the environment. Nearly every liquid, chemical, and solvent used by the vehicle and for service and repair is considered a hazardous waste. mechanical safety latch: A safety device on a lift that engages whenever the lift is lowered; it prevents the lift from falling in the event of a sudden loss of hydraulic pressure. mechanic’s gloves: Cloth or cloth and leather gloves provide protection against minor cuts, scrapes, and burns. nitrile gloves: These are allergy safe and stronger than latex gloves and offer good protection against dirt and chemicals while still being light and comfortable to wear. personal hygiene: Standards of personal cleanliness and grooming that are important for presenting a professional image at the workplace.

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personal protective equipment (PPE): Clothing and other protective items worn by technicians to minimize their exposure to personal hazards in the workplace. respirators: Any of several types of breathing apparatus designed to protect the technician’s airways from dust and various contaminants. safety data sheet (SDS): Detailed information about a hazardous substance, including: its chemical components; flammability, reactivity, toxicity, and corrosiveness; and first aid instructions for accidental exposure. work ethic: A commitment to the job that is demonstrated by such actions as consistent on-time attendance, dependability, and a positive attitude.

Z.87 standard: An ANSI standard for the impact resistance of industrial eyewear. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:     

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Added additional safety on power tool use.

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). ASE Education Foundation accreditation tasks are also listed where applicable (e.g. “ASE RST Safety #10”). Introduce the chapter and review learning objectives for Chapter 2. (PPT Slides 1-3).

I.

Objectives Review the chapter’s objectives. (PPT Slides 2-3) II. Personal Safety and Behaviors Discuss the importance of awareness and preparation in order to work safely and productively.

A. Discuss clothing and personal protective equipment: (02.01, PPT Slides 4-11, ASE RST Safety #10) 1. Proper automotive clothing.

2. Proper appearance 3. Safety glasses, goggles, and shields and the use of an eyewash station

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4. Gloves, including mechanic’s gloves and nitrile gloves to protect from chemicals 5. Hearing protection 6. Back braces and safe lifting techniques 7. Protective footwear 8. Respirators 9. Personal hygiene B. Discuss behaviors that affect safety: (02.02, PPT Slides 12-16 ASE RST Safety #10) 1. Working in the automotive shop environment, including maintaining a professional attitude, admitting what you do not know, and accepting personal responsibility and accountability 2. Safe working behaviors, including cleaning up, checking equipment, using flammable chemical safely, not using equipment unless trained in its safe operation, and ensuring that all safety devices and disconnects are functioning properly III. Shop Safety Discuss the importance of understanding and knowing how to operate the types of equipment and tools used in the automotive shop.

A. Discuss equipment and shop tool safety: (02.03, PPT Slides 17-2, ASE RST Safety #2) 1. Floor jacks and jack stands 2. Lifts 3. Hoists and cranes 4. Bench grinders 5. Air tools 6. Blow guns 7. Creepers B. Discuss first aid, showers, and eyewash: (02.04, PPT Slides 25-72, ASE RST Safety #8) 1. First aid kits 2. Basic first aid 3. Emergency showers 4. Emergency eyewash C Discuss hazardous wastes and safety data sheets: (02.05, PPT Slides 28-34, ASE RST Safety #15 ) 1. Hazardous wastes 2. Safety data sheets (SDS) 3. Environmental Protection Agency (EPA) 4. Occupational Safety and Health Administration (OSHA) D. Discuss battery safety: (02.06, PPT Slides 35-43) 1. Battery acid 2. Disconnecting and reconnecting a battery 3. Battery chargers 4. Jump starting 5. Electric vehicle and hybrid vehicle high-voltage batteries E. Discuss running and moving vehicles: (02.07, PPT Slides 44-46, ASE RST Safety #5) 1. Starting vehicles 2. Carbon monoxide and ventilation

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3. Moving vehicles IV. Chemical Safety Discuss the importance of handling dangerous chemicals properly.

A. Discuss oils, lubricants, and coolants frequently encountered in automotive work: (02.08, PPT Slides 47-48 ASE RST Safety #2 & 5) 1. Common automotive fluids 2. Lubricants, cleaners, and greases 3. Coolant handling 4. Coolant recycling 5. Hazardous waste disposal B. Discuss how to deal with fuels technicians come into contact with: (PPT Slide 49) 1. Safety precautions for handling and storing fuels C. Discuss chemicals used for cleaning: (PPT Slide 50) 1. Solvents 2. Aerosols 3. Floor cleaners D. Discuss brake and clutch dust: (PPT Slide 51) 1. Asbestos 2. Wearing PPE 3. Capturing and disposal E. Discuss care in dealing with flammable materials: (02.09, PPT Slides 52-54 ASE RST Safety #7) 1. Common shop flammables 2. Fire prevention and proper handling 3. Fire extinguishers 4. Fire blankets 5. If a fire occurs [return to top]

ANSWERS TO CHAPTER 2 TEXTBOOK REVIEW QUESTIONS Textbook, pages 41-42 [return to top]

SHORT ANSWER KEY 11. monoxide 12. orange 13. data sheets 14. Personal protective equipment 15. negative, positive 16. B 17. D 18. D

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19. C 20. D [return to top]

EXPANDED ANSWER KEY 1. Carbon monoxide is a colorless and odorless gas formed during combustion that can cause illness and death.

2. High-voltage wiring is indicated by orange colored conduit and connectors.

3. Safety data sheets provide information about how a chemical should be stored, handled, and disposed of.

4. Personal protective equipment are the items you wear to -prevent injury while working in the automotive shop.

5. When disconnecting a battery, disconnect the negative terminal first and then the positive terminal.

6. Two technicians are discussing shop chemicals PPE: Technician A says wearing mechanic’s gloves prevents skin absorption of chemicals. Technician B says that a respirator should be worn when working with certain chemicals. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 7. Technician A says that prescription eye glasses will protect you against shop hazards. Technician B says that work boots must meet the ANSI Z.87 safety standard. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 8. All of the following statements are correct except: a. Long hair can be caught in moving machinery. b. Always use jack stands to support the vehicle when lifting with a floor jack. c. Common aerosol chemicals are often flammable. d. Waste oil and antifreeze can be disposed of in the same container.

9. Technician A says that corrosive wastes include items such as car batteries. Technician B says toxic wastes, such as used coolant, must be collected for recycling. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 10. Technician A says that the SDS enforces the employee Right-to-Know standard regarding shop safety. Technician B says that OSHA is responsible for environmental safety regulations. Who is correct? a. Technician A b. Technician B c. Both A and B

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d. Neither A nor B [return to top]

ANSWERS TO CHAPTER 2 WORKBOOK REVIEW QUESTIONS Workbook, pages 7-12 [return to top]

REVIEW QUESTIONS 18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

safety C, personal protective equipment D, all of the above 4. Z87 B, bloodborne pathogens hearing Non-slip, oil resistant, safety toed. (response will vary based on school policy) respirator hygiene Work ethic is the idea that personal accountability and responsibility have intrinsic or internal value. (second part of response will vary) (list will vary but should include: cleaning up after oneself, using the correct tool for the job, clean spills immediately, checking electrical cords and plugs before using a piece of equipment, check air hoses and fittings before using air tools, ensure proper operation of floor jacks and stands before use, never using flammable substances near flames or hot surfaces, do not use any equipment until trained properly, make sure all guards and shields are in place before using a piece of equipment) The marked safety zone identifies areas where additional PPE may be required or that only one person should be in the area working at one time or both. floor jack safeties or safety locks gravity, tip (fall) Dressing means to restore the tip or edge to its original condition.

Check the shield, guard, cord, plug, and the wheels for damage.

Compressed air can seriously damage eyes and can cause severe injury or death if air is blown into the body. (list will vary but should include: check the air hose and fittings, be sure you are trained in proper operation of the tool, use only approved attachments with air chisels, use only discs rated for a grinder or cutoff wheel, use only impact sockets on air impact wrenches, do not spin the socket on the air wrench if the socket is not attached to a fastener, do not hold sockets or air hammer adaptors during use, ensure there is room for your hand when using an air ratchet) Creepers should be stored standing upright against a wall or cabinet.

First stop the bleeding. Apply gentle pressure with a clean cloth or bandage, holding pressure for 20 to 30 minutes if necessary. Clean the wound with clean water; avoid using soap as this can irritate the

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40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

53.

54.

55.

56.

57.

58.

wound. Apply an antibiotic such as Neosporin and cover the wound. Change the dressing at least once per day The least serious burns are first-degree burns. This is when only the outer layer of skin is burned.

Pain, swelling, and red skin are present. When the first layer of skin is burned through it is considered a second-degree burn. Blisters and significant reddening of the skin are present.

The most serious type of burn is a third-degree burn as it involves all of the layers of the skin and can cause permanent damage. hazardous waste Corrosive, flammable, reactive, toxic.

Product name and chemical components, information about the substance’s flammability, reactivity, toxicity, and corrosiveness. The types of possible exposure and the health effects for exposure. Correct handling, including the type of PPE required and proper disposal of the substance. First aid for accidental exposure.

The EPA oversee the enforcement of laws and regulations regarding the safe handling, storage, transportation, and disposal of hazardous wastes. safety, health explosion Remove the negative first then the positive. Connect the positive first then the negative. off b, dead vehicle engine ground orange Ensure the fuel system is not open, ensure the engine is assembled enough to crank, and make sure tools and other equipment are not under the hood. d, carbon monoxide brake check waste oil flammable mix, separate asbestos b, dry chemicals

[return to top]

ACTIVITIES 1. (answers will vary based on school) 2. Mechanics gloves – bench grinder, air hammer, sharp metal; Nitrile gloves – blood; Chemical gloves – solvent tank or similar chemicals; Safety glasses – bench grinder; Safety boots – sharp metal, lifting a cylinder head; Ear protection – air hammer; Respirator – solvent tank or similar chemicals, drum brake service; Back brace – lifting a cylinder head 3. (answers will vary) Floor jack: Damage to the vehicle, the vehicle may fall if not supported correctly; the jack may kick out and cause injury.

Vehicle hoist: Damage to the vehicle, the vehicle may fall if not supported correctly.

Engine hoist: The engine could fall, damaging the engine or causing injury to those close to the

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

engine.

Bench grinder: Flying debris can cause eye and face injury.

Creeper: Long hair can be caught in the wheels, if left on the floor someone may step and it and fall.

Battery charger: Overcharging can damage the battery, cause a fire or explosion.

Impact gun: Hand injury if using incorrect sockets or holding the sockets during use. [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 3: SHOP ORIENTATION

TABLE OF CONTENTS Purpose and Perspective of the Chapter ........................................................................................... 21 Chapter Overview ............................................................................................................................ 21 Chapter Objectives........................................................................................................................... 21 ASE Education Foundation TASKS ..................................................................................................... 21 Lab Worksheets ............................................................................................................................... 23 Reading Assignments ....................................................................................................................... 24 Key Terms ........................................................................................................................................ 24 What's New in This Chapter ............................................................................................................. 26 Chapter Outline ............................................................................................................................... 26 Answers to Chapter 3 Textbook Review Questions............................................................................ 28 Short Answer Key ............................................................................................................................................................. 28 Expanded Answer Key .................................................................................................................................................... 28 Answers to Chapter 3 Workbook Review Questions .......................................................................... 29 Review Questions ............................................................................................................................................................. 29 Activities ............................................................................................................................................................................... 31

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to provide insight into the shop’s day-to-day environment. Students learn about daily routines, procedures, tools, equipment, documentation, and best practices. This chapter discusses safety as a critical aspect of automotive repair and service, focusing on personal safety, shop safety, and chemical safety. [return to top]

CHAPTER OVERVIEW The chapter begins with job requirements, routines, and housekeeping procedures. It then covers hand and power tool use, as well as vehicle hoists and jacking equipment use. Next, preparing a vehicle for service, using a VIN, and repair orders are covered. Last, a walk-around inspection and action plan are discussed.

[return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 03.01

Identify the job requirements, routines, and housekeeping procedures for automotive technicians. (ASE RST Safety #1)

03.02

Identify basic hand and power tools and the correct operation for these tools. (ASE RST Tools #1, 2, 3, & 4)

03.03

Demonstrate safe operation of vehicle hoists and jacking equipment. (ASE RST Safety #3 & 4)

03.04

Identify and locate vehicle identification information. (ASE RST Service #1)

03.05

Identify and complete a repair order and maintain customer and technician records. (ASE RST Service #1 & 5)

[return to top]

ASE EDUCATION FOUNDATION TASKS 1.2

Utilize safe procedures for handling of tools and equipment. (Foundational and Workplace)

1.3

Identify and use proper placement of floor jacks and jack stands. (Foundational and Workplace)

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

1.4

Identify and use proper procedures for safe lift operation. (Foundational and Workplace)

2.1

Identify tools and their usage in automotive applications. (Foundational and Workplace)

2.2

Identify standard and metric designation. (Foundational and Workplace)

2.3

Demonstrate safe handling and use of appropriate tools. (Foundational and Workplace)

2.4

Demonstrate proper cleaning, storage, and maintenance of tools and equipment.

(Foundational and Workplace)

2.5

Demonstrate proper use of precision measuring tools (i.e., micrometer, dial-indicator, dialcaliper). (Foundational and Workplace)

2.6

Tools and Equipment; Perform common fastener and thread repair, including removing broken bolts, restoring internal and external threads, and repairing internal threads with a thread insert. (Foundational and Workplace)

3.1

Identify information needed and the service requested on a repair order. (Foundational and Workplace)

3.2

Identify purpose and demonstrate proper use of fender covers and mats. (Foundational and Workplace)

3.3

Demonstrate use of the three C’s (concern, cause, and correction). (Foundational and Workplace)

3.4

Review vehicle service history. (Foundational and Workplace)

3.5

Complete work order to include customer information, vehicle identifying information, customer concern, related service history, cause, and correction. (Foundational and Workplace)

4.1

Ensure vehicle is prepared to return to customer per school/company policy (floor mats, steering wheel cover, etc.). (Foundational and Workplace)

A.1

Research vehicle service information such as fluid type, internal combustion engine operation, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS) (MLR-AEE) P-1

III.A.1

Research vehicle service information such as fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). (MLR-AEE) P-1

IV.A.1

Research vehicle service information such as fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). (MLR-AEE) P-1

V.A.1

Research vehicle service information such as fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). (MLR-AEE) P-1

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

VI.A.1

Research vehicle service information such as fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). (MLR-AEE) P-1

VII.A.1

Research vehicle service information, including refrigerant/oil/fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). (MLR-AEE) P-1

VIII.A.1

Research vehicle service information such as fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). (MLR-AEE) P-1

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 3-1: External Thread Repair. Foundational Tasks: 2.6 ASE Education Foundation Lab Worksheet 3-2: Internal Thread Repair. Foundational Tasks: 2.6 ASE Education Foundation Lab Worksheet 3-3: Threaded Insert. Foundational Tasks: 2.6 ASE Education Foundation Lab Worksheet 3-4: Remove a Broken Bolt. Foundational Tasks: 2.6 ASE Education Foundation Lab Worksheet 3-5: Compressed Air System. Foundational task: Shop and Personal Safety, Tools, and Equipment.

2. Utilize safe procedures for handling of tools and equipment.

3. Demonstrate safe handling and use of appropriate tools ASE Education Foundation Lab Worksheet 3-6: Chemicals. Foundational task: 1.2 and 1.3 ASE Education Foundation Lab Worksheet 3-7: Jacking and Supporting a Vehicle. Foundational Tasks: 1.3 ASE Education Foundation Lab Worksheet 3-8: Vehicle Lift Inspection. Foundational Tasks: 1.4 ASE Education Foundation Lab Worksheet 3-9: Fasteners. Foundational Tasks: 2.1, 2.2, 2.3 ASE Education Foundation Lab Worksheet 3-10: Bench Grinder Use. Foundational task: 2.3 ASE Education Foundation Lab Worksheet 3-11: Hand Tools. Foundational Tasks: 1.2 ASE Education Foundation Lab Worksheet 3-12: Tools and Equipment. Foundational Tasks: 1.2, 2.4 ASE Education Foundation Lab Worksheet 3-13: Precision Measuring. Foundational Tasks: 2.5 ASE Education Foundation Lab Worksheet 3-14: Vehicle Information. Foundational Tasks: 3.1; MLR-AEE: I.A.I, P-1; IV.A.I, P-1; V.A.I, P-1; VIII.A.I, P-1

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

ASE Education Foundation Lab Worksheet 3-15: VIN ID. MLR-AEE: I.A.I, P-1; III.A.I, P-1; IV.A.I, P-1; V.A.I, P-1; VIII.A.I, P-1 ASE Education Foundation Lab Worksheet 3-16: Communication Skills. Foundational Task 3.1.

ASE Education Foundation Lab Worksheet 3-17: Fenders Covers. Foundational Tasks: 3.2, 4.1 ASE Education Foundation Lab Worksheet 3-1-87: Concern, Cause, and Correction. Foundational Tasks: 3.3, 3.5 ASE Education Foundation Lab Worksheet 3-19: Complete Work Order. Foundational Tasks: 3.4, 3.5 ASE Education Foundation Lab Worksheet 3-20 Perform a Walk-around Inspection. Foundational Task 3.3 ASE Education Foundation Lab Worksheet 3-21 Perform a Vehicle Multi-Point Inspection. Foundational Task 3.4 ASE Education Foundation Lab Worksheet 3-22 Create a Plan. Foundational Task 3.6 ASE Education Foundation Lab Worksheet 3-23 Ensure Vehicle is Prepared to Return to Customer.

Foundational Task 4.1 ASE Education Foundation Lab Worksheet 3-24: Using Service Information. [return to top]

READING ASSIGNMENTS Textbook, pages 43-84 [return to top]

KEY TERMS above-ground lift: A type of automotive lift in which the structure sits entirely above floor level. The main types are the swing arm-type and the drive-on type. air hammer: An air-powered tool fitted with a chisel or cutting bit to separate bushings or suspension components. battery charger: A device used to recharge a battery that has become discharged or to charge newly filled batteries. bench grinders: A motor-driven grinding wheel or wire wheel, used for such tasks as reshaping metal, sharpening tools, and removing rust from parts. calibration decal: A decal found on the engine or transmission of some vehicles that provides specific information about emissions system devices and calibrations.

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

chain of command: The formal hierarchy or structure of supervision in a business. combination wrench: A common repair tool on which one end is a box-end wrench for loosening or tightening a specific size of fastener, and the other end has an open wrench to quickly remove the loosened fastener. dead blow hammer: A hammer whose head is filled with lead shot in order to reduce elastic rebound when striking a surface. emissions decal: An under-hood decal that contains such information as the emission year for which the vehicle is certified, installed emission control devices, and what emission standards the vehicle meets.

Other information may also be included. entry level: Means starting at the lowest-paid, beginning-level position. impact wrench: An air-powered tool for loosening lug nuts and other tight fasteners. in-ground lift: A type of automotive lift in which the hydraulics are installed beneath the concrete shop floor, and the controls are operated above ground level. parts washer: A special tub in which a solvent is pumped through to facilitate the removal of dirt, oil, grease, rust, or other substances from parts. pliers: Any of the various types of simple hand tools used to grasp objects on the automobile. punches: A simple impact tool used to remove pins and to create indentations in preparation for drilling. repair order (RO): See service order. rubber mallet: A mallet with a solid rubber head, used for such jobs as installing hub caps, when the surface could be marred by a harder hammer. screwdriver: A simple tool used to loosen and tighten screws. In auto repair, the most common screw head styles are the standard or straight, the Phillips, and the Torx. service order: Also called a repair order (RO). This is a legal contract between the customer and the shop regarding the services to be performed. It contains pertinent customer information, vehicle information, and a record of services and repairs. sockets: A fitting that is used with a ratchet handle to quickly and safely loosen and tighten a specific size of fastener. Sockets come in many sizes and configurations.

VIN: A 17-digit serial number that uniquely identifies a vehicle. Also known as Vehicle Identification Number. vise: Bench-mounted device with jaws used to clamp and hold an object. [return to top]

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:      

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Added Instructions on Tool Usage Added “Developing a Plan” section

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). ASE Education Foundation accreditation tasks are also listed where applicable (e.g., “ASE RST Safety #1”). Introduce the chapter and review learning objectives for Chapter 3. (PPT Slides 1-3).

I.

Objectives (PPT Slides 2-3) Review the chapter’s objectives.

II. Shop Orientation (03.01, PPT Slides 4-10, ASE RST Safety #1) Discuss the importance of knowing the rules, procedures, and practices of the shop where you work: A. Discuss lab and shop operations 10. Lab operations 11. Shop orientation B. Discuss daily routines: 3. Starting the day 4. Clean Up 5. Chain of Command C. Discuss job requirements: 1. Entry-level jobs 2. Lifelong learning III. Technician’s Tools and Their Use (03.02, PPT Slides 11-30, ASE RST Tools #1, 2, 3, & 4) Discuss the importance of taking proper care of your tools.

A. Discuss basic hand tools: 8. Wrenches 9. Screwdrivers 10. Drivers 11. Pliers 12. Hammers 13. Chisels, punches, and files

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

14. Torque wrenches 15. Tap and die sets B. Discuss power tools: 5. Impact wrenches 6. Air hammers 7. Air or electric ratchets 8. Tool maintenance C Discuss shop tools: 5. Bench grinder 6. Parts washer 7. Battery chargers 8. Bench vise 9. Compressed air 10. Compressed air warning D. Discuss keeping the vehicle clean: IV. Fasteners and Torque (PPT Slides 31-36) Discuss the importance of the devices — nuts, bolts, screws, and others — that hold the vehicle together.

A. Discuss fasteners: 6. Fastener basics 7. Specialty and one-time-use fasteners B. Discuss torque: 2. Fastener torquing 3. Torque wrench care V. Vehicle Lifting and Jacking (03.03, Slides 37-40, ASE RST Safety #3 & 4) Discuss safe methods of lifting a vehicle.

A. Discuss vehicle lifts: 4. Steps to follow to raise a vehicle 5. Using floor jacks VI. Locating Vehicle Information (03.04, Slides 41-45, ASE RST Service #1) Discuss the types and location of various types of vehicle identification.

A. Discuss basic vehicle identification: 4. Vehicle types 5. Basic vehicle identification B. Discuss vehicle identification numbers (VIN) 6. What is a VIN? 7. Location C. Discuss other vehicle ID tags: 1. Vehicle emissions control information decal 2. Door decals 3. Calibration and production decals 4. SPO tags 5. Accessing identification labels under the hood VII. Service Orders (03.05, Slides 46-50, ASE RST Service #1 & 5)

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

Discuss the benefits and legal aspects of service orders.

A. Discuss customer records: 1. Components of a service order 2. Technician records 3. Legal issues [return to top]

ANSWERS TO CHAPTER 3 TEXTBOOK REVIEW QUESTIONS Textbook, page 84 [return to top]

SHORT ANSWER KEY 1. tap and die 2. vehicle identfication number 3. combination 4. dead blow 5. door decal 6. C 7. C 8. D 9. D 10. B [return to top]

EXPANDED ANSWER KEY 1. A tap and die set is used to repair damaged threads.

2. Every vehicle has a unique vehicle identification number that contains information about where and when the vehicle was made.

3. Combination wrenches have a box end and an open end.

4. A dead blow hammer contains lead shot or a similar material to reduce rebound.

5. The VECI or door decal contains information about vehicle model year and engine size.

6. Technician A says information commonly found on door decals includes vehicle build date, gross weight, and recommended tire inflation pressure. Technician B says that door decals may also contain paint codes and other installed option data. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 7. Which of the following is not a safety precaution when using an above-ground lift? a. Read and understand the operating instructions of the lift before use. b. Ensure the area under the vehicle is clear before lowering.

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

c. Place the pad contacts on any flat area under the vehicle. d. Raise to the desired height and lower onto the safety locks.

8. Technician A says bolt thread pitch is based on the diameter of the bolt. Technician B says the thread pitch on some metric and standard bolts is the same. a. Technician A b. Technician B c. Both A and B d. Neither A nor B 9. Which of the following is not used to repair damaged threads? a. Tap b. Thread insert c. Thread file d. Thread puller 10. Which of the following types of fasteners should be replaced after use? a. Castle nut b. Torque-to-yield bolt c. Lug nut d. Cap screw [return to top]

ANSWERS TO CHAPTER 3 WORKBOOK REVIEW QUESTIONS Workbook, pages 37-48 [return to top]

REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

safely (answers will vary based on school program) safety, education efficiently, profit probationary New or entry-level employees typically have the least experience, knowledge, skills, and tools.

A clean shop is easier to maintain, is more productive, and is more professional. tools, returned D, all of the above A PDI often includes removing exterior and interior protective coverings, installing hubcaps, checking fluids and tires, washing the vehicle, and other similar jobs. lifelong learning productivity, injury The box end is used for loosening and tightening a fastener and the open end is used for quickly threading the fastener once loose. pull toward yourself box

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

B, socket and ratchet B, 8 point B, 1/8 A ratchet should be cleaned daily and lubricated regularly.

B, Technician B pliers C, rubber drift or aligning punch torque wrenches (answers will vary) Pull the locking sleeve back and turn the handle until the marks align with the desired torque setting. Release the locking sleeve. impact wrench A – tap wrench, B – die wrench, C – tap, D – die threaded insert oiled (lubricated) bench grinders, tire equipment, alignment machine, lifts, air compressors, battery chargers grinders parts washer (solvent tank) Make sure the charger is off and unplugged before you connect the charging clamps to the battery.

Connect the positive clamp to the positive battery terminal first, then connect the negative charging clamp to the negative battery terminal. Plug the charger into the outlet, and set the charging rate and time as indicated on the charger.

B, 90 psi Fender, seat Wrench pad, shank, threads, washer face, fillet (from left to right, top to bottom) (answers will vary) Measure the length of the bolt from the fillet to the end of the threads.

Measure the diameter across the threads. Measure the thread pitch using a thread pitch gauge.

Be careful not to drop torque wrenches on the floor. Do not use a torque wrench as a prybar or breaker bar. Inspect the wrench for proper operation of the ratcheting mechanism each time it is used. Make sure the adjustment sleeve on click-type wrenches moves smoothly and the locking collar locks and releases properly. Store the wrench in its case when not in use. Clean and oil the ratchet regularly. Be careful not to drop torque wrenches on the floor.

This provides greater stability for the lift and prevents the vehicle from dropping unexpectedly should there be a hydraulic failure. clockwise Locate a suitable jacking point. Position the jack saddle on the correct lifting point. Raise the jack until it contacts the lifting point. Jack the vehicle until the tire is off the ground. Leave the jack handle up to prevent a tripping hazard. Locate the correct place to position the jack stand. Slowly lower the jack until the vehicle rests on the jack stand. Remove the jack from under the vehicle.

FWD – front wheel drive. RWD – rear wheel drive. 4WD – four-wheel drive. AWD – all-wheel drive.

The VIN is a 17-digit code that contains information about where a vehicle was made, what engine is installed, what year the vehicle is and other types of data. It is located on the dash near the driver’s A-pillar. It can also commonly be found on the door decal, on stickers attached to body panels, and on the firewall.

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

44. The VECI has the vehicle emission year certification, emission calibration code, engine size, and may show spark plug gap, valve lash, a vacuum hose diagram, and tune-up related information.

45. D, all of the above 46. The primary release allows the hood to pop open and allow access to the secondary release. Having two latches and releases helps prevent the hood from accidentally opening while driving.

47. Customer name, address, and phone numbers. Vehicle information. A complete description of the complaint. A description of services to be performed and their costs. The method of approving additional repairs. The customer’s signature. [return to top]

ACTIVITIES 1. a. box end wrenches, six and twelve point b. ratchets c. shallow sockets d. Phillips screwdriver e. torx screwdriver f. pliers g. hammers 2. (answers will vary) ratchets should be cleaned and lubricated regularly. Screwdrivers, punches, and chisels require periodic dressing to keep the tips in good condition.

3. a. impact wrench or gun b. cutoff wheel or grinder c. air ratchet (3/8” drive) d. air ratchet (1/4” drive) e. air drill 4. a. torque unit, unit selection button, down or decrease button b. torque setting needle, torque dial (indicates applied torque) c. beam scale, beam pointer (indicates applied torque) d. torque scale, sleeve or barrel, locking sleeve e. (answers will vary) Pull the locking sleeve back and turn the handle until the marks align with the desired torque setting. Release the locking sleeve. To store, decrease the torque to the lowest setting turning the handle fully counterclockwise. Clean the torque wrench and store in the case.

5. (answers will vary based on equipment) 6. General Motors – Buick, Cadillac, GMC, Chevrolet; Ford – Lincoln; Honda – Acura; Toyota – Lexus, Scion; BMW – Mini; Fiat – Chrysler, Ram, Dodge; VW – Porsche; Nissan - Infiiniti. [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 4: BASIC TECHNICIAN SKILLS

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

TABLE OF CONTENTS Purpose and Perspective of the Chapter ........................................................................................... 32 Chapter Overview ............................................................................................................................ 33 Chapter Objectives........................................................................................................................... 33 ASE Education Foundation Tasks ...................................................................................................... 33 Reading Assignments ....................................................................................................................... 33 Key Terms ........................................................................................................................................ 33 What's New in This Chapter ............................................................................................................. 35 Chapter Outline ............................................................................................................................... 35 Answers to Chapter 4 Textbook Review Questions............................................................................ 37 Short Answer Key ............................................................................................................................................................. 38 Expanded Answer Key .................................................................................................................................................... 38 Answers to Chapter 4 Workbook Review Questions .......................................................................... 39 Activities ............................................................................................................................................................................... 39 Section 1 – Employability Skills ........................................................................................................... 39 Section 2 – Oral Communication ........................................................................................................ 39 Section 3 – Nonverbal Communication .............................................................................................. 39 Section 4 – Reading and Writing Skills ................................................................................................ 39 Section 5 – Penmanship ...................................................................................................................... 40 Section 6 – Spelling ............................................................................................................................. 40 Section 7 – Grammar .......................................................................................................................... 40 Section 8 – Math Skills ........................................................................................................................ 40 Section 9 – Science Skills ..................................................................................................................... 42 Section 10 – Basic Chemistry .............................................................................................................. 44

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to provide students with the basic skills to become technicians. This includes employability skills, communication skills, being able to work with a repair order, automotive math skills, and automotive-specific science skills. All of these are skills and abilities that will be necessary and useful as entry-level technicians in the shop and workplace. Each of these should be applied in later chapters, in class, and at work. [return to top]

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

CHAPTER OVERVIEW This chapter explains how education for auto technology students should include science, language arts, math, and computer skills as well as automotive training. It begins with employability skills, continues into communication skills, math skills, and science skills, and ends with computer literacy skills. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 04.01 Identify and demonstrate skills necessary for employment.

04.02 Demonstrate proper communication skills.

04.03 Identify and apply math skills related to automotive applications.

04.04 Identify and apply science skills related to automotive applications. [return to top]

ASE EDUCATION FOUNDATION TASKS 2.2

Identify standard and metric designation. (Foundational and Workplace)

VI.A.1

Research vehicle service information such as fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). (MLR-AEE) P-1

VII.A.1

Research vehicle service information, including refrigerant/oil/fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). (MLR-AEE) P-1

VIII.A.1

Research vehicle service information such as fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). (MLR-AEE) P-1

[return to top]

READING ASSIGNMENTS Textbook, pages 85–129 [return to top]

KEY TERMS © 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

aftermarket: Repair parts and services that are purchased from a source other than the original equipment manufacturer. body language: Communication using expression and posture. chemical reaction: A change in the bonds between the atoms of different chemical elements or compounds. employability skills: The so-called soft skills, such as initiative and work ethic, that make one a good employee. employment plan: For a worker, a self-assessment of personal strengths and weaknesses and short- and long-term goals, and an action plan for achieving the goals. initiative: A behavior that causes a person to start to do something or to help out in some way without having been asked to do so. linear measurement: A measurement from point A to point B, such as the wheelbase of a vehicle or the amount of free play in a pedal. Sometimes calculated by taking two measurements and subtracting one from the other, as when determining if an object such as a brake drum is out-of-round. metric measurement: Measurement based on the meter and portions of the meter, which are all based on units of 10. motivation: The intrinsic and extrinsic factors that direct a person to seek and succeed in a career and other activities. nonverbal communication: Communication with others by means other than words, such as body language, gestures, appearance, and overall demeanor. ratio: A method of expressing a relationship of two values relative to each other—for example, a 10:1 compression ratio. résumé: A document that showcases your experience, education, and career goals and allows potential employers to quickly learn about you. specific gravity: A measurement of the density of a substance compared to water. Specific gravity tests are performed on battery acid and coolant. torque: A measurement of twisting force. vacuum: In an engine, air pressure that is lower than atmospheric pressure. flat-rate guide: A written guide to information about original equipment (OE) parts cost, aftermarket parts cost (some software), and estimated labor times for specific repairs. hydraulics: The science of the mechanical properties of fluids.

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

OE parts: Also known as original equipment. Parts that are purchased from the vehicle’s original manufacturer. percentage: Meaning the part of the whole; used to calculate invoice items such as sales tax, fees, and parts markups, and used in the shop to calculate ratios such as the amount of antifreeze to mix with water. warranty time: Estimated labor time to perform specific repairs that are covered under the manufacturer’s warranty. work ethic: A commitment to the job that is demonstrated by such actions as consistent on-time attendance, dependability, and a positive attitude. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:       

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Added information on job descriptions Expanded on post-secondary training Added information on ASE certifications

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center); and, as applicable for each discipline, accreditation or certification standards (“BL 1.3.3”). Introduce the chapter and use the Ice Breaker in the PPT if desired, and if one is provided for this chapter. Review Learning Objectives for Chapter 4. (PPT Slides 1-3).

I.

Objectives (PPT Slide 2) Review the chapter’s objectives.

II. Employability Skills (04.01, PPT Slides 3-9) Discuss the importance of the eight employability skills needed for whatever job you are in: communication, teamwork, problem-solving, initiative, organization, self-management, willingness to learn, and being adept at technology.

A. Discuss professionalism:

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

12. Work ethic 13. Motivation 14. Initiative B. Discuss finding employment: 6. Developing an employment plan 7. Seeking and applying for employment 8. Accepting employment III. Communication Skills (04.02, PPT Slides 10-17) Discuss the importance of being able to communicate clearly to customers, coworkers, and supervisors.

A. Discuss nonverbal and verbal communication: 16. Appearance 17. Body language 18. What does body language say?

B. Discuss verbal communication: 9. Standard English and slang 10. Essentials of good communication C Discuss reading and writing skills: 11. Why reading skills are important 12. Reading for technical content 13. Written communication D. Discuss applications of communication skills: 1. Answering the phone 2. Talking with a customer IV. Math Skills (04.03, PPT Slides 18-32) Emphasize that performing math correctly is essential for the automotive technician.

A. Discuss basic math for technicians: 8. Math for estimates 9. Basic math functions 10. Fractions and decimals 11. Percentages B. Discuss measurements: 4. Linear measurements 5. Precision measurement 6. Volume 7. Ratios and proportions 8. Torque 9. Other measurements 10. Angles V. Science Skills (04.04, PPT Slides 33-55) Emphasize that ability to understand science is important because automobiles contain countless examples of science in action.

A. Discuss matter and energy: 6. Reactions

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

7. Energy B. Discuss general scientific principles: 1. The simple machines: Inclined plane Wheel and axle Lever Pulley Wedge Screw C. Discuss other principles: 1. Hydraulics 2. Density and specific gravity 3. Electricity 4. Vacuum 5. Sound D. Discuss basic chemistry: 1. Atoms and molecules 2. Chemical reactions VI. Computer Literacy (PPT Slides 56–58) Discuss the importance of understanding and using computers to deal with the many electronic components of automobiles.

A. Discuss repair information systems: 6. The necessity for information [return to top]

ANSWERS TO CHAPTER 4 TEXTBOOK REVIEW QUESTIONS Textbook, page 130 [return to top]

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

SHORT ANSWER KEY 1. flat rate guide 2. Hydraulics 3. language 4. 10 5. net 6. D 7. D 8. C 9. C 10. D [return to top]

EXPANDED ANSWER KEY 1.

2.

3.

4.

5.

6.

The estimated labor time to complete a repair is found in a flat rate guide.

Hydraulics is the science of using fluids to perform work.

Body language is how you communicate with someone in a nonverbal way.

One centimeter is equal to 10 millimeters.

The amount of money you actually bring home from your paycheck is called your net pay.

Technician A says when searching for employment, you should always apply online so you do not need to submit a résumé. Technician B says a résumé should contain a summary of all your life experiences. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 7. Which of the following statements about replacement parts is correct? a. OE parts are those parts that are supplied by the vehicle manufacturer. b. Aftermarket parts are usually made by independent companies and sold through parts stores such as NAPA or AutoZone. c. A parts manufacturer may sell both OE and aftermarket parts under the same brand name. d. All of the above 8. While discussing customer relations: Technician A says customers may base their opinion to trust a technician based on how the technician looks. Technician B says that appearance can say as much or more about a technician than how he or she speaks. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 9. Technician A says that a good understanding of math and science skills is important for a technician.

Technician B says that good communication skills are important for a technician. Who is correct? a. Technician A b. Technician B

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

c. Both A and B d. Neither A nor B 10. All of the following are important communication skills except: a. Maintaining a clean uniform and appearance b. Looking at the person you are talking to in the eyes c. Being polite d. Having a powerful handshake [return to top]

ANSWERS TO CHAPTER 4 WORKBOOK REVIEW QUESTIONS Workbook, pages 75–109 [return to top]

ACTIVITIES Section 1 – Employability Skills (answers will vary) Section 2 – Oral Communication 1. (answers will vary) Good communication is important so that you can talk with customers and coworkers.

2. (answers will vary) Incorrect information will be given, and time may be spent attempting to diagnose the wrong problem.

3. (answers will vary) Slang terms are words that may not have the same meaning from one person to another and may even offend.

4. (answers will vary) Section 3 – Nonverbal Communication 1. General appearance, body language, facial expressions 2. (answers will vary) Unprofessional appearance, not making eye contact, frowning.

Section 4 – Reading and Writing Skills 1. (answers will vary) Adjust – to alter or move something slightly in order to achieve the desired fit or appearance.

Align – to arrange or adjust something to produce a proper relationship or orientation.

Analyze – to examine methodically and in detail in order to explain or interpret something.

Assemble – to fit together separate component parts of a machine or object.

Balance – to evenly distribute weight in order to remain steady or upright or to prevent vibration.

Bleed – to remove air from a system that uses a liquid as a means of transferring force or heat.

Charge – to replenish a battery that is depleted.

Check – to inspect or test for accuracy, quality, or result.

Clean – to remove dirt, oil, grease, and other contaminates from an object.

Correct – to alter or adjust to bring something into a required condition; to make or set right.

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

Determine – to establish exactly the cause of a particular condition.

Diagnose – to identify the cause or nature of a condition by examination.

Disassemble – to take something apart into its individual pieces.

Discharge – to release the stored energy of a component or system.

Evacuate – to remove air, water, or other contaminates from a component or system.

Flush – to clean something by passing a large quantity of water or other cleaner through a component or system.

Hone – to clean and resurface a cylinder to a specific finish.

Inspect – to carefully examine or look over; to view critically.

Locate – to set or establish the position, location, or value of something.

Measure – to accurately determine the size, amount, or degree of something by using a known and accurate device or by comparison to a known value.

Perform – to actively carry out, accomplish, or fulfill a task.

Purge – to remove and make free of something unwanted.

Remove – to take something off or away from its current position.

Replace – to place something new in place of something else.

Resurface – to provide with a new or fresh surface.

Service – to perform routine maintenance or repair work.

Test – a procedure to determine the quality, performance, or reliability of something.

Torque – to apply a specific amount of force to a fastener to ensure it is correctly tightened.

Verify – to make sure or demonstrate the condition of a component or system.

2. (answers will vary) Section 5 – Penmanship (answers will vary) Section 6 – Spelling 1. breaks – brakes 2. custemer – customer 3. torked – torqued 4. fule – fuel 5. too – two, alignment - alignment 6. breaks – brakes, stoping - stopping 7. shok – shock, leeking – leaking Section 7 – Grammar 1. B. Torque converters transfer engine torque from the engine’s crankshaft to the transmission.

2. B. This does away with a mechanical clutch to couple the transmission to the engine.

3. C. Modern torque converters get this power transfer by using the following major components: the cover or shell, impeller, turbine, and stator.

4. A. All late-model torque converters include a lock-up clutch to improve vehicle fuel economy.

5. C. Proper diagnosis of the customer’s complaint is needed since some complaints can be masked by faults in other powertrain systems.

Section 8 – Math Skills A. Fractions

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

1. 6/8 = ¾, 12/16 = ¾, 10/32 = 5/16, 8/32 = ¼ 2. 7∕32, ¼, 9∕32, 5∕16, 3∕8, 7∕16, ½, 9∕16, 5∕8, 11∕16, ¾, 13∕16, 7∕8, 15∕16 B. Decimals 1. 125.69 2. 81.87 C. Percentages 1. $102.94 2. $67.06 3. $1.35, $5.39, $14.34, $28.36 D. Ratios 1. 1.5:1 2. 2.5:1 3. .66:1 E. Area and volume (answers will vary) F. English measurement 2. 1/16” AB = 1/16, AC = 3/16, AD = 5/16, AE = 3/8, AF = ½, AG = 5/8, AH = ¾, AI = 13/16, AJ = 15/16, AK = 1 1/8, AL = 1 ¼, AM = 1 5/16, AN = 1 7/16, AO = 1 9/16, AP = 1 5/8, AQ = 1 ¾, AR = 1 7/8, AS = 2 Using an English ruler (measurements may vary slightly due to reproduction distortion) A=3/16, B=3/8, C=7/16, D=11/16, E=7/8, F=1 1/16, G=1 3/8, I=2 5/16, J=2 ½, K= 3 ¼, L=4, M=4 7/8, N=6 7/8, O=1/16, P=1/4, Q=1/2, R=3/4, S=15/16, T=1 3/16, U=1 11/16, V= 2 1/16. W=2 9/16, X=3 3/16, Y=3 3/4, Z=4 11/16, AA=4 ¾, AB=5 7/16, AC=5 7/8, AD=6=3/16 Using a metric ruler (measurements may vary slightly due to reproduction distortion) A=4mm, B=8, C=13, D=18, E=25, F=32, G=45, I=69, J=80, K=92, L=112, M=129, N=140, O=152, P=162, Q=8, R=12, S=16, T=19, U=28, V=36, W=42, X=54, Y=67, Z=79, AA=56, AB=112, AC=137, AD=156] H. Measuring in Lab (answers will vary) I. Labor Time (answers will vary depending on guide used) K. Markup (answers will vary) L. Shop Supplies 1. (answers will vary) 2a. $5 2b. $3.79 2c. $5 M. Sales Tax 1. $25.57 2. $2.89 3. $13.47 4. – 7. (answers will vary) N. Interest and Loans 1. $183.33 2. $400 3. $100 4. Answers will vary

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

Section 9 – Science Skills A. Electrical to mechanical = starter motor operation, Mechanical to electrical = generator operation, Chemical to thermal = combustion, Kinetic to heat = brake friction, Thermal to mechanical = combustion B. Newton’s Laws of Motion Weight transfer during braking = First Law, Accelerating from a stop = Second Law, Brake caliper operation = Third Law, Sliding to the outside while cornering = First Law, Increasing weight of the vehicle = Second Law C. Forces 1. If the fulcrum stays in the middle, the heavier person would need to move closer to the fulcrum to change where the weight is applied or the lighter person could move further from the fulcrum.

2. If two people of different weight stay in the same place, the fulcrum needs to move toward the heavier person to balance the load.

9a. 2.5:1 9b. .66:1 9c. .6:1 10a.

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

10b.

D. Friction 1. Rubbing your hands together causes heat as the uneven surfaces move against each other. The energy of the movement generates heat as the surfaces contact each other.

3. The CoF will be .25 4.–9. (answers will vary) 10. Too high of a CoF can cause brake grabbing, brake locking, and increased wear of the rotors or drums.

11. Too low of a CoF can cause extended stopping distances, increased brake heat generation, glazing of the linings, and friction surfaces.

E. Hydraulics 1.–2. (answers will vary) 3.–4. (answers will vary based on input piston movement given by the instructor) 5.–8. (answers will vary based on materials provided by the instructor) F. Electricity 1.–5. (answers will vary) 6. Humidity and temperature 7.–11. (answers will vary) G. Pressure and Vacuum 1. As altitude increases there is less air and atmosphere above the ground so there is less air mass pushing down, which results in less pressure created by the air.

2. (answers will vary) The pressure difference between the inside and outside of the jar cause the top to flex and change the position of the pointer.

3. (answers will vary) The difference in pressure between the inside and outside of the jar.

4. Heating will cause the pointer to move up or down.

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

5. (answers will vary) Heating or cooling the air in the jar will change pressure, causing the pointer to move. Increasing temperature will push the pointer down and cooling will cause the pointer to rise.

6.–12. (answers will vary) 13. Increasing the volume of the cylinder reduces the pressure in the cylinder.

14. The pressure outside the cylinder is greater than the pressure inside the cylinder, causing air to move from high to low pressure.

15.– 39. (answers will vary) H. Sound 1. C, loose exhaust shield. The thin metal of the shield is likely to produce a higher frequency noise than the other options.

2. A, worn wheel bearing(s). The noise changes as rotational speed increases as the vehicle starts moving.

3. B, brake pad wear indicator. The noise is present when moving but stops when the vehicle stops moving. The wear indicator vibrates rapidly, causing a high-pitch noise.

Section 10 – Basic Chemistry 1. (answers will vary) combustion, voltage from a battery, rust, and corrosion 2. (answers will vary) [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 5: WHEELS, TIRES, AND WHEEL BEARINGS

TABLE OF CONTENTS Purpose and Perspective of the Chapter ........................................................................................... 46 Chapter Overview ............................................................................................................................ 46 Chapter Objectives........................................................................................................................... 46 ASE Education Foundation Tasks ...................................................................................................... 47 Lab Worksheets ............................................................................................................................... 48 Reading Assignments ....................................................................................................................... 48 Key Terms ........................................................................................................................................ 48 What's New in This Chapter ............................................................................................................. 50 Chapter Outline ............................................................................................................................... 50 Answers to Chapter 5 Textbook Review Questions............................................................................ 52 Short Answer Key ............................................................................................................................................................. 52 Expanded Answer Key .................................................................................................................................................... 53 Answers to Chapter 5 Workbook Review Questions .......................................................................... 53

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

Review Questions ............................................................................................................................................................. 54 Activities ............................................................................................................................................................................... 55

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to explain wheels, tires, and wheel bearings purposes, operation, service, and how they work together. The reader should understand the theory of these systems and also be familiar with some of the basic services commonly performed. They should understand the systems in a way that will allow for interpreting a customer’s concern and recommending an appropriate service to correct that concern. [return to top]

CHAPTER OVERVIEW This chapter explains the importance of wheels and tires and their connections to the brakes, suspension, and steering systems as well as the way the vehicle handles on the road. The chapter begins with tires and covers the theory, construction, vibrations, and balancing. Wheels are covered next and focus on materials, designs, functions, inspection, and service, and include the tire pressure monitoring system (TPMS) operation as well. The chapter shows some examples of common diagnoses and services performed on these systems including diagrams and photo sequences. The chapter ends by covering wheel bearings that include designs, theory, operation, diagnosis, and service of the wheel bearings. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 05.01 Identify different types of tires and their construction.

05.02 Rotate tires per the manufacturer’s specifications.

05.03 Perform tire mounting and balancing.

05.04 Inspect the wheel and tire for air loss and repair tire.

05.05 Check for lateral and radial runouts.

05.06 Check and adjust tire air pressure.

05.07 Identify and service components of the tire pressure monitoring system.

05.08 Service wheel bearings.

05.09 Inspect and replace wheel studs. [return to top]

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

ASE EDUCATION FOUNDATION TASKS IV.F.1 Inspect tire condition/age; identify tire wear patterns; check for correct tire size, application (service-class, load, and speed ratings), and air pressure as listed on the tire information placard/label. (MLR-AEE) P-1 IV.F.2 Rotate tires according to manufacturer’s recommendations including vehicles equipped with tire pressure monitoring systems (TPMS). (MLR-AEE) P-1 IV.F.3 Dismount, inspect, and remount tire on wheel (with/without TPMS); balance wheel and tire assembly.

IV.D.4 Inspect tire and wheel assembly for air loss; determine needed action. (MLR-AEE) P-1 IV.D.5 Repair tire following vehicle manufacturer-approved procedure. (MLR-AEE) P-1 IV.D.6 Identify indirect and direct tire pressure monitoring systems (TPMS); calibrate/relearn system; verify operation of instrument panel lamps. (MLR-AEE) P-1 IV.D.7 Demonstrate knowledge of steps required to remove and replace sensors (per OEM/sensor manufacturer) in a tire pressure monitoring system. (MLR-AEE) P-1 V.A.5

Install wheel and torque lug nuts. (MLR-AEE) P-1

V.F.1

Remove, clean, inspect, repack/replace, and install wheel bearings; replace seals; install hub; and adjust bearings. (MLR-AEE) P-1

V.F.5

Inspect and replace wheel studs. (MLR-AEE) P-1

[return to top]

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 5-1: Tire Size Information. MLR-AEE: IV.F.1, P-1; V.F.5, P-2 ASE Education Foundation Lab Worksheet 5-2: Tire Pressure. MLR-AEE: IV.F.1, P-1 ASE Education Foundation Lab Worksheet 5-3: Tire Wear. MLR-AEE: IV.F.1, P-1 ASE Education Foundation Lab Worksheet 5-4: Rotate Tires. MLR-AEE: IV.F.2, P-1 ASE Education Foundation Lab Worksheet 5-5: Reinstall and Torque Wheel. MLR-AEE: IV.F.2, P-1 ASE Education Foundation Lab Worksheet 5-6: Dismount Tire. MLR-AEE: IV.F.3, P-1 ASE Education Foundation Lab Worksheet 5-7: Balance Wheel and Tire. MLR-AEE: IV.F.3, P-1 ASE Education Foundation Lab Worksheet 5-8: Road Force Balance. MLR-AEE: IV.F.8, P-3 ASE Education Foundation Lab Worksheet 5-9: Inspect Tire for Air Loss. MLR-AEE: IV.F.4, P-1 ASE Education Foundation Lab Worksheet 5-10: Tire Repair. MLR-AEE: IV.F.5, P-1 ASE Education Foundation Lab Worksheet 5-11: TPMS Service. MLR-AEE: IV.F.6, P-1; P-1 ASE Education Foundation Lab Worksheet 5-12: TPM Sensors MLR-AEE: V.F.7, P-1 ASE Education Foundation Lab Worksheet 5-13: Inspect and Replace Wheel Studs. MLR-AEE: III.E.2.4, P-1 ASE Education Foundation Lab Worksheet 5-14: Inspect FWD Wheel Bearings. MLR-AEE: III.D.1, P-2 ASE Education Foundation Lab Worksheet 5-15: Replace FWD Wheel Bearings. MLR-AEE: III.D.1, P-2 ASE Education Foundation Lab Worksheet 5-16: Service Wheel Bearing. MLR-AEE: V.A.3, P-1; V.F.1, P-1 [return to top]

READING ASSIGNMENTS Textbook, pages 131-171 [return to top]

KEY TERMS air pressure: The amount of force the air in a container such as a tire exerts against the inner surface area of the tire. all-season tires: This type of tire provides good traction under most operating conditions. This allpurpose tire combines good wet and dry traction, ride quality, long life, and low noise in one tire.

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

asymmetrical tires: A tire whose tread pattern differs from the inside to the outside of the tread. centerbore: A large hole in the center of a wheel where it mounts to a hub on the vehicle. contact patch: That part of a tire’s tread that makes physical contact with the road and where the tire supports the weight of the car. direct TPMS: A tire pressure monitoring system that uses sensors placed in each wheel to directly measure and transmit the pressure information to the vehicle’s onboard computer system. directional tires: A tire whose tread pattern requires it to be used to rotate mainly in one direction, meaning that right- and left-side tires are not interchangeable. dynamic wheel balance: The distribution of weight around the axis of rotation of a rotating wheel and tire. hubcap: A decorative cap secured to the outside of a wheel in one of three ways: by spring-type mounting clips around the circumference of the hubcap, by the lug nuts against the hubcap, or by false lug nuts that thread onto the actual lug nuts, keeping the hubcap tight against the rim. indirect TPMS: A system that uses the vehicle’s antilock brake system to monitor tire pressure based on wheel speed. lateral runout: Side-to-side movement in a wheel, brake rotor, or another component that causes vibration during operation. performance tires: This type of tire is suitable for most wet and dry driving conditions but are not intended to be used in cold weather or snowy conditions. These tires typically have a lower profile and a very firm ride. pounds per square inch: Used to express the amount of force or pressure exerted on an object’s surface area. radial runout: This type of runout exists if the wheel and/or tire or another component are out-ofround. run-flat tires: A tire that can support itself and the vehicle even if air pressure in the tire is lost. shimmy: A side-to-side shaking motion of the steering wheel caused by a wheel/tire that is dynamically out-of-balance. static wheel balance: The distribution of weight around the axis of rotation of a stationary wheel and tire. temperature rating: A component of uniform tire quality grade information that indicates the tire’s resistance to heat and its ability to dissipate heat. Graded as A, B, or C. tire rotation: Periodically removing the wheels and tires from their current location and moving them to another corner of the vehicle in order to maximize tread life.

TPMS reset or relearn: This procedure is when the system learns new tire position and/or inflation information, such as after a tire rotation is performed.

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

traction rating: A component of uniform tire quality grade information that is based on the tire’s friction during a wet skid test. Traction is rated AA, A, B, or C. treadwear rating: A component of uniform tire quality grade information that is used to compare one tire to another based on expected service life of the tire. wheel bearing: Any of several types of bearings that reduce friction at the interface of the axle and the hub. wheel offset: The position of the mounting surface on a wheel compared to the center of wheel depth.

Wheel offset can be zero, positive, or negative. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:         

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Added information on noise-reducing tires Expanded content on lug types and bolt patterns TPMS section now includes aftermarket systems Added information on using a road force balancer Updated TPM relearn procedures

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center); and, as applicable for each discipline, accreditation or certification standards (e.g., “ASE MLR 4.D.1”). Introduce the chapter and use review learning objectives for Chapter 5. (PPT Slides 1-3).

I.

Objectives (PPT Slides 2–3) Review the chapter’s objectives.

II. Purpose and Operation of Wheels and Tires (PPT Slides 4–7) Discuss the importance of wheels and tires in how the vehicle steers, rides, and handles as well as being part of the overall look and design of the vehicle.

A. Discuss tire principles and operation: 15. How 30 psi of air pressure supports a 4,000-pound vehicle 16. Forces acting upon wheels and tires during operation

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17. Wheel and tire balance B. Discuss tire construction: (05.01, PPT Slides 8–26, MLR 4.D.1) 9. Radial tires 10. Tire types 11. Spare tires 12. Run-flat tires 13. Tire size and sidewall information 14. Tire defects C. Discuss wheels: (PPT Slides 27–30) 1. Steel wheels 2. Aluminum and alloy wheels 3. Wheel defects D. Discuss tire pressure monitoring systems: 1. What is TPMS and why is it standard equipment?

2. Types of TPMS III. Wheel and Tire Diagnosis and Service Point out that wheel and tire services, among the most common services done, if done improperly can endanger the service technician, the people in the vehicle, and others on the road.

A. Discuss tire service safety: (PPT Slides 31–33) 19. How to safely handle wheels and tires B. Discuss tire service equipment: C Discuss wheel and tire service: (05.02, 05.03, 05.04, 05.05, 05.06, PPT Slides 34–48) 14. Inspect tire condition 15. Identify tire wear patterns 16. Check and adjust tire pressure 17. Rotating tires 18. Dismount, inspect, and remount tire on wheel 19. Balancing the wheel and tire assembly 20. Reinstalling the wheel 21. Difficult-to-remove wheel assemblies 22. Inspect for air loss 23. Repairing a tire with an internal patch D. Discuss vibration and pulling: (PPT Slides 49–50) 3. Diagnose wheel and tire vibration or shimmy E. Discuss tire pressure monitoring system (TPMS) service: (05.07, PPT Slides 51–59) 1. What does that light on my dash mean?

2. Inspect the TPM system 3. TPM service 4. Dismounting and mounting tires with TPMS sensors 5. TPM sensor programming IV. Wheel Bearing Principles and Operation (PPT Slides 60–63) Discuss how bearings along with a lubricant reduce friction between the axle or hub and wheel.

A. Discuss wheel bearing functions:

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

12. How bearings reduce friction 13. Forces acting upon wheel bearings B. Discuss wheel bearing design and operation: 11. Ball bearings 12. Roller bearings 13. Tapered roller bearings 14. Double row bearings 15. Sealed bearings 16. Bearing preload and end play 17. Bearing grease seals V. Wheel Bearing Diagnosis and Service (05.08, 05.09, PPT Slide 64) Discuss how wheel bearings, because of their function, tend to wear and need replacement.

Being able to diagnose wheel bearing concerns is an important for both entry-level and experienced technicians.

A. Discuss wheel bearing diagnosis: 1. Noise concerns 2. Wheel-bearing-caused wheel shimmy and vibration B. Discuss wheel bearing service: 1. Tapered roller bearing service 2. Sealed wheel bearing service 3. Inspect and replace wheel studs [return to top]

ANSWERS TO CHAPTER 5 TEXTBOOK REVIEW QUESTIONS Textbook, page 171 [return to top]

SHORT ANSWER KEY 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

centerbore reset or relearn dynamically rim statically B B B C C

[return to top]

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EXPANDED ANSWER KEY 1. The centerbore section of the wheel is where it matches to the hub of the vehicle.

2. When a vehicle with TPMS has the tires rotated and the tire pressure set, a TPMS reset or relearn should be performed.

3. A dynamically out-of-balance tire can cause a side-to-side shaking of the steering wheel.

4. The last two numbers in the tire size indicate the rim diameter.

5. A statically out-of-balance tire can cause the wheel/tire to tramp or hop.

6. Which of the following is not a part of a tire’s size designation?? a. Rim diameter in inches b. Tread width in inches c. Aspect ratio d. Tire design type 7. Which of the following are used with an indirect TPM system? a. Pressure sensor b. Speed sensor c. Wireless receiver d. Wireless transmitter 8. Technician A says that any high-pressure, high-temperature grease can be used to repack tapered wheel bearings. Technician B says that some vehicles require specific grease for the wheel bearings.

Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 9. Two technicians are discussing the cause of a steering wheel shimmy while driving on the highway: Technician A says a wheel may be bent. Technician B says the tires may be out-of-balance. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 10. Technician A says a TPMS relearn should be performed as part of a tire rotation. Technician B says some vehicles do not require a TPMS relearn after a tire rotation. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B [return to top]

ANSWERS TO CHAPTER 5 WORKBOOK REVIEW QUESTIONS Workbook, pages 113-122

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[return to top]

REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

support, shock, stops B, pneumatic false C, 1008 pounds (answers will vary) temporary spare tires are smaller and have less contact with the ground, which requires increasing the pressure to maintain the ability to support weight. flatten increases D, static shimmy C, both A and B stiffer a. asymmetrical b. directional c. symmetrical (answers will vary) all-season tires, performance tires, asymmetrical tires, directional tires, mud and snow tires, spare tires, run flat tires all-season cold asymmetrical directional 60 psi pressure B, rim width temperature, traction 35-44 DOT pull, vibration, wobble conicity hubcaps B, hub A, Tech A C, Both A and B B, direct and indirect (answers will vary) Direct systems use a pressure sensor mounted in each wheel. Indirect systems use the ABS wheel speed sensors to calculate tire pressure. (answers will vary) To prevent injury from objects embedded in the tire. (answers will vary) The machine unseats the bead, allows the tire to be removed from the wheel, stretches the tire slightly to allow installation onto the rim. cold, high (answers will vary)

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36. (answers will vary) The tire has been driven on with very low air pressure and the inner sidewall is ruined.

37. (answers will vary) Apply a penetrant, use a mallet on the sidewall of the tire.

38. C, cracks in the rim 39. B, tire imbalance 40. statically 41. C, Both A and b 42. C, Both A and B 43. (answers will vary) Bearings allow components to roll over or against each other instead of sliding against each other.

44. D, neither A or B [return to top]

ACTIVITIES 2a. A= tread, B= sidewall, C= bead 2b. P= passenger, 215= section width in mm, 65= aspect ratio, 15= rim diameter in inches, 89= load index rating, H= speed rating 2c. A= rim width, B= rim diameter, C= offset, D= center of rim, E= flange mounting, F= rim, G= disc 2d. Section width = 235, Aspect ratio = 40, Rim diameter = 18, DOT number = MXTB A9A 1511, Speed rating = P, Load index = 93 3a. a. ball bearing b. tapered roller bearing c. double ball bearing 3b. a. outer race b. rolling element c. inner race 3c. a. tapered rollers b. bearing code c. direction of thrust [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 6: SUSPENSION SYSTEM PRINCIPLES

TABLE OF CONTENTS Purpose and Perspective of the Chapter ........................................................................................... 57 Chapter Overview ............................................................................................................................ 57

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Chapter Objectives........................................................................................................................... 57 ASE Education Foundation Tasks ...................................................................................................... 57 Reading Assignments ....................................................................................................................... 57 Key Terms ........................................................................................................................................ 58 What's New in This Chapter ............................................................................................................. 59 Chapter Outline ............................................................................................................................... 59 Answers to Chapter 6 Textbook Review Questions............................................................................ 61 Short Answer Key ............................................................................................................................................................. 61 Expanded Answer Key .................................................................................................................................................... 62 Answers to Chapter 6 Workbook Review Questions .......................................................................... 63 Review Questions ............................................................................................................................................................. 63 Activities ............................................................................................................................................................................... 64

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to explain suspension system principles and operation. The reader should understand the components’ names, functions, and how they work together in front and rear suspension systems. They should also know how wheels and tires affect suspension, and understand components and the basic operation of electronically controlled suspension. The reader should be able to identify each component and understand how it functions within the system which will prepare them to identify issues with components that become customer concerns or defects. [return to top]

CHAPTER OVERVIEW This chapter explains the functions, principles, design, and operation of front and rear suspension systems and electronic suspension systems. It begins with overall suspension theory and components, then progresses into typical front suspension, rear suspension, and electronically controlled suspension.

It also ties in with how wheels and tires affect the suspension. Individual spring types are explained in detail, and each component is described and shown. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 06.01 Describe the functions and operational principles of modern suspension systems.

06.02 Identify the types of front and rear suspensions.

06.03 Identify the components and their functions of the front and rear suspension systems.

06.04 Explain how changes in wheels and tires affect the suspension.

06.05 Explain the basic operation of electronically controlled suspension systems. [return to top]

ASE EDUCATION FOUNDATION TASKS IV.A.2

Identify suspension and steering system components and configurations. (MLR-AEE) P-1

[return to top]

READING ASSIGNMENTS Textbook, pages 173-198

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[return to top]

KEY TERMS air springs: A thick, tough bag filled with air that acts as a spring. Air springs are used on most large commercial semi-trucks and trailers. Some systems can adjust the air pressure to control ride height. coil spring: A length of steel wound into a coil shape. The shape of the coil creates a spring action. Coil springs are found in front and rear suspension systems. dead axle: A solid rear axle that does not drive the rear wheels. dependent suspension: A method of suspending the wheels on a vehicle so that the movement of one wheel affects the opposite wheel. This method sacrifices some ride quality for added strength. frame: That portion of a body-over-frame vehicle on which the body is mounted. The frame is often ladder-shaped, with two long rails that run the length of the vehicle and several crossmembers attached to the rails. frequency: In springs, the number of times a spring oscillates or bounces before returning to its rest point. Also used to express the number of times per second something occurs. independent suspension: A method of suspending the wheels on a vehicle that permits each wheel to respond individually to varying road conditions. This is the optimal approach for ride quality. jounce: Upward movement of a wheel that compresses the spring. leaf spring: A long, semi-elliptical piece of flattened steel used on the rear of many vehicles. The spring is attached to the frame through a shackle assembly that permits changes in the effective length of the spring as it is compressed. Several such leaves can be stacked together for additional load-carrying capacity. live axle: A depended style rear axle that drives the wheels. A four-wheel drive vehicle may have a front live axle. load-carrying ball joint: A ball joint that supports the vehicle weight carried by the springs.

MacPherson strut: A combined coil spring, shock absorber, and bearing plate used as a front suspension component in many front-wheel drive cars. modified strut: A strut-style shock absorber that has the spring separate from the strut. multilink: (multilink suspension) A front suspension system in which the steering knuckle pivots on upper and lower ball joints and the strut is mounted rigidly to the body at the upper strut mount. oversteer: A driving condition in which the rear tires reach their cornering limit before the front tires. rebound: The release of stored energy from a spring. When a wheel and tire move downward over uneven road conditions it is called rebound. semi-independent: A system that uses a fixed rear axle that twists slightly under loads.

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shock absorber: A suspension component that dampens the oscillations (bounce) of a spring. The most common type is the direct double-acting hydraulic shock absorber. spring rate: The amount of force needed to compress or twist a spring a certain amount. Springs can have either linear or variable rates. sprung weight: Vehicle weight that is carried by the springs. stabilizer bar: A steel bar attached to the lower control arms or axle assembly and to the body or frame; designed to minimize body roll when the vehicle is cornering. Also called a sway bar or anti-roll bar. torsion bar: A length of steel bar fastened to a control arm at one point and the vehicle’s frame at another. Movement of the control arm imparts a twist on the torsion bar. The absorption of the twist is the spring action of the torsion bar. track bar: A bar used in many rear suspensions to limit the front and rear movement of the rear axle. understeer: A driving condition in which the front tires reach their cornering limit before the rear tires. unibody: The space frame or unitized body construction approach used for most modern cars, in which there is no separate frame. unsprung weight: Vehicle weight that is suspended beneath the springs and therefore is not carried by the springs. Examples include the weight of the wheels and tires, brake components, control arms, steering knuckles, and some rear axles. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:    

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center); and, as applicable for each discipline, accreditation or certification standards (“BL 1.3.3”). Introduce the chapter and review the Learning Objectives for Chapter 6. (PPT Slides 1–2).

I.

Objectives (PPT Slide 2) Review the chapter’s objectives.

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II. Functions and Basic Principles Discuss that the vehicle suspension system must provide for safe handling and maximum traction while sustaining passenger comfort.

A. Discuss functions of the suspension system: (06.01, PPT Slides 3–5) 18. The functions all suspension systems must perform include: Allowing tires to rise and fall to reduce bump and road shock Absorbing bump energy for a smooth ride while controlling tire movement Handling acceleration, braking, and cornering Carrying the vehicle’s weight Maintaining tire alignment Rear suspension carrying the weight of trunk/cargo loads B. Discuss vehicle frames: (PPT Slides 6–9) 15. Independent suspensions 16. Dependent suspensions 17. Semi-independent suspensions 18. Front suspensions 19. Rear suspensions C. Discuss basic principles: (PPT Slides 10–16) 4. Oversteer 5. Understeer 6. Neutral steering 7. Lateral acceleration (ability to corner) D. Discuss springs: (06.02, PPT Slides 11–29) 3. Four types of springs: Coil springs Leaf springs Air springs Torsion bars 4. Spring ratings 5. Sprung and unsprung weight 6. Shock absorbers 7. Control arms 8. Ball joints 9. Steering knuckles 10. Stabilizer bars III. Front Suspension System Design and Operation (PPT Slides 30–33) Discuss that front suspension systems have different designs and arrangements according to the size and purpose of different vehicles such as small sports cars and trucks. Note that most suspension systems can be categorized as one of three types: strut-based, short/long arm, and solid or swing axles.

A. Discuss strut-based suspensions: Two types of strut-based suspensions: Damper and spring as a unit Load-carrying damper works as part of the suspension and steering systems

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B. Discuss Macpherson struts: 1. MacPherson strut suspension system design and operation C Discuss modified struts: 24. Modified strut suspension system design and operation 25. Multilink 26. Multilink suspension system design and operation 27. Short/long arm 28. Short/long arm suspension design and operation 29. 4WD suspensions 30. 4WD suspension design and operation D. Discuss tires, wheels, and bearings as part of the suspension: (06.04, PPT Slides 34–36) 4. How tires, wheels, and bearings affect the suspension 5. Sprung and unsprung weight IV. Rear Suspension Systems (PPT Slides 37–41) Discuss that rear suspension must meet the same requirements as front suspension except usually is not involved in steering. The rear suspension additionally must accommodate the different (lighter or heavier) weights of the vehicle’s rear.

A. Discuss dependent and independent rear suspension systems: 14. Dead axles 15. Live axles 16. Independent rear suspension systems 17. Truck bars and Watt’s links B. Discuss wheel bearing design and operation: V. Electronic Suspension Systems (06.05, PPT Slides 42–44) Discuss how electronic suspension systems increase ride height as vehicle load increases through use of air-adjustable dampers or air springs and, in newer vehicles, magnetorheological fluid in the dampers and active roll stabilization.

A. Discuss the purpose of electronic suspension systems: 8. Types of electronic suspension systems [return to top]

ANSWERS TO CHAPTER 6 TEXTBOOK REVIEW QUESTIONS Textbook, page 198 [return to top]

SHORT ANSWER KEY 1.

2.

3.

4.

5.

6.

jounce, rebound unibody Sprung MacPherson strut shock absorbers D

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

7. B 8. B 9. C 10. A [return to top]

EXPANDED ANSWER KEY 1. When springs compress, the movement is called jounce, and when the springs extend back out the movement is called rebound.

2. Most passenger cars and SUVs use unibody construction, which is very rigid and strong.

3. Sprung weight is the weight carried by the springs.

4. The type of suspension that uses a strut without an upper control arm is the MacPherson strut suspension.

5. The shock absorbers are used to reduce or dampen spring oscillations.

6. When discussing suspension components: Technician A says sway bars are used only on large cars and trucks to reduce how much the body moves when turning corners. Technician B says sway bars are used to reduce the bouncing of the springs after going over a bump. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 7. Where is the load-carrying ball joint in a multilink system located? a. On the upper control arm b. On the lower control arm c. Either the upper or the lower control arm d. None of the above 8. A front suspension system that has a lower control arm with only one connection point to the frame will also use which of these other components? a. Sway bar b. Strut rod c. Watt’s link d. Track bar 9. Technician A says the wheels and tires are unsprung weight. Technician B says the brake calipers, pads, and rotors are unsprung weight. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 10. Technician A says control arms can be used to limit rear axle movements. Technician B says Watt’s links are used in place of dampers on some live rear axle arrangements. Who is correct? a. Technician A b. Technician B c. Both A and B

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d. Neither A nor B [return to top]

ANSWERS TO CHAPTER 6 WORKBOOK REVIEW QUESTIONS Workbook, pages 157-165 [return to top]

REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

ride, handling (answers will vary) The tires must be able to rise and fall, relative to the body, to allow the springs and shocks to reduce bump and road shock. The suspension allows the springs and shocks to absorb the energy of a bump for a smooth ride while not allowing uncontrolled movement of the tires. The suspension must handle movements caused by vehicle acceleration, braking, and cornering. The springs must be able to safely carry the weight of the vehicle. The suspension needs to keep the alignment of the tire as correct as possible so that maximum contact is maintained between the tire and the road. The rear suspension must carry the weight of the rear of the vehicle and any additional loads in the trunk, cargo area, or bed. weight ladder crossmembers bushings unibody independent B, I-beam dead straight twist 70 oversteer understeer compresses insulators (answers will vary) standard-rate spring has evenly spaced coils and requires a specific amount of force to compress the spring a given amount. Further compression requires an additional force, equal to the original force. A variable-rate spring has unequally spaced coils and requires an increasing amount of force to achieve further compression. shackle more or additional B, Tech B twist C, 4WD jounce, rebound

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25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

A, Tech A dampen displaced or move A-arms, wishbones pivot or move (answers will vary) Load-carrying and non-load-carrying joints. (answers will vary) Bolts, rivets, threads, press fit (answers will vary) The stabilizer bar is used to reduce body roll while cornering. (answers will vary) The MacPherson strut contains an upper mount with a bearing or bushing, a coil spring, and a shock absorber. modified (answers will vary) The strut in a multilink suspension does not handle corning forces like a MacPherson strut. (answers will vary) Upper and lower control arms, upper and lower ball joints, steering knuckle, coil spring, shock absorber, sway bar, and sway bar links. drive, independent (answers will vary) Wheels, tires, brake caliper, brake rotor, brake pads, wheel bearings, springs, shocks, lower control arms, rear axle assembly. (answers will vary) Upper control arm and upper ball joint B, Tech B torsion bars torque track, Panhard magnetorheological

[return to top]

ACTIVITIES 1. Figure 6-1 = multilink, 6-2 = modified strut, 6-3 = multilink, 6-4 = MacPherson strut, 6-5 = SLA 2. Figure 6-6 = leaf spring, 6-7 = torsion bar, 6-8 = standard rate coil springs, 6-9 = air spring, 6-10 = variable rate coil spring 3. Brakes, wheel bearing, wheel, tire, shock absorber, lower ball joint, lower control arm, strut rod, lower control bushing 4. Lower ball joint, lower ball joint, upper ball joint 5. 1. steering knuckle 2. shock 3. upper control arm 4. coil spring 5. coil spring insulator 6. lower control arm 7. tie rod end 6. Spring = carries weight of vehicle, Steering knuckle = connects upper and lower control arms, Shock absorber = dampens spring oscillations, Upper control arm = typically carries the following ball joint, Lower control arm = supports spring and load-carrying ball joint, Control arm bushing = allows for

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control arm movement, Strut = combines spring and shock, Bearing plate = allows strut to pivot, Cam bolt = used to adjust camber, Strut rod = sometimes used to adjust caster, Sway bar = reduces body roll, Sway bar links = connects the control arm to the stabilizer bar [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 7: SUSPENSION SYSTEM SERVICE

TABLE OF CONTENTS Purpose and Perspective of the Chapter ........................................................................................... 66 Chapter Overview ............................................................................................................................ 66 Chapter Objectives........................................................................................................................... 66 ASE Education Foundation Tasks ...................................................................................................... 67 Lab Worksheets ............................................................................................................................... 67 Reading Assignments ....................................................................................................................... 68 Key Terms ........................................................................................................................................ 69 What's New in This Chapter ............................................................................................................. 69 Chapter Outline ............................................................................................................................... 70 Answers to Chapter 7 Textbook Review Questions............................................................................ 71 Short Answer Key ............................................................................................................................................................. 71 Expanded Answer Key .................................................................................................................................................... 71 Answers to Chapter 7 Workbook Review Questions .......................................................................... 72 Review Questions ............................................................................................................................................................. 73 Activities ............................................................................................................................................................................... 74

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to explain aspects of suspension system service. The chapter covers tools and correct procedures for servicing individual components of the suspension system which should help the reader be prepared to perform this service themselves. Prealignment inspection procedures, alignment angles, and alignment adjustments are included as well. [return to top]

CHAPTER OVERVIEW This chapter notes that suspension system repairs are among the most common that technicians perform. This is often an entry-level task because suspension repairs utilize basic hands-on skills. The chapter begins by covering tools, equipment, and their proper usage. It proceeds into various examples of suspension system components service which includes diagrams and photos. It ends with a description and instructions on how to perform prealignment inspection, explains alignment angles, and shows examples of how angles are adjusted while performing an alignment. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 07.01 Identify the tools and their correct usage for servicing the suspension system.

07.02 Perform suspension system component inspections, including: o Inspect upper and lower control arms, bushings, and shafts. o Inspect track bar, strut rods/radius arms, and related mounts and bushings. o Inspect upper and lower ball joints. o Inspect suspension system coil springs and spring insulators. o Inspect suspension system torsion bars and mounts. o Inspect strut cartridge or assembly. o Inspect front strut bearing and mount. o Inspect rear suspension system lateral links/arms and control arms. o Inspect rear suspension system leaf spring(s), spring insulators (silencers), shackles, brackets, bushings, center pins/bolts, and mounts.

07.03 Diagnose suspension system concerns, including incorrect ride height, noises, excessive bounce and sway, and increased tire wear.

07.04 Service components of the suspension system including: o Inspect and replace rebound and jounce bumpers. o Inspect and replace front stabilizer bar bushings, brackets, and links. o Inspect, remove, and replace shock absorbers; inspect mounts and bushings. o Replace upper and lower ball joints.

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o

Remove, inspect, and service strut.

07.05 Perform prealignment inspection and measure vehicle ride height.

07.06 Describe wheel alignment angles. [return to top]

ASE EDUCATION FOUNDATION TASKS IV.A.4

Disable and enable supplemental restraint system (SRS); verify indicator lamp operation.

(MLR-AEE) P-2

IV.A.2

Identify suspension and steering system components and configurations. (MLR-AEE) P-1

IV.C.1

Inspect upper and/or lower control arms, bushings, and shafts. (MLR-AEE) P-2

IV.C.2

Inspect and replace rebound/jounce bumpers. (MLR-AEE) P-2

IV.C.3

Inspect track bar, strut rods/radius arms, and related mounts and bushings. (MLR-AEE) P-2

IV.C.4

Inspect upper and lower ball joints (with or without wear indicators). (MLR-AEE) P-2

IV.C.5

Inspect suspension system coil springs and spring insulators. (MLR-AEE) P-2

IV.C.6

Inspect torsion bars and mounts. (MLR-AEE) P-3

IV.C.7

Inspect and/or replace front/rear stabilizer bar (sway bar) bushings, brackets, and links. (MLRAEE) P-2

IV.C.8

Inspect, remove, and/or replace strut assembly, strut coil spring, insulators, and upper strut bearing mount. (MLR-AEE) P-2

IV.C.9

Inspect components of suspension systems (Coil, Leaf, and Torsion). (MLR-AEE) P-1

IV.D.1

Inspect, remove, and/or replace shock absorbers; inspect mounts and bushings. (MLR-AEE) P-2

IV.D.3

Describe the function of electronically controlled suspension and steering systems and components, (i.e., active suspension and stability control). (MLR-AEE) P-2

IV.E.1

Perform prealignment inspection; measure vehicle ride height. (MLR-AEE) P-2

IV.E.2

Describe alignment angles (camber, caster, and toe). (MLR-AEE) P-1

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 7-1: Research Vehicle Information. MLR-AEE: IV.A.1, P-1 ASE Education Foundation Lab Worksheet 7-2: Retrieve DTC’s. MLR-AEE: IV.A.3, P-1

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Automotive Maintenance & Light Repair 3rd Edition Rob Thompson

ASE Education Foundation Lab Worksheet 7-3: Identify SRS Components and Locations. MLR-AEE: IV.A.1, P-1 Add: ASE Education Foundation Lab Worksheet 7-4: Disable and Enable SRS. MLR-AEE: IV.A.4, P-1 ASE Education Foundation Lab Worksheet 7-5: Identify Suspension and Steering Systems and Components. MLR-AEE: IV.A.2, P-1 ASE Education Foundation Lab Worksheet 7-6: Inspect Control Arms. MLR-AEE: IV.C.1, P-2 ASE Education Foundation Lab Worksheet 7-7: Inspect Rebound Bumpers. MLR-AEE: IV.C.2, P-3 ASE Education Foundation Lab Worksheet 7-8: Inspect Track Bars, Strut Rods, and Radius Arms. MLRAEE: IV.C.3, P-2 ASE Education Foundation Lab Worksheet 7-9: Inspect Ball Joints. MLR-AEE: IV.C.4, P-2 ASE Education Foundation Lab Worksheet 7-10: Inspect Coil Springs. MLR-AEE: IV.C.5, P-2 ASE Education Foundation Lab Worksheet 7-11: Inspect Torsion Bars. MLR-AEE: IV.C.6, P-3 ASE Education Foundation Lab Worksheet 7-12: Inspect Sway Bars. MLR-AEE: IV.C.7, P-2 ASE Education Foundation Lab Worksheet 7-13: Inspect and Service Struts. MLR-AEE: IV.C.8, P-2; IV.B.17, P-1 ASE Education Foundation Lab Worksheet 7-14: Inspect Suspension Components. MLR-AEE: IV.C.9, P-1 ASE Education Foundation Lab Worksheet 7-15: Describe Suspension and Steering Components. MLRAEE: IV.C.10, P-2 ASE Education Foundation Lab Worksheet 7-16: Inspect Shocks. MLR-AEE: IV.D.1, P-2 ASE Education Foundation Lab Worksheet 7-17: Replace Shocks. MLR-AEE: IV.D.1, P-2 ASE Education Foundation Lab Worksheet 7-18 Describe Wheel Alignment Angles. MLR-AEE IV.E.2, P-1 ASE Education Foundation Lab Worksheet 7-19 Perform Pre-Alignment Inspection. MLR-AEE IV.E.1, P-2 [return to top]

READING ASSIGNMENTS Textbook, pages 199–225 [return to top]

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KEY TERMS axle puller: A tool used to free the axle from the bearing in the steering knuckle. camber: Camber is the tilt of the tire away from 0° vertical. caster: The caster angle is formed between the steering pivot points or steering axis, such as the upper strut mount bearing, and the lower ball joint compared to the vertical reference. geometric centerline: An imaginary line that runs through the middle of the vehicle from front to rear from which other alignment angles are based. grease fitting: A small, nipple-like fitting threaded into a component for the injection of grease. A springloaded check ball inside the fitting allows grease in but keeps it from being pushed back out. prealignment inspection: Inspecting steering and suspension components before performing a wheel alignment. ride height: The height at which the vehicle should rest on its suspension. Front-to-back and side-to-side variations should be minimal. spring compressors: A tool used to safely compress coil springs for removal and installation. strut spring compressor: A tool used to compress the spring in a MacPherson-type strut for disassembly and assembly. thrust line: The thrust line is the line that extends from the direction of travel of the rear axle. toe: Toe is the measurement of the distance between the front and rear of the tires on the same axle. visual inspection: Visual inspection is performed by the technician to look for obvious concerns, such as fluid leaks or severely worn tires. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:         

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Increased information on electronic and air ride systems Added maintenance and corrective alignment services Expanded information on steering angle sensors Added information on all alignment angles Greatly increased wheel alignment procedures section

[return to top]

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CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center); and, as applicable for each discipline, accreditation or certification standards (e.g., “ASE MLR 4.B.9”). Introduce the chapter and review the Learning Objectives for Chapter 7. (PPT Slides 1–5).

I.

Objectives (PPT Slides 2–5) Review the chapter’s objectives.

II. Tools and Safety (07.01, PPT Slides 6–11) Discuss that safe working practices include proper tool use and care. Several special tools are used to service the suspension system.

A. Discuss tools: 19. Tools for suspension service: Spring compressor/coil spring compressor Special press Tool to remove and reinstall bushings Separator tool to remove components without damaging them B. Discuss safety: 20. Safe work practices III. Inspection and Service Discuss that inspection of the suspension system includes looking at the tires and steering system because these systems share some parts.

A. Discuss basic inspection procedures: (07.02, 07.03 07.04, PPT Slides 12–31, ASE MLR 4.B.9, 10, 11, 12, 13, 14, 15 16, 17, 18, 19, 20) 1. Visual inspection 2. Ride height 3. Shock bounce test 4. Noises 5. Test driving 6. Body lean or sway 7. Service history and technical service bulletins (TSBs) B. Discuss front suspension service: 2. Strut service 3. Damper inspection and replacement 4. Spring inspection 5. Steering knuckles 6. Ball joint inspection and replacement 7. Control arm inspection and service 8. Strut rods and radius arms 9. Stabilizer bars 10. Suspension system lubrication C Discuss rear suspension service: 31. Rear strut service

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32. Damper inspection and replacement 33. Track bars and control arms 34. Rear spring service IV. Wheel Alignment (07.05, 07.06 PPT Slides 32–42, ASE MLR 4.C.1, 2) Although wheel alignment is not within the scope of this text, discuss that the technician should be able to perform a prealignment inspection to determine whether the vehicle can be aligned.

If steering or suspension components are damaged such as to affect alignment, those parts must be replaced before wheel alignment is done.

A. Discuss prealignment inspection: 18. Visual inspection 19. Detailed inspection B. Discuss wheel alignment angles: 1. Geometric centerline and thrust line 2. Caster 3. Cumber 4. Toe in and toe out 5. Basic wheel alignment procedures [return to top]

ANSWERS TO CHAPTER 7 TEXTBOOK REVIEW QUESTIONS Textbook, page 225 [return to top]

SHORT ANSWER KEY 1. springs 2. compressor 3. thrust 4. Oil 5. grease, zerk 6. D 7. B 8. B 9. A 10. C [return to top]

EXPANDED ANSWER KEY 1. If the vehicle ride height is lower than specification, it is likely due to weak or worn springs.

2. When servicing MacPherson struts, a spring compressor is needed to safely disassemble the strut assembly.

3. The thrust angle or line should be parallel with the geometric centerline or the vehicle may pull to

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one side when driving.

4. Oil loss, noise, or excessive bouncing indicates a damper needs to be replaced.

5. A grease or zerk fitting is used to lubricate ball joints and other front-end components.

6. Technician A says wear on the inside half of a front tire indicates excessive positive camber.

Technician B says wear on the inside half of a front tire indicates excessive negative caster. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 7. A knocking sound from the front suspension is heard during turns: Technician A says a worn ball joint may be the cause. Technician B says a broken sway bay link may be the cause. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 8. Two technicians are discussing wheel alignments: Technician A says toe is set first to get the steering wheel straight, then caster and camber are set. Technician B says that if rear toe is incorrect, the thrust angle will be affected. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 9. Technician A says if a vehicle’s ride height is below specifications, wheel alignment can be checked but may not be able to be set to specifications. Technician B says if ride height is too low, the dampers are weak and need to be replaced. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 10. All of the following statements about wheel alignment are correct except: a. A vehicle will pull to the most positive camber. b. Toe may be adjustable on both the front and the rear. c. Caster is adjusted last because it does not affect tire wear. d. Excessive positive camber can wear the outside edges of a tire. [return to top]

ANSWERS TO CHAPTER 7 WORKBOOK REVIEW QUESTIONS Workbook, pages 177–184 [return to top]

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REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

(answers will vary) spring compressors, ball joint press, control arm bushing press, ball joint separator, strut compressor leg rusty supported trained heat tires, steering confirm inspection ride height (answers will vary) weak springs reduce the amount of road shock absorbed by the springs and can reduce the force pushing the tire against the road. (answers will vary) Locate the ride height specifications and measure at each point.

B, Technician B C, Both A and B D, incorrect ride height True B, over inflation ball joints, bearing electronic stethoscope C, stabilizer bar history, bulletins strut a. nut b. top plate c. spacer d. spring seat/lower plate e. spring f. lower spring seat g. lower mount removing (answers will vary) Secure the strut, compress the spring, remove the retaining nut, and remove the bearing plate and spring. Replace the strut, reinstall the spring insulators, coil spring, upper bearing plate, and retaining nut. Release the spring tension. cartridge released jack shiny, spring D, all of the above B, Technician B C, removing an axle

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33.

34. (answers will vary) Jack up and support the lower control arm, place a dial indicator to measure the movement of the ball joint stud, pry the tire up and measure movement, rock the tire at the top and bottom, and measure movement.

35. wear indicator 36. press 37. control arm 38. bushings 39. (answers will vary) Incorrect alignment, bump steer, noise over bumps, noise when turning, brake pull 40. (answers will vary) To reduce body roll during cornering.

41. zerk 42. trunk 43. axle 44. track 45. (answers will vary) An alignment cannot be performed with worn-out steering or suspension components so a complete inspection is necessary. Inspecting the tires can help determine if an alignment problem is present.

46. (answers will vary) Ride height, steering components, suspension components, shocks, ball joints, tire condition, tire pressure 47. (answers will vary) Have a helper shake the steering wheel back and forth while watching the steering components for looseness. The dry-park check places the steering components under load during the test.

48. geometric centerline 49. camber 50. caster 51. toe in 52. Rear camber, rear toe, front caster, front camber, front toe [return to top]

ACTIVITIES 1. a. coil spring compressor b. strut/spring compressor – external

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c. ball joint press d. ball joint separator e. axle puller f. spring compressor - internal 2. spring, upper ball joint, lower ball joint, control arm bushings, strut rod bushings 3. Excessive body lean = broken sway bar link, Creaking noise = worn control arm bushing/worn shocks/worn ball joint, knocking over bumps = worn shocks/worn control arm bushings/worn ball joint, Excessive bounce = worn shocks, Low ride height = weak spring [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 8: STEERING SYSTEM PRINCIPLES

TABLE OF CONTENTS Purpose and Perspective of the Chapter ........................................................................................... 76 Chapter Overview ............................................................................................................................ 76 Chapter Objectives........................................................................................................................... 76 ASE Education Foundation Tasks ...................................................................................................... 76 Lab Worksheets ............................................................................................................................... 77 Reading Assignments ....................................................................................................................... 77 Key Terms ........................................................................................................................................ 77 What's New in This Chapter ............................................................................................................. 78 Chapter Outline ............................................................................................................................... 78 Answers to Chapter 8 Textbook Review Questions............................................................................ 79 Short Answer Key ............................................................................................................................................................. 79 Expanded Answer Key .................................................................................................................................................... 80 Answers to Chapter 8 Workbook Review Questions .......................................................................... 81 Review Questions ............................................................................................................................................................. 81 Activities ............................................................................................................................................................................... 83

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to explain the principles and operation of the steering system.

Components of the system are identified, different designs and their operation are explained, and various linkages and hydraulic power assist systems are explained. Electric power steering assist systems operation and components are described. The reader should understand the systems, components, and operation so that when a customer concern or defect is encountered they can diagnose with an understanding of the system. [return to top]

CHAPTER OVERVIEW This chapter discusses how the steering system works with the suspension system to allow the driver to control the vehicle. The steering system also provides feedback to the driver from the front tires, called road feel. The components and functions of the systems are described first. Then various designs including rack and pinion types are described and explained. The hydraulic power assist system is described and diagrams are shown, as well as for electric power steering assist systems. The function of the steering angle sensor is described as well. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 08.01 Identify the components and functions of the steering system.

08.02 Describe the operation of the rack and pinion and recirculating ball gearboxes.

08.03 Explain the various types of steering linkage arrangements and components.

08.04 Explain the operation of power assist systems.

08.05 Explain the operation of electric power assist systems.

08.06 Describe the function of the power steering pressure switch.

08.07 Describe the function of steering angle sensors. [return to top]

ASE EDUCATION FOUNDATION TASKS IV.A.2 Identify suspension and steering system components and configurations. (MLR-AEE) P-1 [return to top]

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LAB WORKSHEETS ASE Education Foundation Lab Activity8-1: Identify suspension and steering system components and configurations. MLR-AEE: IV.A.2, P-1 ASE Education Foundation Lab Activity 8-2: Steering Column Inspection. [return to top]

READING ASSIGNMENTS Textbook, pages 227–248 [return to top]

KEY TERMS collapsible steering column: A safety feature that allows a steering column to telescope in the event of a front-end collision, to prevent it from being driven into the driver’s chest. drive belt: A drive belt uses the energy and motion of the engine’s crankshaft to power accessories such as the power steering pump and A/C compressor. end-takeoff rack: A form of rack-and-pinion steering in which a socket on the inner tie rod end is connected directly to the end of the rack. flexible coupler: An intermediate coupling between a steering gearbox and the steering column, designed to accommodate variations in alignment between the two. parallelogram linkage: A linkage in the form of a parallelogram that connects a recirculating ball gearbox to the steering knuckle. power steering pump: The gear- or belt-driven pump that supplies pressurized fluid to the steering gearbox. rack and pinion: A type of steering assembly that features a rack gear that moves the front wheels in response to the motions of a pinion gear attached to the steering column. recirculating ball gearbox: An older style of steering gearbox whose main components are a worm gear on the steering shaft, a ball nut that moves on ball bearings up and down the shaft as the worm gear turns, and a sector gear that engages with the ball nut and transfers steering inputs to the steering linkage. steering angle sensor (SAS): These are used by the electric power steering system to determine the direction of travel, rate of turning, and how much assist is needed. steering ratio: For a steering mechanism, the ratio of steering wheel movement to the front wheel and tire movement; found by dividing the total number of degrees the steering wheel turns by the total number of degrees of front wheel movement.

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[return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:      

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Added information on variable gear ratio steering systems Increased ADAS content

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center); and, as applicable for each discipline, accreditation or certification standards (e.g., “ASE MLR 4.B.23”). Introduce the chapter and review the Learning Objectives for Chapter 8. (PPT Slides 1–3).

I.

Objectives (PPT Slides 2–3) Review the chapter’s objectives.

II. Functions and Basic Principles (08.01, 08.07, PPT Slides 4–13, ASE MLR 4.B.23) Discuss that the steering system, since the earliest automobiles, functions to allow the driver to steer the vehicle easily and safely while absorbing some of the road shock. More recent changes to steering systems include the use of electric assist and integration with various safety systems.

A. Discuss basic principles: 1. Mechanical advantage of the steering system 2. Steering ratio 3. Hydraulics B. Discuss the steering system: 21. Manual steering systems 22. Hydraulically assisted power steering systems 23. Electrically assisted power steering systems 24. How wheels, tires, and bearings affect steering C. Discuss steering columns and shafts: 1. Basic operation and construction 2. Collapsible columns 3. Airbags 4. Steering shafts and couplers 5. Tilt and telescoping functions

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6. Power/memory columns III. Steering Operation Discuss the two basic types of steering systems, the recirculating ball and the rack and pinion.

Note that the recirculating ball gearbox is usually only found on heavy-duty vehicles because the rack and pinion are lighter and have fewer linkage components.

A. Discuss rack and pinion steering: (08.02, PPT Slides 14-16) 1. Rack and pinion operation 2. Linkage components B. Discuss recirculating ball gearboxes: (08.02, 08.03 PPT Slides 17-23) 11. Recirculating ball steering gearbox operation 12. Linkage components 13. Crosslink linkage C. Discuss hydraulic power assist: (08.04, 08.06, PPT Slides 24-26, ASE MLR 4.B.23) 35. Power steering pumps 36. Power steering pressure sensors 37. Electric pump hydraulic assist 38. Power steering fluid 39. Power steering drive belts D. Discuss electric power-assisted steering (08.05, PPT Slides 27-31) 1. Basic principles 2. Operation 3. Electric power steering (EPS) and other systems E. Discuss four-wheel steering systems (08.05, PPT Slides 32-33) 1. Basic principles 2. Operation [return to top]

ANSWERS TO CHAPTER 8 TEXTBOOK REVIEW QUESTIONS Textbook, page 249 [return to top]

SHORT ANSWER KEY 1. steering ratio 2. rack and pinion 3. multi-rib 4. pressure switch 5. tilt, telescope 6. B 7. C 8. B 9. C 10. B

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[return to top]

EXPANDED ANSWER KEY 1. The amount of turning of the front wheels compared to the amount of at the steering wheel is called the steering ratio.

2. Two types of steering gearboxes in use are the reciprocating ball gearbox and the rack and pinion gearbox.

3. A serpentine or multi-rib belt is used to drive the power steering pump.

4. The power steering pressure switch is an input to the computer system and is used to increase idle speed during parking situations.

5. Vehicles with memory steering columns may move both the tilt and the telescope functions as set by driver preference.

6. Technician A says most power steering fluids and automatic transmission fluids can both be used in any power steering system. Technician B says universal power steering fluid can be used in many makes and models of vehicles. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 7. Technician A says power rack and pinion gearboxes may use hydraulic power assist. Technician B says some power steering gearboxes have electric motors to provide assist. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 8. Which of the following are not used in rack and pinion steering linkages? a. Inner tie rods b. Center link c. Outer tie rod ends d. All of the above 9. A vehicle has suffered severe front-end damage in a collision: Technician A says the steering column may need to be replaced. Technician B says the steering linkage should be carefully inspected for damage. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 10. Technician A says 4WS allows cars to more quickly go around corners. Technician B says 4WS can be used to improve braking and handling. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B [return to top]

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ANSWERS TO CHAPTER 8 WORKBOOK REVIEW QUESTIONS Workbook, pages 219–227 [return to top]

REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

steering Safely and easily control the direction of the vehicle, absorb road shock, and reduce driver effort. mechanical advantage leverage collapsible (answers will vary) Steering ratio is the difference in the amount the steering wheel turns compared to the amount the front wheels turn.

D, neither A nor B D, both A and B belt-driven (answers will vary) Tires provide contact with the road and depending on size, construction, and type, will provide different amounts of road feel and feedback to the driver. (answers will vary) It contains the driver’s airbag, controls for vehicle operation, allows for tilt and telescoping for driver comfort, and collapses in collisions to help reduce injury.

B, tech b folding, breakable (answers will vary) As the steering shaft rotates, the ball nut moves back and forth on the wormshaft, and the rotary motion of the wormshaft is converted to a much smaller linear movement of the sector gear.

B, clock spring tilt telescoping rotary, linear

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17.

18. (answers will vary) Power-assisted rack and pinion gearboxes use a spool valve that is integrated into the pinion gear. Like the recirculating ball gearbox, a torsion bar is used. The lower end of the torsion bar is connected to the end of the pinion gear, which meshes with the rack gear. As the driver turns the steering wheel, the top of the pinion gear begins to turn, but the lower end of the rack gear does not. This is because the weight on the front suspension makes the rack gear resist moving. This difference in torque between the top and bottom of the pinion causes the torsion bar inside to twist. As the torsion bar twists, ports align in the spool valve that allow fluid to pass through the valve and to one side of the piston attached to the rack gear.

19. (answers will vary) To reduce friction between the nut and worm shaft to reduce driver effort.

20. a. pressure inlet b. pressure return c. spool valve d. torsion bay e. input shaft f. piston 21. a. idler arm b. center link c. Pitman arm d. inner tie rod e. tie rod sleeve f. outer tie rod g. inner tie rod 22. (answers will vary) To support the end of the center link and keep it level as it moves from side to side.

23. tie rod 24. bump

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25.

26.

27.

28.

crosslink A, Tech A A, limit maximum pressure (answers will vary) The power steering pressure switch is used to signal the PCM of the power steering load so idle speed can be increased to prevent the engine from stalling.

29. return 30. B, excessive power assist 31. D, both A and C 32. (answers will vary) Advantages include no fluid to leak, decreased load on the engine, improved fuel economy, and variable assist.

33. (answers will vary) EPS can be integrated into self-parking systems, lane departure correction, stability control, and collision avoidance systems. [return to top]

ACTIVITIES 1. a. b. c. d.

idler arm tie rods steering shaft/coupler Pitman arm

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2.

3a. 18:1 3b. 15:1 a. The 18:1 ratio will provide easier steering. b. The 15:1 will likely have improved road feel. c. (answers will vary) Different vehicles have different steering requirements. Sports cars tend to have lower ratios with improved feel and more effort while larger vehicles tend to have easier steering but less feel. [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 9: STEERING SERVICE

TABLE OF CONTENTS Purpose and Perspective of the Chapter ........................................................................................... 86 Chapter Overview ............................................................................................................................ 86 Chapter Objectives........................................................................................................................... 86 ASE Education Foundation TASKS ..................................................................................................... 87 Lab Worksheets ............................................................................................................................... 87 Reading Assignments ....................................................................................................................... 88 Key Terms ........................................................................................................................................ 88 What's New in This Chapter ............................................................................................................. 89 Chapter Outline ............................................................................................................................... 89

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Answers to Chapter 9 Textbook Review Questions............................................................................ 90 Short Answer Key ............................................................................................................................................................. 90 Expanded Answer Key .................................................................................................................................................... 91 Answers to Chapter 9 Workbook Review Questions .......................................................................... 92 Review Questions ............................................................................................................................................................. 92 Activities ............................................................................................................................................................................... 93

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce students to the tools, safety, and procedures of steering system service. The chapter covers tools and correct procedures for servicing several areas of the steering system which should help the reader be prepared to perform this service themselves. [return to top]

CHAPTER OVERVIEW This chapter focuses on repairs to the steering system. The chapter begins by covering tools, equipment, and their proper usage. It begins with steering column service, continues to steering system inspection, then onto several different power assist systems, ending with electric assist power steering. It proceeds into various examples of steering system components service, including diagrams and photos. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 09.01 Identify and safely use tools for steering system service.

09.02 Disable and enable the supplemental restraint system.

09.03 Remove and replace a driver’s side airbag.

09.04 Inspect, remove, and replace steering linkage components, including: o Inspect rack and pinion steering gear inner tie rod ends (sockets) and bellows boots. o Inspect Pitman arm, relay (centerlink/intermediate) rod, idler arm and mountings, and steering linkage damper. o Inspect tie rod ends (sockets), tie rod sleeves, and clamps.

09.05 Perform a prealignment inspection.

09.06 Determine proper power steering fluid type; inspect fluid level and condition.

09.07 Flush the power steering system.

09.08 Inspect for power steering fluid leakage; determine necessary action.

09.09 Remove, inspect, replace, and adjust power steering pump drive belt.

09.10 Inspect and replace power steering hoses and fittings.

09.11 Inspect electric power steering assist system 09.12 Identify hybrid vehicle power steering system electrical circuits and safety precautions.

09.13 Explain the operation of nonhydraulic power steering assist systems.

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09.14 Identify hybrid vehicle power steering system electrical circuits. [return to top]

ASE EDUCATION FOUNDATION TASKS I.D.5

Inspect, replace, and/or adjust drive belts, tensioners, and pulleys; check pulley and belt alignment. (MLR-AEE) P-1

IV.A.4

Disable and enable supplemental restraint system (SRS); verify indicator lamp operation.

(MLR-AEE) P-1

IV.B.1

Inspect rack and pinion steering gear tie rod ends (sockets) and bellows boots. (MLR-AEE) P-1

IV.B.2

Inspect power steering fluid level and condition. (MLR-AEE) P-2

IV.B.3

Drain and replace power steering system fluid; use proper fluid type per manufacturer specification. (MLR-AEE) P-2

IV.B.4

Inspect for power steering fluid leakage. (MLR-AEE) P-2

IV.B.5

Remove, inspect, replace, and/or adjust power steering pump drive belt. (MLR-AEE) P-2

IV.B.6

Inspect and/or replace power steering hoses and fittings. (MLR-AEE) P-2

IV.B.7

Inspect pitman arm, relay (centerlink/intermediate) rod, idler arm, mountings, and steering linkage damper. (MLR-AEE) P-2

IV.B.8

Inspect tie rod ends (sockets), tie rod sleeves, and clamps (non-rack and pinion). (MLR-AEE) P2

IV.B.9

Inspect electric power steering assist system. (MLR-AEE) P-2

VI.A.4

Disable and enable supplemental restraint system (SRS); verify indicator lamp operation.

(MLR-AEE) P-2

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 9-1: Inspect Tie Rods. MLR-AEE: IV.B.1, P-1 ASE Education Foundation Lab Worksheet 9-2: Inspect Power Steering Fluid. MLR-AEE: IV.B.2, P-2 ASE Education Foundation Lab Worksheet 9-3: P/S Fluid Service. MLR-AEE: IV.B.3, P-2 ASE Education Foundation Lab Worksheet 9-4: P/S Leaks. MLR-AEE: IV.B.4, P-2 ASE Education Foundation Lab Worksheet 9-5: Replace a Power Steering Belt. MLR-AEE: IV.B.5, P-2 ASE Education Foundation Lab Worksheet 9-6: Replace P/S Hoses. MLR-AEE: IV.B.6, P-2

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ASE Education Foundation Lab Worksheet 9-7: Inspect Linkage Components. MLR-AEE: IV.B.7, P-2 ASE Education Foundation Lab Worksheet 9-8: Inspect Tie Rods. MLR-AEE: IV.B.8, P-2 ASE Education Foundation Lab Worksheet 9-9: Inspect EPS. MLR-AEE: IV.B.21, P-2 ASE Education Foundation Lab Worksheet 9-10: Identify Hybrid P/S Safety Precautions.

Foundational and Workplace 1.14 ASE Education Foundation Lab Worksheet 9-11: Basic Prealignment Inspection. MLR-AEE: IV.E.1, P-1 [return to top]

READING ASSIGNMENTS Textbook pages, 251-271 [return to top]

KEY TERMS belt wear gauge: A tool used to inspect the grooves and sides of the belt ribs for wear. drive belt tensioner: A device, typically an adjustable or spring-loaded pulley, used to maintain proper tension on a drive belt. dry-park check: A method of checking a steering linkage that involves placing the vehicle on a lift and, with the engine off, having a helper rock the steering wheel back and forth while a technician beneath the vehicle watches and listens to the steering linkage.

EPS warning light: This light will come on to warn the driver if a fault is present in the electric power steering system. inner tie rod socket: A special tool for removing and reconnecting an inner tie rod end to a rack gear.

Pitman arm puller: A puller tool used to separate a pitman arm from the pitman shaft of a steering gearbox. power steering fluid flush: The withdrawal of old fluid from a power steering system and replacement with new fluid to remove debris and extend the system's life. prealignment inspection: Inspecting steering and suspension components before performing a wheel alignment. steering damper: This damper, which looks like a shock absorber, helps reduce wheel shimmy on crosslink steering arrangements. [return to top]

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WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:      

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Added section on Death Wobble Increased power steering fluid service content

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). ASE Education Foundation accreditation tasks are also listed where applicable (e.g., “ASE MLR 4.A.2”). Introduce the chapter and review the Learning Objectives for Chapter 9. (PPT Slides 1–5).

I.

Objectives (PPT Slides 2–5) Review the chapter’s objectives.

II. Tools and Safety (09.01, PPT Slides 6–13) Discuss that several special tools are used that require proper care and use to allow working safely on the steering system.

A. Discuss tools: 4. Tools for steering service including Tie rod sockets and other tie rod tools Pitman arm puller Tie rod separator Belt tension gauge B. Discuss safety: 25. Safe work practices III. Steering Columns (09.02, 09.03, PPT Slide 14, ASE MLR 4.A.2) Note that steering columns do more than just hold the steering wheel. The steering wheel contains the driver’s airbag and many controls for special functions are located on the column.

Repairs may be done to the column or some of its attached components.

A. Discuss steering column service: 1. Disabling the supplemental restraint system (SRS/airbag) IV. Steering System Inspection and Service (09.04, 09.05, PPT Slides 15–23, ASE MLR 4.B.7, 4.B.8, 4.C.1) Note that steering system components are prone to wear and damage, for example, steering gearboxes and linkage components.

A. Discuss steering system inspection and prealignment inspection:

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1. Steering inspection B. Discuss steering system service: 1. Rack and pinion inner tie rods 26. Non rack and pinion steering linkage 27. Centerlink 28. Pitman arm 29. Idler arm 30. Steering damper 31. Tie rods V. Power Assist Service (09.05, 09.06, 09.07, 09.08, 09.09, 09.10, PPT Slides 24-34, ASE MLR 4.B.2, 4.B.3, 4.B.4, 4.B.5, 4.B.6) Discuss that steering systems, whether hydraulic or electric, can suffer from insufficient assist.

The technician must determine the cause, such as a problem in the power steering pump, electric assist system, or gearbox fault. Other concerns when turning the wheel can be caused by problems in other areas such as strut mounts, ball joints, or tie rods.

A. Discuss power steering system service: 1. Determine power steering assist type 2. Power steering fluid 3. Flushing, filling, and bleeding the power steering system 4. Diagnose power steering fluid leaks 5. Replacing power steering hoses 6. Power steering pump belt 7. Common steering and suspension concerns B. Discuss electric power assist: (09.11, 09.12, 09.13, 09.14 PPT Slides 35–40, (ASE MLR 4.B.21, 4.B.22) 1. Inspect the electric power steering system 2. Steering angle sensor reset 3. Identifying hybrid high-voltage power steering circuits [return to top]

ANSWERS TO CHAPTER 9 TEXTBOOK REVIEW QUESTIONS Textbook, page 271 [return to top]

SHORT ANSWER KEY 1.

2.

3.

4.

5.

6.

7.

inner hydraulic, electric damper dry park cotter pin C C

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8. D 9. D 10. C [return to top]

EXPANDED ANSWER KEY 1.

2.

3.

4.

5.

To remove inner tie rods on a rack and pinion, a special tool may be necessary.

Power steering assist can be either hydraulic or electric.

A steering damper is used on some larger trucks to reduce vibration in the steering linkage.

The dry-park test is one method of inspecting the steering link for loose ball sockets.

When installing a castle nut onto a steering component, always replace the cotter pin with a new one.

6. Which of the following is not part of the procedure to disable a driver’s side airbag? a. Disconnect the battery b. Remove the airbag fuse c. Remove the airbag d. Disconnect the airbag 7. A vehicle has a hard steering complaint: Technician A says low tire pressure may be the cause.

Technician B says a blown fuse may be the cause. Who is correct? a. Technician A b. Both A and B c. Technician B d. Neither A nor B 8. Which of the following is not a special tool for power steering system service? a. Pitman arm puller b. Tie rod separator c. Inner tie rod tool d. Cotter pin removal tool 9. Technician A says the electric power steering on most hybrid vehicles is part of the high-voltage system. Technician B says the power steering hoses on a hybrid are bright orange so that they are easily identified on a hybrid vehicle. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 10. An older model vehicle has a rusted-through power steering pressure line: Technician A says both high- and low-pressure power steering lines should be replaced. Technician B says only the leaking line needs to be replaced. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B [return to top]

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ANSWERS TO CHAPTER 9 WORKBOOK REVIEW QUESTIONS Workbook, pages 233–238 [return to top]

REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

Pitman restraint (airbag) fuse (answers will vary) Removing the battery cable will cause the loss of all memory functions and may require extensive reprogramming. information B, Technician B (answers will vary) Locate the fluid reservoir and check the fluid level. Remove the dipstick (if equipped) and place a few drops of fluid on a clean shop rag. Inspect the fluid color for evidence of metal particles. (answers will vary) Remove the outer tied rod end from the steering knuckle, and remove the outer tie rod end and jam nut. Remove the bellows clamps and bellows. Install the inner tie rod tool on the inner tie rod. Support the rack gear and remove the inner tie rod.

D, remove and install the inner tie rod toe B, Technician B parallelogram non-wear discarded B, Technician b B, remove the Pitman arm B, Technician B shock absorber D, low power steering fluid level steering column B, Technician B (answers will vary) Flushing the power steering system (answers will vary) To prevent overheating the pump and fluid filter inside both (answers will vary) Loosen the hose fittings and remove the hose. Carefully thread the new fittings into the pump and gearbox and tighten with a line wrench. inspected, replaced (answers will vary) An automatic belt tensioner, manually adjusting the belt tension using a tensioning bolt, prying on the pump housing to apply tension to the belt.

D, low power steering fluid level

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31. hydraulic, electric 32. motors 33. warning (fault) 34. diagnostic, trouble 35. high-voltage [return to top]

ACTIVITIES 1. (answers will vary) Power steering pump, power steering belt, power steering fluid (if very low or empty), steering gearbox, electric assist motor, ball joints, idle arm, steering column, steering shaft coupler, upper strut bearing plates [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-035-776-6620; CHAPTER 10: BRAKE SYSTEM PRINCIPLES

TABLE OF CONTENTS Purpose and Perspective of the Chapter ........................................................................................... 95 Chapter Overview ............................................................................................................................ 95 Chapter Objectives........................................................................................................................... 95 ASE Education Foundation Tasks ...................................................................................................... 95 Lab Worksheets ............................................................................................................................... 96 Reading Assignments ....................................................................................................................... 96 Key Terms ........................................................................................................................................ 96 What's New in This Chapter ............................................................................................................. 97 Chapter Outline ............................................................................................................................... 97 Answers to Chapter 10 Textbook Review Questions .......................................................................... 98 Short Answer Key ............................................................................................................................................................. 98 Expanded Answer Key .................................................................................................................................................... 98 Answers to Chapter 10 Workbook Review Questions ........................................................................ 99 Review Questions .......................................................................................................................................................... 101 Activities ............................................................................................................................................................................ 102 I. Leverage ......................................................................................................................................... 102 II. Hydraulics ...................................................................................................................................... 102 III. Friction ......................................................................................................................................... 102

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IV. Brake Component ID .................................................................................................................... 103

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to explain the principles and operation of the brake system. Components of the system are identified, and different designs and their operation are explained. The reader should understand the systems, components, and operation so that when a customer concern or defect is encountered they can diagnose with an understanding of the system. [return to top]

CHAPTER OVERVIEW This chapter focuses on the principles and operation of modern brake systems. It begins with explaining the purpose of the brake system and some of the engineering and sciences used including heat transfer, coefficient of friction, and kinetic energy. The chapter covers basic hydraulics, then master cylinders, followed by lines and hoses, then into calipers and wheel cylinders, and ending with anti-lock brake systems. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 10.01 Describe how leverage and hydraulic principles are used in brake system operation.

10.02 Explain how the master cylinder operates.

10.03 Discuss the construction and purpose of brake lines and hoses.

10.04 Describe how brake calipers and wheel cylinders function.

10.05 Describe the operation of the regenerative braking system. [return to top]

ASE EDUCATION FOUNDATION TASKS 1.13

Identify vehicle systems which pose a safety hazard during service such as: supplemental restraint systems (SRS), electronic brake control systems, stop/start systems, and remote start systems. (Foundational and Workplace).

V.G.2

Describe the operation of a regenerative braking system. (MLR-AEE) P-3

[return to top]

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LAB WORKSHEETS ASE Education Foundation Lab Worksheet 10-1: Identify Brake Assist. MLR-AEE: V.E.2, P-1 ASE Education Foundation Lab Worksheet 10-2: Disc Brake ID. MLR-AEE: V.A.2, P-1 ASE Education Foundation Lab Worksheet 10-3: Drum Brake ID. MLR-AEE: V.A.2, P-1 ASE Education Foundation Lab Worksheet 10-4: SRS, ABS, and High-Voltage. Foundational and Workplace: 1.13 [return to top]

READING ASSIGNMENTS Textbook, pages 273–296 [return to top]

KEY TERMS brake fade: This occurs when the friction surfaces become hot enough that the brakes lose effectiveness or even fail. brake fluid: A specially formulated, non-mineral oil-based fluid designed specifically for the demands of the brake system. brake light switches: A switch mounted to the brake pedal bracket that activates the brake lights when the pedal is pressed. Brake light switches are also inputs for the onboard computer system. calipers: These are the outputs of the hydraulic system, using the pressure of the hydraulic system to apply the pads against the brake discs to slow the wheel. coefficient of friction (CoF): A number that expresses the ratio of force required to move an object divided by the mass of the object. hydraulics: The science of the mechanical properties of fluids. hygroscopic: A characteristic of brake fluid by which it absorbs moisture. Over time, this can damage the hydraulic system components. master cylinder: The part of a hydraulic brake system that receives input force through a pushrod when the driver presses the brake pedal. The pistons inside the master cylinder move forward, pressurizing fluid in the brake lines, which connect to the output pistons at the wheel brakes. Hydraulic clutch systems use a single-piston master cylinder to activate the slave cylinder.

P = F/A: The input pressure equation in hydraulics, where pressure P is found by dividing force F by piston size A.

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wheel cylinder: An output cylinder in a drum brake assembly. The wheel cylinder contains pistons that move the brake shoes against the drum when the brakes are applied. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:      

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Added central valve master cylinder operation Increased information on brake fluid types and ratings

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). Introduce the chapter and review the Learning Objectives for Chapter 10. (PPT Slides 1–2).

I.

Objectives (PPT Slide 2) Review the chapter’s objectives.

II. Factors Involved in Brake System Design and Operation (10.01, PPT Slides 3–9) Discuss that replacing brake friction components (brake pads) can affect the vehicle’s performance.

A. Discuss friction: 5. Coefficient of friction Heat dissipation and noise Vehicle type and use Safe work practices B. Discuss brake pedals and leverage: 1. Brake pedal design and operation 6. Pedal travel 7. Brake pedal free play 8. Brake light switches 9. Adjustable pedals III. Hydraulics and Pascal’s Law (10.01, PPT Slides 10–12) Discuss that hydraulics is the science of using liquids to perform work. Since liquids are not compressible, they can be used to perform work by transmitting force and pressure.

A. Discuss master cylinders: (10.02, PPT Slides 13–16)

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1. Types 2. Construction and operation B. Discuss hydraulic lines, hoses, and valves: (10.03, PPT Slides 17–20) 1. Brake line 2. Brake hoses 3. Junctions 4. Brake system valves C. Discuss calipers and wheel cylinders: (10.04, PPT Slides 21–28) 1. Caliper types and operation 2. Caliper construction 3. Rear calipers with integral parking brake 4. Wheel cylinder construction and operation D. Discuss brake fluid: (PPT Slides 29–33) 1. Types 32. Ratings 33. Brake fluid properties 34. Handling E. Discuss electronic brake systems (10.05, PPT Slides, 34–35) 1. Antilock brake and electronic stability control systems 2. Regenerative braking [return to top]

ANSWERS TO CHAPTER 10 TEXTBOOK REVIEW QUESTIONS Textbook, page 296 [return to top]

SHORT ANSWER KEY 1. hydraulics 2. floating 3. leverage 4. pistons 5. proportioning 6. D 7. C 8. D 9. C 10. C [return to top]

EXPANDED ANSWER KEY 1. The term hydraulics refers to the science of using fluids to perform work.

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2. A floating caliper has one or two pistons and is mounted so that it can move when the brakes are applied.

3. Mechanical advantage or leverage is used to apply greater force to the master cylinder pistons than that applied solely by the driver.

4. The brake shoes are pushed out against the drum by the wheel cylinder pistons.

5. A proportioning valve is often used on older vehicles to prevent rear wheel lockup during hard braking.

6. All of the following are components of the brake hydraulic system except: a. Wheel cylinder b. Brake lines c. Caliper d. Brake pedal pushrod 7. Technician A says the brake pedal is used to increase the force applied by a driver. Technician B says the movement of the brake pedal turns on the brake lights. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 8. Technician A says DOT 4 brake fluid is silicone based and cannot be mixed with DOT 3 brake fluid.

Technician B says that DOT 4 brake fluid is petroleum based and can be mixed with DOT 3 brake fluid. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 9. Technician A says a leak in the hydraulic system will reduce the pressure applied to the caliper or wheel cylinder pistons. Technician B says a leak in the hydraulic can affect pedal feel. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 10. All of the following are advantages of regenerative brakes except: a. Longer brake pad life b. Decreased brake heat generation c. Decreased fuel economy d. None of the above [return to top]

ANSWERS TO CHAPTER 10 WORKBOOK REVIEW QUESTIONS Workbook, pages 265–277 [return to top]

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REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

leverage, hydraulics coefficient, friction (answers will vary) Fade can occur from overheating and boiling the brake fluid, from a gas barrier developing between the pads and rotors, from water getting trapped between the pads and rotors, and from brake drums expanding when hot and increasing the distance between the shoes and drums. (answers will vary) To prevent overheating the brake fluid and to prevent overheating and damage to brake pads/shoes and the rotors/drums.

B, Technician B advantage lever B, 3:1 force C, free play A, Technician A adjustable (moveable, motorized) hydraulics motion, force pressure B (answers will vary) Pressure in the master cylinder is transmitted to the brake calipers and wheel cylinders. The hydraulic pressure is applied against pistons, which move based on the input pressure and the piston size. The movement generates force against brake pads or shoes. master cylinder A, 250 psi caliper (answers will vary) The caliper pistons are larger to increase the output force generated by the caliper and to decrease piston travel. (answers will vary) Rear drum brake systems require less application force than the front brakes but often require the pistons to travel further to apply the shoes against the drums. closed (answers will vary) To prevent complete brake failure if one circuit develops a leak. (answers will vary) Step-bore master cylinders generate a different pressure for the front and the rear brake circuits. accordion, increase B, Technician B B junction C B metering C electrical or switch

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35.

36.

37.

38.

39.

40.

41.

combination outputs A, two C, square seal floating action, equal, opposite (answers will vary) When the caliper piston moves out of the caliper bore against the inner brake pad, the caliper body moves in the opposite direction to apply force against the outer brake pad.

42. (answers will vary) Caliper body, piston, square seal, dust boot, bleeder valve, pin bushings.

43. (answers will vary) The parking brake cable pulls a lever, which turns a rod in the caliper. The rod may be threaded into the caliper piston, which is then turned outward against the pad. Some pistons are moved by the rod moving against a ball and ramp inside the caliper body.

44. electrically or electronic 45. drum 46. (answers will vary) DOT 3 and DOT 4 fluids are similar but DOT 4 has a higher boiling point. DOT 5 is a silicone-based fluid not compatible with DOT 3 or 4.

47. (answers will vary) Non-corrosive, acts as a lubricant, does not react with other materials, low freezing point, high boiling point, can mix with other similar brake fluids, water tolerant.

48. A, Tech A 49. hygroscopic 50. (answers will vary) To prevent damage to painted surfaces and other vehicle components, to prevent exposure to skin and eyes.

51. kinetic, heat 52. braking, recharge [return to top]

ACTIVITIES I. Leverage Answers will vary II. Hydraulics Answers will vary III. Friction 1. .15 2. (answers will vary) 3. (answers will vary) 4. (answers will vary) 5. (answers will vary) 6. (answers will vary) 7. It will decrease the coefficient of friction 8. (answers will vary) 9. Too high of a CoF can cause brake grabbing, brake locking, and increased wear of the rotors or drums.

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10. Too low of a CoF can cause extended stopping distances, increased brake heat generation, and glazing of the linings and friction surfaces.

11. (answers will vary) IV. Brake Component ID 1. Caliper A is a fixed caliper, requiring at least two pistons. Caliper B is a floating caliper that moves in response to Newton’s Third Law. 2. a. vent ports b. replenishing ports c. pushrod d. primary piston e. secondary piston 3. a. caliper body b. dust boot c. pads d. square seal e. bore f. piston 4. a. dust boot b. piston c. cup/seal d. body e. bleeder valve f. expansion spring 5. (answers will vary) Steel, aluminum, plastic, rubber, brass, copper 6. (answers will vary) [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 11: BRAKE SYSTEM SERVICE

TABLE OF CONTENTS Purpose and Perspective of the Chapter ......................................................................................... 105 Chapter Overview .......................................................................................................................... 105 Chapter Objectives......................................................................................................................... 105 ASE Education foundation TASKS .................................................................................................... 105 Lab Worksheets ............................................................................................................................. 106 Reading Assignments ..................................................................................................................... 107 Key Terms ...................................................................................................................................... 107

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What's New in This Chapter ........................................................................................................... 107 Chapter Outline ............................................................................................................................. 108 Answers to Textbook Review Questions ......................................................................................... 109 Short Answer Key .......................................................................................................................................................... 109 Expanded Answer Key ................................................................................................................................................. 109 Answers to Workbook Questions ................................................................................................... 110 Review Questions .......................................................................................................................................................... 110 Activities ............................................................................................................................................................................ 111

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce students to the tools, safety, and procedures of brake system service. The chapter covers tools and correct procedures for servicing several areas of the brake system which should help the reader be prepared to perform this service themselves. [return to top]

CHAPTER OVERVIEW This chapter emphasizes that brake lines rust through, brake hoses crack and rupture, hydraulic components leak, and the technician will make the needed repairs. The chapter begins with tools and safety while servicing brake systems. The next subject is brake system concerns which include brake pedals, brake fluid, the hydraulic system, and flushing/bleeding the system. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 11.01 Describe procedure for performing a road test to check brake system operation, including an antilock brake system (ABS).

11.02 Inspect and adjust brake pedal height, pedal travel, and free play.

11.03 Check master cylinder for external leaks and proper operation.

11.04 Inspect and service brake lines, hoses, and fittings.

11.05 Select, handle, store, and fill brake fluids to proper level.

11.06 Identify and inspect components of the brake warning light system.

11.07 Flush and bleed the brake hydraulic system.

11.08 Inspect brake fluid condition and test for contamination. [return to top]

ASE EDUCATION FOUNDATION TASKS V.A42

Describe procedure for performing a road test to check brake system operation, including an anti-lock brake system (ABS). (MLR-AEE) P-1

V.B.2

Describe proper brake pedal height, travel, and feel. (MLR-AEE) P-1

V.B.3

Check master cylinder for proper operation. (MLR-AEE) P-1

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V.B.4

Inspect brake lines, flexible hoses, and fittings for leaks, dents, kinks, rust, cracks, bulging, wear, and loose fittings/supports. (MLR-AEE) P-1

V.B.5

Select, handle, store, and fill brake fluids to proper level; use proper fluid type per manufacturer specification. (MLR-AEE) P-1

V.B.6

Identify components of hydraulic brake warning light system. (MLR-AEE) P-3

V.B.7

Bleed and/or replace fluid in the brake system. (MLR-AEE) P-1

V.B.8

Test brake fluid for contamination. (MLR-AEE) P-2

V.F.3

Check parking brake operation (including electric parking brakes); check parking brake indicator light system operation. (MLR-AEE) P-2

V.F.4

Check operation of brake stop light system. (MLR-AEE) P-1

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 11-1: Research Vehicle Information. MLR-AEE: V.A.1, P-1 ASE Education Foundation Lab Worksheet 11-2: Retrieve DTC’s. MLR-AEE: V.A.3, P-1 ASE Education Foundation Lab Worksheet 11-3: Describe test drive. MLR-AEE: V.A.4, P-1 ASE Education Foundation Lab Worksheet 11-4: Demonstrate Knowledge of Hydraulic Principles. MLRAEE: V.B.1, P-1 ASE Education Foundation Lab Worksheet 11-5: Describe pedal feel. MLR-AEE: V.B.2, P-1 ASE Education Foundation Lab Worksheet 11-6: Inspect master cylinder. MLR-AEE: V.B.3, P-1 ASE Education Foundation Lab Worksheet 11-7: Inspect brake lines and hoses. MLR-AEE: V.B.4, P-1 ASE Education Foundation Lab Worksheet 11-9: ID brake warning light components. MLR-AEE: V.B.6, P-3 ASE Education Foundation Lab Worksheet 11-10: Bleed system. MLR-AEE: V.B.7, P-1 ASE Education Foundation Lab Worksheet 11-11: Test brake fluid. MLR-AEE: V.B.8, P-2 ASE Education Foundation Lab Worksheet 11-12: Check Parking Brake Operation. MLR-AEE: V.F.3, P-2 ASE Education Foundation Lab Worksheet 11-13: Check stop lights. MLR-AEE: V.F.4, P-1 ASE Education Foundation Lab Worksheet 11-8: Select and handle brake fluid. MLR-AEE: V.B.5, P-1 [return to top]

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READING ASSIGNMENTS Textbook pages 297–318 [return to top]

KEY TERMS bench bleeding: The prefilling and purging of air from a master cylinder before installing it on the vehicle. This reduces the amount of bleeding that needs to be done on the vehicle. brake fluid flush: The replacement of old fluid with new fluid in the brake hydraulic system. brake pedal height: The distance from the brake pedal to the floor with the pedal depressed. brake pedal position sensor: Used for brake light activation and as an input for the powertrain control module (PCM), body control module (BCM), ABS, and the traction control (TC) system. bypassing: The passage of brake fluid around the master cylinder pistons due to seal failure inside the master cylinder. flare tool: Used to shape the end of hydraulic lines so that the flared end matches exactly with the fittings to provide a leak-free connection. free play: At the brake pedal, the slight amount of pedal movement at the released position before the pushrod begins to move into the booster and master cylinder. manual bleeding: Typically, a two-person procedure in which a helper pumps the brakes while a technician opens and closes the bleeder screws. pressure bleeding: A method of brake system bleeding that uses pressure to force the air out and fluid through the brake system. A special adapter must be installed over the master cylinder reservoir. vacuum bleeding: The use of a vacuum evacuation tool to pull fluid through the brake system to remove air and flush out and replace the old fluid. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:      

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Added additional hydraulic system inspection points Added bench bleeding master cylinders

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

Increased content on replacing brake lines

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). ASE Education Foundation accreditation tasks are also listed where applicable (e.g. “ASE MLR 5.A.2”). Introduce the chapter and review the Learning Objectives for Chapter 11. (PPT Slides 1–3).

I.

Objectives Review the chapter’s objectives (PPT Slides 2–3) II. Tools and Safety (PPT Slides 4–12) Discuss that brake system repairs require safely and properly using and caring for tools.

A. Discuss tools for hydraulic brake system service: 10. Line or flare nut wrenches Flaring tool Vacuum bleeder Pressure bleeder Tubing bender Moisture tester B. Discuss tool safety and safe work practices.

III. Determining Brake System Concerns Discuss that hydraulics is the science of using liquids to perform work. Since liquids are not compressible, they can be used to perform work by transmitting force and pressure.

A. Discuss brake pedals and hydraulic system: (11.01, 11.02, PPT Slides 13–20, ASE MLR 5.A.2, 5.B.1) 1. Pedal height and free play 2. Brake light system 3. Adjustable pedals B. Discuss brake fluid inspecting and testing: (11.03, PPT Slides 21–24, ASE MLR 5.B.2) 5. Checking and adjusting brake fluid level 6. Brake warning light 7. Test brake fluid contamination C. Discuss hydraulic system inspection: (11.04, 11.05, 11.06, PPT Slides 25–33, ASE MLR 5.B.3, 5.B.4, 5.B.5) 5. Inspect brake lines 6. Check master cylinder for internal and external leaks 7. Master cylinder replacement 8. Replacing brake lines and hoses D. Discuss hydraulic system flushing and bleeding: (11.07, 11.08, PPT Slides 34–41, ASE MLR 5.B.6, 5.B.7)

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1. Reasons to flush the brake system 2. Bleeding the brake system 3. Bleeding an antilock brake system (ABS) [return to top]

ANSWERS TO TEXTBOOK REVIEW QUESTIONS Chapter 11 Answers to Textbook Review Questions TEXTBOOK PAGE 318 [return to top]

SHORT ANSWER KEY 1. Hygroscopic 2. Pedal position 3. Flushing 4. Air 5. Scan tool 6. C 7. D 8. B 9. D 10. A [return to top]

EXPANDED ANSWER KEY 1. Because brake fluid is hygroscopic, it will absorb moisture.

2. The brake pedal position sensor is also used as an input for engine, transmission, and cruise control operation.

3. Many manufacturers recommend periodic flushing of the brake fluid to remove moisture and contaminants.

4. Bleeding the hydraulic system removes trapped air.

5. Some ABS require the use of a scan tool to bleed the brake system.

6. All of the following are brake bleeding methods except: a. Pressure b. Vacuum c. Reverse d. Manual 7. Technician A says low brake pedal height can be caused by worn brake pads and rotors. Technician B says a low, sinking brake pedal can be caused by worn brake shoes and pads. Who is correct? a. Technician A b. Technician B c. Both A and B

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d. Neither A nor B 8. The red BRAKE warning light is illuminated on a vehicle with four-wheel disc brakes. Technician A says the parking brake lever may be the cause. Technician B says this means there is a problem with the stop light system. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 9. All of the following are common hydraulic system concerns except: a. Restricted brake hose b. Brake line rust through c. Master cylinder bypassing d. Seized master cylinder pistons 10. Technician A says bleeding an ABS may require a scan tool. Technician B says vacuum bleeding requires using a special tool connected to the shop’s compressed air system. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B [return to top]

ANSWERS TO WORKBOOK QUESTIONS Chapter 11 Answers to Workbook Questions [return to top]

REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

flare flaring pressure open painted, wiring test, drive (answers will vary) Noise, pulsation, pulling, false ABS activation height, free C free play (answers will vary) Cruise control, transmission, ABS, traction control (answers will vary) Brake light switch operation can be checked with a test light, a digital multimeter, or a scan tool.

13. D 14. (answers will vary) So the brake lights will illuminate when the vehicle is off and the brake pedal is pressed.

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15.

16.

17.

18.

scan tool new, sealed (answers will vary) Leak in the system, worn brake pads/rotors (answers will vary) To remove contaminated fluid that has a lower boiling point than that of new fluid, to remove contaminates and help prevent internal system corrosion.

19. B 20. (answers will vary) Worn brake pads and rotors cause the caliper pistons to travel further out of their bores, reducing the fluid level in the master cylinder.

21. pressure differential 22. (answers will vary) Deformation and destruction of the rubber components, brake system failure.

23. (answers will vary) Water accumulation and a reduced boiling point.

24. D 25. seize (stick) 26. primary 27. C 28. (answers will vary) Remove most of the brake fluid, loosen the brake line fittings with a line wrench, and remove the mounting nuts. Bench bleed the new cylinder, install it onto the booster, install the line fittings, tighten fittings and mounting nuts to specs, and bleed the system.

29. (answers will vary) Determine the size of the line, remove the damaged section, compare the new line and fittings to the old line, install the new section, and bleed the system.

30a. Double or standard flare 30b. ISO or inverted flare 31. C 32. C 33. (answers will vary) 34. scan tool 35. D [return to top]

ACTIVITIES 1. flaring tools, vacuum bleeder 2. (answers will vary) To close off one hydraulic circuit in the event of a leak in the system. The difference in pressure forces the valve to move from higher to lower pressure.

3. To limit rear brake pressure to prevent rear wheel lockup. Once a specific pressure is reached, fluid pressure overcomes a spring and valve, which restricts fluid pressure to the rear brakes.

4. To limit rear brake pressure to prevent rear wheel lockup. Once a specific pressure is reached, fluid pressure overcomes a spring and valve, which restricts fluid pressure to the rear brakes. The valve is connected to a lever that changes position based on the height of the body.

5. To turn on the red BRAKE warning light when the fluid level becomes low. [return to top]

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ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 12: DRUM BRAKE SYSTEM PRINCIPLES

TABLE OF CONTENTS Purpose and Perspective of the Chapter ......................................................................................... 113 Chapter Overview .......................................................................................................................... 113 Chapter Objectives......................................................................................................................... 113 ASE Education Foundation Tasks .................................................................................................... 114 Lab Worksheets ............................................................................................................................. 114 Reading Assignments ..................................................................................................................... 114 Key Terms ...................................................................................................................................... 114 What's New in This Chapter ........................................................................................................... 115 Chapter Outline ............................................................................................................................. 115 Answers to Chapter 12 Textbook Review Questions ........................................................................ 116 Short Answer Key .......................................................................................................................................................... 116 Expanded Answer Key ................................................................................................................................................. 116 Answers to Chapter 12 Workbook Review Questions ...................................................................... 117 Review Questions .......................................................................................................................................................... 117 Activities ............................................................................................................................................................................ 118

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to explain the principles and operation of drum brake systems.

Components of the system are identified and different designs and their operation is explained. The reader should understand the systems, components, and operation so that when a customer concern or defect is encountered they can diagnose with an understanding of the system. [return to top]

CHAPTER OVERVIEW This chapter notes that, although most new vehicles come with four-wheel disc brakes, drum brakes (in use since the earliest days of the automobile and simple in operation) are still in production with millions of drum brake vehicles on the road. The chapter begins by comparing drum brakes to disc brake designs, including the advantages and disadvantages. It also explains the engineering concepts and physics used in drum brakes. The various design types are covered as well as parking brake systems which are commonly integrated with drum brakes. Individual component design and function are included throughout the chapter. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 12.01 Identify servo and nonservo drum brake designs.

12.02 Describe the operation of servo and nonservo brake systems.

12.03 Describe the types and operation of drum parking brake systems. [return to top]

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ASE EDUCATION FOUNDATION TASKS V.A.2

Identify brake system components and configurations. (MLR-AEE) P-1

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Activity12-1: Identify Brake Type and Components. MLR-AEE: V.A.2, P-1 [return to top]

READING ASSIGNMENTS Textbook, pages 319–330 [return to top]

KEY TERMS anchor: In a drum brake, a fixture used to minimize twisting forces on the brake shoes as the brakes are applied. backing plate: The stamped steel plate, attached to the axle assembly that holds the components of a drum brake assembly. brake drum: A cast iron or composite aluminum shell with an internal friction surface against which the shoes rub in a drum brake. brake shoes: The metal backing on which the lining material is attached in a drum brake. duo-servo: Also called servo drum brakes, these use the motion of the drum and leverage to apply additional force against the secondary brake shoe. hold-down springs and pins: Springs and pins that hold the shoes to the backing plate and keep the shoes in position on raised pads in a drum brake. leading–trailing brakes: A nonservo type of drum brake in which the shoe anchor is at the bottom of the backing plate; when the brakes are applied, no additional force from the leading shoe can be applied to the trailing shoe. parking brakes: An auxiliary braking system used to prevent vehicle movement when applied. return springs: Small tension springs attached to drum brake shoes that pull the shoes back away from the drum when the brakes are released. self-adjuster assembly: In drum brakes, a mechanism that expands the shoes slightly when the vehicle is driven in reverse and the brakes are applied. This compensates for increases in shoe-to-drum distance

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as the brake wears. wheel cylinder: An output cylinder in a drum brake assembly. The wheel cylinder contains pistons that move the brake shoes against the drum when the brakes are applied. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:    

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). Introduce the chapter and review the Learning Objectives for Chapter 12. (PPT Slides 1-3).

I.

Objectives (PPT slides 2–3) Review the chapter’s objectives.

II. Drum Brake Design and Operation Discuss that drum brakes have adapted from purely mechanical applications to modern hydraulic and electronically controlled systems and use longer-lasting friction linings than in the past, but the overall design and operation has not changed over time.

A. Discuss drum brake design: (12.01, 12.02, PPT Slides 4–19) 11. Advantages and disadvantages 12. Components 13. Servo brake designs 14. Nonservo brake designs 15. Self-adjustment mechanisms B. Discuss parking brake systems: (12.03, PPT Slides 20–27) 1. Components 2. Operation 3. Drum-in-hat parking brake [return to top]

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ANSWERS TO CHAPTER 12 TEXTBOOK REVIEW QUESTIONS Textbook, page 330 [return to top]

SHORT ANSWER KEY 1. servo 2. glued 3. backing plate 4. wheel cylinder 5. return 6. D 7. D 8. B 9. C 10. D [return to top]

EXPANDED ANSWER KEY 1. The type of drum brakes that use leverage between the primary and secondary shoe to increase brake application force are called duo-servo brakes.

2. Linings are either riveted or glued to the brake shoes.

3. The backing plate is the foundation of the drum brake assembly to which all the other parts are attached.

4. The wheel cylinder is the hydraulic output for the drum brakes.

5. The return springs pull the shoes back to the anchor when the driver releases the brake pedal.

6. All of the following are components of the drum brake assembly except: a. Wheel cylinder b. Self-adjuster c. Hold-down pin d. Servo actuator 7. Which of the following seals the fluid in the wheel cylinder? a. Piston b. Dust boot c. Spring d. Cup 8. Technician A says the drum parking brake may be either electrically or hydraulically operated.

Technician B says the drum parking brake is mechanically operated. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 9. Technician A says the location of the anchor determines if a brake design is a servo or nonservo.

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Technician B says modern vehicles may have leading–trailing or servo drum brakes. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 10. When the brakes are applied, which component is responsible for pushing the shoes outward toward the drum? a. Hold-down springs b. Cup expander c. Parking brake strut d. Wheel cylinder [return to top]

ANSWERS TO CHAPTER 12 WORKBOOK REVIEW QUESTIONS Workbook, pages 325–329 [return to top]

REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

shoes, drum hydraulic (answers will vary) Self-energizing action uses leverage to generate increased force against the secondary brake shoe against the drum. (answers will vary) Decreased resistance to fade, poor heat dissipation, dust buildup between the shoes and drum, nonself-adjusting. backing plate shoes false (answers will vary) A brake drum has one internal friction surface and encloses the brake shoes and other components. The brake rotor has two external friction surfaces. return (retraction) pins wheel cylinder self-adjuster anchor B parking leading-trailing threaded ratcheting shoes false D

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22. (answers will vary) Exposed stranded steel cable and sheathed steel cable 23. B [return to top]

ACTIVITIES 1. a. anchor b. return spring c. backing plate d. hold-down spring e. secondary shoe f. self-adjuster g. self-adjuster spring h. primary shoe i. parking brake strut j. wheel cylinder link k. return spring 2. a. backing plate b. wheel cylinder c. return spring d. self-adjuster e. shoe f. parking brake lever g. anchor h. lining i. hold-down spring j. self-adjuster screw 3. a. dust boot b. piston c. cup/seal d. expansion spring e. bleeder screw f. wheel cylinder body [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 13: DRUM BRAKE SYSTEM INSPECTION AND SERVICE

TABLE OF CONTENTS Purpose and Perspective of the Chapter ......................................................................................... 120 Chapter Overview .......................................................................................................................... 120

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Chapter Objectives......................................................................................................................... 120 ASE Education Foundation Tasks .................................................................................................... 120 Lab Worksheets ............................................................................................................................. 121 Reading Assignments ..................................................................................................................... 121 Key Terms ...................................................................................................................................... 121 What's New in This Chapter ........................................................................................................... 122 Chapter Outline ............................................................................................................................. 122 Answers to Chapter 13 Textbook Review Questions ........................................................................ 124 Short Answer Key .......................................................................................................................................................... 124 Expanded Answer Key ................................................................................................................................................. 124 Answers to Chapter 13 Workbook Review Questions ...................................................................... 125 Review Questions .......................................................................................................................................................... 125 Activities ............................................................................................................................................................................ 126

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce students to the tools, safety, and procedures of drum brake system service and inspection. The chapter covers tools and correct procedures for servicing the drum brake system and parking brake system which should help the reader be prepared to perform this service themselves. [return to top]

CHAPTER OVERVIEW This chapter notes that being able to inspect and service the brake system is often a requirement for entry-level technicians. It begins with tools and safety, then into inspection procedures, and ends with service of the drum system. This includes measuring, machining the drum, and parking brake services. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 13.01 Determine concerns associated with drum brake systems, such as pulling, dragging, and noise.

13.02 Inspect and measure brake drums.

13.03 Set up and machine a drum on a brake lathe.

13.04 Remove, inspect, and install brake shoes and hardware.

13.05 Inspect and replace wheel cylinders.

13.06 Inspect and adjust drum parking brake components and operation. [return to top]

ASE EDUCATION FOUNDATION TASKS V.C.1

Remove, clean, and inspect brake drum; measure brake drum diameter; determine serviceability. (MLR-AEE) P-2

V.C.2

Refinish brake drum and measure final drum diameter; compare with specification. (MLR-AEE) P-3

V.C.3

Remove, clean, inspect, and/or replace brake shoes, springs, pins, clips, levers, adjusters/selfadjusters, other related brake hardware, and backing support plates; lubricate and reassemble.

(MLR-AEE) P-3

V.C.4

Inspect wheel cylinders for leaks and proper operation; remove and replace as needed. (MLR-

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AEE) P-3 V.C.5

Pre-adjust brake shoes and parking brake; install brake drums or drum/hub assemblies and wheel bearings; make final checks and adjustments. (MLR-AEE) P-3

V.F.2

Check parking brake system components for wear, binding, and corrosion; clean, lubricate, adjust and/or replace as needed. (MLR-AEE) P-2

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 13-1: Inspect Drum. MLR-AEE: V.C.1, P-2 ASE Education Foundation Lab Worksheet 13-2: Refinish Drum. MLR-AEE: V.C.2, P-3 ASE Education Foundation Lab Worksheet 13-3: Service Brake Shoes. MLR-AEE: V.C.3, P-3 ASE Education Foundation Lab Worksheet 13-4: Inspect Wheel Cylinders. MLR-AEE: V.C.4, P-2 ASE Education Foundation Lab Worksheet 13-5: Inspect Parking Brake. MLR-AEE: V.C.5, P-3; V.F.2, P-2 [return to top]

READING ASSIGNMENTS Textbook, pages 331–356 [return to top]

KEY TERMS brake hardware: In a drum brake, the springs and related parts of the brake assembly. In disc brake systems, brake hardware can include caliper guides, shims, bushings, and caliper pin bolts. clearance gauge: For drum brakes, a tool used to measure the drum diameter and then transfer that dimension to the shoes to set the shoe-to-drum clearance. drum brake micrometer: A tool used to measure brake drum diameter and to check for out-of-round. drum in hat: A miniature drum brake assembly housed within the hat of a rear disc brake rotor to serve as the parking brake. floating drum: The most common type of brake drum, which slips over the hub and is held in place by the wheel fasteners. Often, accumulated rust makes removal difficult. grabbing: A brake problem in which the brake applies too quickly or with too much force, which causes the wheel to lock.

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hold-down spring tool: A tool used to remove coil-type hold-down springs in a drum brake. maximum diameter: This is the absolute maximum size the drum can reach before replacement is necessary. pulsation: A shudder or pulsing of the vehicle and/or brake pedal during stopping, commonly caused in drum brakes by an out-of-round brake drum and in disc brakes either by variations in brake rotor thickness (parallelism) or side-to-side rotor movement (runout). return spring tool: A tool used to remove and install the high-tension return springs in a drum brake. wet sink: Used to clean brake and clutch dust from the brake and clutch assembly. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:      

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Added service information for difficult-to-remove brake drums Expanded content on machining brake drums

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). ASE Education Foundation accreditation tasks are also listed where applicable (e.g., “ASE MLR 5.C.1”). Introduce the chapter and review the Learning Objectives for Chapter 13. (PPT Slides 1–3).

I.

Objectives (PPT Slides 2–3) Review the chapter’s objectives.

II. Service Tools and Safety (PPT Slides 4–11) Discuss that there are special tools for drum brakes. Using the correct tool for the job and using the tool safely are important aspects of doing the job well.

A. Discuss drum brake service tools: 16. Tool safety 17. Brake service precautions 18. Asbestos III. Drum Brake Inspection Discuss that inspecting the drum brake system means removing the brake drums to fully inspect

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the brake linings, wheel cylinders, springs, and other components.

A. Discuss drum brake concerns: (13.01, PPT Slides 12–14) 4. Noise 5. Grabbing 6. Pulsation 7. Parking brake does not hold 8. Low, soft, or spongy brake pedal B. Discuss drum brake inspection: 1. Visual inspection of external components C. Discuss drum removal: (PPT Slides 15–17) 1. Floating drums 2. Nonfloating drum removal D. Discuss preliminary inspection: (PPT Slides 18–24) 1. Lining inspection 2. Drum inspection 3. Inspect brake hardware 4. Wheel cylinder inspection 5. Checking parking brake operation IV. Drum Brake Service Discuss that servicing either servo or nonservo brakes often requires special brake spring tools to prevent damage to components and personal injury.

A. Discuss drum brake disassembly: (PPT Slides 25–26) 1. Remove and inspect servo brake components 2. Inspect the backing plate 3. Nonservo brake service B. Discuss component inspection: 1. Brake linings 2. Spring and hardware inspection 3. Self-adjuster inspection C. Discuss brake drum inspection and measurement: (13.02, 13.03, 13.04, 13.05, 13.06 PPT Slides 27-45 ASE MLR 5.C.1, 5.C.2, 5.C.4, 5.C.5, 5.F.2, & 5.F.3) 1. Clean and inspect drum 2. Drum measurement 3. Machining a brake drum 4. Wheel cylinder replacement 5. Brake reassembly 6. Inspect parking brake operation 7. Inspect cables 8. Replacing parking brake cables 9. Drum in hat parking brakes 10. Parking brake warning indicator [return to top]

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ANSWERS TO CHAPTER 13 TEXTBOOK REVIEW QUESTIONS Textbook, page 356 [return to top]

SHORT ANSWER KEY 1. pulsation 2. dust 3. noise 4. shoe, drum 5. axle shaft 6. A 7. D 8. C 9. B 10. A [return to top]

EXPANDED ANSWER KEY 1.

2.

3.

4.

5.

An out-of-round brake drum can cause a brake pedal pulsation during braking.

Before servicing the drum brakes, clean the dust from the brake assemblies.

Dust accumulation between the shoes and drum can be a source of brake noise.

Before adjusting the parking brake, you should first check the shoe to drum clearance.

Full-floating rear differentials may require removing the axle shaft to remove the drums to inspect the brakes.

6. A vehicle with rear drum brakes has a grinding noise when the brakes are applied. Technician A says worn rear brake linings can cause this. Technician B says a leaking wheel cylinder can cause this.

Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 7. The service brake pedal is low but firm and the parking brake does not hold the vehicle in place.

Which is the most likely cause? a. Broken parking brake cable b. Misadjusted parking brake c. Parking brake stuck on d. Excessive shoe-to-drum clearance 8. The parking brake does not lock the rear wheels when fully applied. Technician A says excessive shoe-to-drum clearance may be the cause. Technician B says the parking brake may need to be adjusted. Who is correct? a. Technician A b. Technician B

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c. Both A and B d. Neither A nor B 9. When the rear brake shoes are replaced, a return spring breaks from age and rust. Technician A says only the broken spring should be replaced. Technician B says all of the brake springs should be replaced. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 10. Technician A says to correct a brake pulsation concern, the rear drums may need to be machined.

Technician B says an on-car brake lathe can be used to correct out-of-round drums. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B [return to top]

ANSWERS TO CHAPTER 13 WORKBOOK REVIEW QUESTIONS Workbook, pages 333–340 [return to top]

REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

(answers will vary) To prevent personal injury and damage to the vehicle. wet sink asbestos return, return micrometer pliers, screwdrivers picture (photo) (answers will vary) Allow the brakes to cool, familiarize yourself with the brake system, locate and follow all service procedures, do not reuse damaged parts, and do not reuse damaged or worn-out drums. (answers will vary) Use a vacuum enclosure or wet sink to trap the particles. all parking C grabbing C low, worn service information D B

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19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

(answers will vary) Remove the wheel and slide the drum off of the hub. sealed, tapered, full axle A B overheating cracks bell hardware A (answers will vary) Inspect the cables and carefully apply the parking brake. dust picture (photo) (answers will vary) Inspect for a bent backing plate, severely worn pads, a loose anchor, cracks or rust through. The backing plate must be in good condition for the brake shoes and hardware to perform correctly.

33. 1/16” or 1.5 mm 34. springs, hardware 35. D 36. micrometer 37. B 38. (answers will vary) Shoe removal may be necessary. Loosen the brake line fitting with a line wrench and remove the wheel cylinder bolts or clip. Compare the new and old cylinders. Install the new wheel cylinder, thread the line fitting into the cylinder, and align and install the wheel cylinder bolts or clip. Tighten the line. Bleed the hydraulic system.

39. D 40. C 41. B [return to top]

ACTIVITIES 1. Brake pulsation = out-of-round drum, Brake grab = fluid contamination, Brake noise = excessive dust buildup, Abnormal lining wear = bent backing plate, Brake drag = sticking parking brake cable [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 14: DISC BRAKE SYSTEM PRINCIPLES

TABLE OF CONTENTS Purpose and Perspective of the Chapter ......................................................................................... 128

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Chapter Overview .......................................................................................................................... 128 Chapter Objectives......................................................................................................................... 128 ASE Education foundation TASKS .................................................................................................... 128 Lab Worksheets ............................................................................................................................. 128 Reading Assignments ..................................................................................................................... 129 Key Terms ...................................................................................................................................... 129 What's New in This Chapter ........................................................................................................... 129 Chapter Outline ............................................................................................................................. 130 Answers to Chapter 14 Textbook Review Questions ........................................................................ 131 Short Answer Key .......................................................................................................................................................... 131 Expanded Answer Key ................................................................................................................................................. 131 Answers to Chapter 14 Workbook Review Questions ...................................................................... 132 Review Questions .......................................................................................................................................................... 132 Activities ............................................................................................................................................................................ 133

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce the reader to the disc brake system. The chapter covers the design and operation of the disc brake system in addition to individual components and their function.

Understanding the theory and operation of the system will help when diagnosing, inspecting, and servicing the system. [return to top]

CHAPTER OVERVIEW This chapter notes that drum brakes were standard in earlier vehicles but, since the 1970s, disc brakes have become standard on the front and rear of most passenger cars and light trucks. The chapter begins with advantages when compared to drum brakes, then continues into design and component operation, ending with rear disc brake with parking brake-type designs. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 14.01

Identify types of disc brakes.

14.02

Identify disc brake components.

14.03

Describe disc brake operation.

14.04

Describe rear disc brake and parking brake operation.

[return to top]

ASE EDUCATION FOUNDATION TASKS V.A.2

Identify brake system components and configuration. (MLR-AEE) P-1

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Activity14-1: Identify Disc Brake Types. MLR-AEE: V.A.2, P-1 [return to top]

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READING ASSIGNMENTS Textbook pages 357-373 [return to top]

KEY TERMS brake pads: In a disc brake, the brake pad is the friction material or pad lining and the backing plate for the lining that clamps down on the brake rotor to slow the wheel. brake rotors: The disc, most commonly made of cast iron, against which the caliper clamps the brake pads to slow the vehicle. caliper hardware: The clips, guides, pins, shims, and related parts used to mount the caliper and pads in place. caliper pistons: That part of a disc brake caliper that applies pressure against the brake pad. Pistons are made of steel, plastic, or aluminum. drum-in-hat: A miniature drum brake assembly housed within the hat of a rear disc brake rotor to serve as the parking brake. dust boot: In a disc brake caliper, an accordion-type seal that protects the outside of the piston and the piston bore from debris. In a drum brake wheel cylinder, two dust boots protect the pistons. fade: A decrease in the effectiveness of a brake that occurs when the friction surfaces overheat, typically as a result of continuous heavy braking. fixed calipers: Disc brake calipers that are mounted directly to the steering knuckle. Each piston receives equal fluid pressure and pushes on a brake pad. This type of caliper is used mainly in high-performance applications. floating calipers: A disc brake caliper that “floats,” or moves back and forth, on bolts in its mounting hardware when the brakes are applied. shims: When attached to the backing of a disc brake pad, helps reduce noise. square seal: The seal in a disc brake caliper that seals each piston in the bore. The seal also acts as a return spring for the piston. squealer: A built-in wear-indicating device on a disc brake pad that is named after the noise it makes when it comes into contact with the rotor. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:

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    

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Added information on coated brake rotors

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). Introduce the chapter and review the Learning Objectives for Chapter 14. (PPT Slides 1–2).

I.

Objectives (PPT Slide 2) Review the chapter’s objectives.

II. Disc Brake Systems and Components (14.01, 14.02, PPT Slides 3–7) Discuss that front disc brakes are standard on all modern cars and light trucks with the majority also using disc brakes for the rear. The advantages of disc brakes compared to drum brakes are:  Increase resistance to brake fade  Self-cleaning of dust and debris  Self-adjusting A disadvantage is that disc brakes require a lot of force to clamp the pads against the brake rotor. Cars with disc brakes compensate by using a power-assist system to increase force and decrease driver effort and fatigue.

III. Disc Brake Components and Operation Discuss that all disc brakes use pressurized brake fluid to force the caliper piston outward from the caliper bore to press the brake pads against the rotor, or disc. The pressure and friction slow the rotor and create heat that dissipates into the air.

A. Discuss disc brake calipers: (14.03, PPT Slides 8–24) 9. Floating calipers 10. Fixed calipers 11. Caliper construction 12. Disc brake rotors 13. Disc brake pads B. Discuss rear disc brake systems: (14.02, PPT Slides 25–27) 2. Rear disc brake design 3. Rear disc brakes and parking brakes 4. Drum in hat designs 5. Electrically operated parking brake 6. Hybrid vehicle disc brakes [return to top]

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ANSWERS TO CHAPTER 14 TEXTBOOK REVIEW QUESTIONS Textbook, pages 373-374 [return to top]

SHORT ANSWER KEY 1. square 2. pins 3. trapped 4. fixed 5. Shims 6. D 7. D 8. D 9. C 10. B [return to top]

EXPANDED ANSWER KEY 1.

2.

3.

4.

5.

6.

7.

8.

The square seal around the caliper piston prevents fluid loss and acts as the piston return spring.

Floating calipers often mount to the bracket using bolts or pins and bushings that allow movement.

A rotor that is held in place by the wheel bearing is called a trapped rotor.

A caliper that is mounted directly to the steering knuckle and has a piston on each side of the rotor is called a fixed caliper.

Shims mounted on the back side of the pads are commonly used to limit the noise generated by disc brakes.

Rotors can be which of the following types? a. Floating b. Vented c. Nonvented d. All of the above Technician A says the rear disc brakes on trucks and SUVs are typically larger than the front brakes.

Technician B says some rear disc brakes have auxiliary drum brakes inside the rotor to provide additional braking when required. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B All of the following statements about disc brakes are true except: a. Disc brakes require more application force than drum brakes. b. Disc brakes are commonly used on the rear wheels. c. Disc brakes resist fading better than drum brakes. d. Disc brakes are not self-adjusting.

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9. Which of the following statement about disc brake operation is not correct? a. Hydraulic pressure forces the piston(s) out against the inner pad(s). b. On a floating disc brake system, the outer pad is applied by the caliper moving inward. c. Air enters the rotor’s vents and leaves through the hat to remove heat. d. Fixed calipers require at least two pistons.

10. Technician A says pad wear indicators always make a loud squealing noise when the pad is worn too thin.

Technician B says that pad wear indicators may turn on a warning light on the dash. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B [return to top]

ANSWERS TO CHAPTER 14 WORKBOOK REVIEW QUESTIONS Workbook, pages 355–362 [return to top]

REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

standard, rear C (answers will vary) Fluid pressure forces the caliper piston(s) outward, forcing the pads against the rotor to slow the wheel. caliper A C two B square accordion (answers will vary) The pressure behind the piston drops and the seal returns to its shape and position as it was before the brakes were applied.

D action, equal, opposite floating, hardware sliding C bolts (answers will vary) The caliper hardware helps reduce noise. a. wear indicator b. lining c. rivet d. tab

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e. rivet 20. shims 21. discs 22. a. inner friction surface b. hat c. hub d. outer friction surface e. vents 23. hat 24. large, pad 25. (answers will vary) They do not dissipate heat well and are prone to warping easily.

26. C 27. gas/water 28. fade 29. compromise 30. C 31. noise 32. (answers will vary) Wear tabs rub against the rotor and make noise. Electronic indicators have a sensor inside the lining material that completes an electrical circuit when it contacts the rotor.

33. C 34. (answers will vary) When the parking brake is applied, a lever pushes the caliper piston out slightly, which locks the pads against the rotor.

35. drum-in-hat 36. true 37. (answers will vary) When the driver applies the brake, the hybrid drive system turns the electric motor into a generator to recharge the battery. This creates resistance which slows the vehicle. [return to top]

ACTIVITIES 1. a. floating caliper b. sliding caliper c. fixed caliper 2. a. bleeder screw b. dust boot c. pads d. caliper e. sleeve/pin/bolt f. square seal g. piston bore h. piston/anti-rattle clip i. hose bore [return to top]

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Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 15: DISC BRAKE INSPECTION AND SERVICE

TABLE OF CONTENTS Purpose and Perspective of the Chapter ......................................................................................... 135 Chapter Overview .......................................................................................................................... 135 Chapter Objectives......................................................................................................................... 135 ASE Education Foundation Tasks .................................................................................................... 135 Lab Worksheets ............................................................................................................................. 136 Reading Assignments ..................................................................................................................... 137 Key Terms ...................................................................................................................................... 137 What's New in This Chapter ........................................................................................................... 138 Chapter Outline ............................................................................................................................. 138 Answers to Chapter 15 Textbook Review Questions ........................................................................ 139 Short Answer Key .......................................................................................................................................................... 140 Expanded Answer Key ................................................................................................................................................. 140 Answers to Chapter 15 Workbook Review Questions ...................................................................... 141 Review Questions .......................................................................................................................................................... 142 Activities ............................................................................................................................................................................ 143

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce students to the tools, safety, and procedures of disc brake system service and inspection. The chapter covers tools and correct procedures for servicing the disc brake system and parking brake system which should help the reader be prepared to perform this service themselves. [return to top]

CHAPTER OVERVIEW This chapter covers tools, equipment, safety, and common procedures when servicing disc brakes. The chapter begins with tools and safety, continues into diagnosis and inspection including measuring, then into servicing calipers and pads, and finally machining rotors. The chapter ends with a disc-type parking brake service. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 15.01 Identify tools used to service the disc brake system.

15.02 Diagnose common disc brake concerns.

15.03 Remove, clean, and inspect disc brake assemblies for wear and determine needed repairs.

15.04 Lubricate and reinstall caliper, pads, and related hardware. Seat pads and inspect for leaks.

15.05 Remove, inspect, and replace a disc brake caliper, rotor, and pads.

15.06 Inspect, measure, and refinish brake rotors.

15.07 Retract a rear disc brake caliper piston on a vehicle with an integrated rear disc parking brake caliper.

15.08 Check brake pad wear indicator systems.

15.09 Describe importance of operating vehicle to burnish/break in replacement brake pads according to manufacturer’s recommendations. [return to top]

ASE EDUCATION FOUNDATION TASKS V.D.1

Remove and clean caliper assembly; inspect for leaks and damage/wear. (MLR-AEE) P-1

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V.D.2

Inspect caliper mounting and slides/pins for proper operation, wear, and damage. (MLR-AEE) P-1

V.D.3

Remove, inspect, and/or replace brake pads and retaining hardware. (MLR-AEE) P-1

V.D.4

Lubricate and reinstall caliper, brake pads, and related hardware; seat brake pads and inspect for leaks. (MLR-AEE) P-1

V.D.5

Clean and inspect rotor and mounting surface, measure rotor thickness, thickness variation, and lateral runout. (MLR-AEE) P-1

V.D.6

Remove and reinstall/replace rotor. (MLR-AEE) P-1

V.D.7

Refinish rotor on vehicle; measure final rotor thickness and compare with specification. (MLRAEE) P-3

V.D.8

Refinish rotor off vehicle; measure final rotor thickness and compare with specification. (MLRAEE) P-3

V.D.9

Retract and re-adjust caliper piston on an integral parking brake system. (MLR-AEE) P-2

V.D.10

Describe importance of operating vehicle to burnish/break in replacement brake pads according to manufacturer’s recommendation. (MLR-AEE) P-1

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 15-1: Inspect Caliper. MLR-AEE: V.D.1, P-1 ASE Education Foundation Lab Worksheet 15-2: Inspect Caliper Mount and Hardware. MLR-AEE: V.D.2, P-1 ASE Education Foundation Lab Worksheet 15-3: Inspect Pads Part 1. MLR-AEE: V.D.3, P-1 ASE Education Foundation Lab Worksheet 15-4: Inspect Pads Part 2. MLR-AEE: V.D.3, P-1 ASE Education Foundation Lab Worksheet 15-5: Service Pads. MLR-AEE: V.D.4, P-1 ASE Education Foundation Lab Worksheet 15-6: Inspect Rotor. MLR-AEE: V.D.5, P-1 ASE Education Foundation Lab Worksheet 15-7: Measure Rotor Runout. MLR-AEE: V.D.5, P-1 ASE Education Foundation Lab Worksheet 15-8: Remove and Reinstall Rotor. MLR-AEE: V.D.6, P-1 ASE Education Foundation Lab Worksheet 15-9: On-Car Lathe. MLR-AEE: V.D.7, P-3 ASE Education Foundation Lab Worksheet 15-10: Off-Car Lathe. MLR-AEE: V.D.8, P-3 ASE Education Foundation Lab Worksheet 15-11: Integral Parking Brake Caliper Service. MLR-AEE: V.D.9, P-2 ASE Education Foundation Lab Worksheet 15-12: Pad Break-In. MLR-AEE: V.D.10, P-2

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[return to top]

READING ASSIGNMENTS Textbook, pages 375–404 [return to top]

KEY TERMS burnishing. The process of effectively breaking in the new pads to the brake rotors to obtain the correct transfer of pad material onto the rotors. dial indicator: Precision tools used to measure small amounts of movement, such as runout. disc brake micrometer: A clamp-type instrument for making very precise measurements of disc brake rotor thickness. finish cut. The final cut in machining a brake drum or rotor that results in a smooth, even surface. off-car lathe. Also called bench lathes, used to machine drums and rotors that are removed from the vehicle. on-car lathe: A tool for machining a brake rotor without removing it from the vehicle. The purpose of machining the rotor on the vehicle is to eliminate runout problems caused by stacked tolerances. parallelism: The extent to which the friction surface of a brake disc varies in thickness. Slight variations in rotor thickness result in brake pedal pulsation as the pads must move in and out to compensate. Also called taper or thickness variation. piston retraction tool: Various types of tools used to push the caliper piston back into the caliper bore. pulsation: A shudder or pulsing of the vehicle and/or brake pedal during stopping, commonly caused in drum brakes by an out-of-round brake drum and in disc brakes either by variations in brake rotor thickness (parallelism) or side-to-side rotor movement (runout). rough cut: The initial cut when a brake disc is machined, intended to remove surface defects and restore the disc surfaces to parallel. lateral runout. Side-to-side movement in a wheel, brake rotor, or other component that causes vibration during operation. taper: See parallelism. The extent to which the friction surface of a brake disc varies in thickness. Slight variations in rotor thickness result in brake pedal pulsation as the pads must move in and out to compensate. Also called thickness variation. thickness variation: See parallelism. The extent to which the friction surface of a brake disc varies in thickness. Slight variations in rotor thickness result in brake pedal pulsation as the pads must move in and out to compensate. Also called taper.

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[return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:        

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Expanded brake service information Expanded on how the brake system integrates into ADAS Added carbon ceramic rotor inspection Increased information for on-car brake lathe use

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). ASE Education Foundation accreditation tasks are also listed where applicable (e.g., “ASE MLR 5.D.1”). Introduce the chapter and review the Learning Objectives for Chapter 15. (PPT Slides 1–3).

I.

Objectives (PPT Slides 2–3) Review the chapter’s objectives.

II. Service Tools and Safety (15.01, PPT Slides 4–7) Discuss that pad replacement is an easy task but there is more to disc brake service to ensure proper performance and noise-free and vibration-free operation: A. Discuss tools: 1. Disc brake service tools 2. Brake service precautions B. Discuss safety III. Disc Brake Diagnosis Discuss that a brake system problem may be a specific type of concern, but brake system problems often present as several concerns at once. A thorough understanding of brake system components and their operation is needed.

A. Discuss common brake system concerns: (15.02, PPT Slides 8–17) 14. Brake noise 15. Vibration 16. Caliper construction 17. Vehicle pulling when braking 18. Brake grab

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19. Brake drag 20. Abnormal pad wear B. Discuss disk brake inspection: (15.03, 15.08, 15.09, PPT Slides 18–21, ASE MLR 5.D.1, 5.D.2, & 5.D.3, 5.D.10, 5.D.11) 7. Calipers 8. Hoses 9. Inspect pad wear C. Discuss disc brake disassembly: 1. Caliper and pad service 2. Pad break-in or bed-in IV. Brake Rotor Inspection (PPT Slides 22–32) Discuss that over time brake rotors wear away. Whether to leave the rotor alone, machine it, or replace it depends on the extent of wear and the internal and external condition of the rotor.

A. Discuss visual inspection.

B. Discuss rotor specifications: 1. Minimum thickness 2. Thickness variation 3. Lateral runout C. Discuss rotor measurement.

V. Rotor Refinishing and Brake Lathes (15.04, 15.05, 15.06, PPT 33–37, ASE MLR 5.D.4, 5.D.5, 5.D.6, 5.D.7, & 5.D.8) Discuss that brake rotor machining is done less often than in the past because of today’s smaller and lighter rotors They may last until the pads wear out but not much longer, and in this case rotors and brake pads may be replaced at the same time.

A. Discuss refinishing a rotor: 1. Off-car brake lathes 2. Brake lathe safety 3. Setting the lathe to machine a rotor B. Discuss on-car brake lathes: 1. Why use on-car lathes?

2. On-car lathe use VI. Integral and Electronic Parking Brake Service (15.07, PPT 38–43, ASE MLR 5.D.9) Discuss retracting the caliper piston on integral parking brake designs.

1. Integral piston caliper service 2. Electronic parking brake caliper service 3. Final checks [return to top]

ANSWERS TO CHAPTER 15 TEXTBOOK REVIEW QUESTIONS Textbook, page 405 [return to top]

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SHORT ANSWER KEY 1. lateral 2. pulsation 3. dial indicator 4. scoring 5. drag 6. A 7. A 8. A 9. D 10. D [return to top]

EXPANDED ANSWER KEY 1.

2.

3.

4.

5.

Lateral runout is the side-to-side wobble or distortion of a rotor.

A pulsation in the brake pedal and steering wheel is often caused by excessive thickness variation.

A dial indicator is used to measure rotor runout.

Scoring refers to the distortion of the rotor surface caused by pad wear.

A collapsed brake hose or sticking caliper can cause the brakes to drag or feel like they are staying applied.

6. The measurement shown in Figure 15-67 is being discussed: Technician A says thickness variation is being checked. Technician B says lining thickness is being checked. Who is correct?

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a. Technician A b. Technician B c. Both A and B d. Neither A nor B 7. A vehicle has a grinding sound when applying the brakes: Technician A says this may indicate the brake pads need to be replaced. Technician B says this may be caused by warped brake rotors. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 8. A rotor shows twice the specified amount of runout with a dial indicator: Technician A says the hub runout should be checked. Technician B says the rotor should be machined or replaced to correct the runout. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 9. Which of the following is approved by all manufacturers as a disc brake lubricant? a. Antiseize b. Synthetic brake grease c. Lithium grease d. None of the above 10. Brake pad conditioning refers to which of the following? a. Retracting the piston into the caliper bore b. Resurfacing the brake rotors c. Installing lubricant on the pads to prevent noise d. Breaking in or bedding the pads after installation [return to top]

ANSWERS TO CHAPTER 15 WORKBOOK REVIEW QUESTIONS Workbook, pages 365–371 [return to top]

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REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

pads false vehicle, injury tool (answers will vary) To retract or push the caliper piston back into its bore micrometer dial indicator (answers will vary) Let the brakes cool before service, use calibrated torque wrenches, and do not let the calipers hand from their hoses gloves (answers will vary) Make sure the vehicle is properly raised and secured; do not lift using your back muscles, wear gloves to avoid hand injuries, Check all replacement parts and torque fasteners to specifications, make sure all air is bled from the system, and check the operation of the brake warning light, brake lights, and brake operation.

C noise (answers will vary) Pads will try to move with the spinning rotor which can cause vibration and noise.

To help reduce noise runout, thickness (answers will vary) Pad contact against the rotor, the pad wear indicator touching the rotor, composition of the lining materials, loose pads or shims, severely worn linings, rust buildup on the rotors, rotor runout, or thickness variation causing the rotor to rub against the pad.

A pull, seized/stuck 220. bushing (answers will vary) Pressure gauges can be used to check for low pressure or pressure remaining from a clogged hose. Seized pistons can often be found by visual inspection as the brakes are applied. grab drag D C conversation BRAKE, ABS replaced leakage 1/16” (0.060) or 1.5mm A sliding replace (service) retracting the piston into the caliper bore caliper

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36.

37.

38.

39.

lubricant pump, firm customer (answers will vary) Break-in allows for proper transfer of the new pad material to the rotor surface to increase pad life and decrease noise.

40. D 41. C 42. A 43. 0.020 - 0.030” (.5 - .76mm) 44. (answers will vary) Rotor runout. It is important because runout can lead to excessive thickness variation and pulsation.

45. (answers will vary) To reduce runout and pulsation and because some rotors are trapped by the hub and bearing assembly and not easy to remove.

46. (answers will vary) Typically, a threaded tool is used to turn the piston back into the bore.

47. (answers will vary) Ensure all parts are installed correctly, that there are no hydraulic leaks, that the brake pedal is firm and travel is correct, the brake components and wheels are properly torque, and a test drive is performed to ensure proper brake operation and feel. [return to top]

ACTIVITIES 1.

2.

C, B, E, D, A, G, H, F (order subject to change based on preference) pulsation = thickness variation, Drag = restricted brake hose/stuck caliper piston/binding caliper pins, Abnormal pad wear = restricted brake hose/stuck caliper piston/binding caliper pins, Pull = restricted brake hose/stuck caliper piston/binding caliper pins, Drag = no match [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 16: ANTILOCK BRAKES, STABILITY CONTROL, AND POWER ASSIST SYSTEMS

TABLE OF CONTENTS Purpose and Perspective of the Chapter ......................................................................................... 145 Chapter Overview .......................................................................................................................... 145 Chapter Objectives......................................................................................................................... 145 ASE Education Foundation Tasks .................................................................................................... 145 Lab Worksheets ............................................................................................................................. 146 Reading Assignments ..................................................................................................................... 146 Key Terms ...................................................................................................................................... 146 What's New in This Chapter ........................................................................................................... 147

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Chapter Outline ............................................................................................................................. 147 Answers to Chapter 16 Textbook Review Questions ........................................................................ 148 Short Answer Key .......................................................................................................................................................... 149 Expanded Answer Key ................................................................................................................................................. 149 Answers to Chapter 16 Workbook Review Questions ...................................................................... 150 Review Questions .......................................................................................................................................................... 150 Activities ............................................................................................................................................................................ 151

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce students to the tools, safety, and procedures of disc brake system service and inspection. The chapter covers tools and correct procedures for servicing the disc brake system including some parking brake types which should help the reader be prepared to perform this service themselves. [return to top]

CHAPTER OVERVIEW This chapter discusses that antilock brake systems (ABS) have become standard equipment in passenger cars and light trucks. ABS systems use a computer and sensors to take control of brakes, preventing them from locking up and causing loss of vehicle control. Electronic stability control (ESC) systems work with the ABS system to help the driver maintain control when things go wrong. The chapter begins with ABS principles and operation, continues into traction control systems, and ends with power assist systems. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 16.01 Explain the purpose and operation of antilock brake and traction control systems.

16.02 Identify components of the antilock brake and traction control systems.

16.03 Describe procedure for performing a road test to check brake system operation, including an antilock brake system (ABS).

16.04 Depressurize the antilock brake system.

16.05 Identify the types of power brake assist.

16.06 Check brake pedal travel with, and without, the engine running to verify proper power booster operation.

16.07 Check the power brake assist operation. [return to top]

ASE EDUCATION FOUNDATION TASKS V.E.1

Check brake pedal travel with, and without, engine running to verify proper power booster operation. (MLR-AEE) P-2

V.E.2

Identify components of the brake power assist system (vacuum and hydraulic); check vacuum

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supply (manifold or auxiliary pump) to vacuum-type power booster. (MLR-AEE) P-2 V.G.1

Identify electronic brake control system components and describe function (ABS, TCS, ESC).

(MRL-AEE) P-2)

V.G.2

Describe the operation of a regenerative braking system. (MLR-AEE) P-3

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 16-1: Check Booster Operation. MLR-AEE: V.E.1, P-2 ASE Education Foundation Lab Worksheet 16-2: ID Power Assist Components. MLR-AEE: V.E.2, P-2 ASE Education Foundation Lab Worksheet 16-3: ID Components. MLR-AEE: V.G.1, P-2 ASE Education Foundation Lab Worksheet 16-4: Describe the operation of a regenerative braking system. MLR-AEE: V.G.2, P-3 [return to top]

READING ASSIGNMENTS Textbook, pages 407-431 [return to top]

KEY TERMS accumulator: A storage structure for pressurized brake fluid in many ABS systems and the Powermaster brake booster system.

EBCM: The control unit for an antilock brake system. electrohydraulic unit: In an ABS system, this unit usually contains electric motors, solenoids, and valves that control the flow of brake fluid to the wheel brakes based on input from the EBCM. hold mode: One of three modes of operation for a wheel brake in an ABS system; used to limit any further pressure increase in a wheel brake circuit. Also called isolate mode. hydraulic assist: An external power brake assist system that uses hydraulics, typically from the power steering system to a hydraulic power brake booster. pressure increase mode: One of three modes of operation for a wheel brake in an ABS system; used to reapply pressure to the brake circuit to slow the wheel again. release mode: One of three modes of operation for a wheel brake in an ABS system; used when the EBCM senses that even after holding pressure to a wheel brake, the wheel is still slowing too rapidly.

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The EBCM commands the pressure in the circuit be released so that the wheel can begin to rotate again.

Also called pressure decay or dump mode. tire slip: The amount of traction between the tire and the road. A freely rolling wheel has zero tire slip, while a locked wheel moving over the pavement has 100 percent slip. vacuum assist: An external power brake assist system that uses the vacuum created by the operation of a gasoline-powered engine. vacuum check valve: A valve in a vacuum-type power brake assist system that prevents vacuum from being released back to the engine. This allows the power brake booster to store a vacuum reserve. wheel speed sensors (WSS): An ABS system sensor that enables the EBCM to determine wheel speed. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:       

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Expanded content on ABS and ADAS Added information on vacuum booster pressure sensors Added information on HEV and EV braking systems

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). ASE Education Foundation accreditation tasks are also listed where applicable (e.g. “ASE MLR 5.G.1”). Introduce the chapter and review the Learning Objectives for Chapter 16. (PPT Slides 1–3).

I.

Objectives (PPT Slides 2–3) Review the chapter’s objectives.

II. Antilock Brake/Electronic Stability Control (ABS/ESC) Principles and Operation (16.01, 16.02, 16.03, 16.04, 16.06, 16.07, PPT Slides 4–23 ASE MLR 5.G.1, 5.A.2, 5.E.1, 5.E.2) Discuss that ABS and ESC are mandated for all passenger cars and light trucks built since the 2012 model year.

A. Discuss ABS principles:

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3. ABS components 4. Analog and digital B. Discuss the operation of the ABS: 1. ABS without ESC 2. ABS with ESC 3. Safety precautions C. Discuss ABS inspection and service: 1. ABS inspection 2. Flushing and bleeding the ABS system III. Traction Control (TC) and ESC Systems (PPT Slides 24–30) Discuss that traction control (TC) systems appeared in various forms in the 1990s and have since evolved into ESC systems that monitor and manage certain vehicle functions to help the driver maintain control.

A. Discuss TC systems: B. Discuss ESC: 10. ESC components 11. What does that light on my dash mean?

IV. Power Assist Types and Components (16.05, PPT Slides 31–42) Discuss that there are two types of external power brake assist systems: vacuum assist and hydraulic assist. Vacuum assist is usually used on gasoline-powered vehicles; hydraulic assist is often used on diesel-powered vehicles. There are exceptions to this – some gas-powered vehicles use hydraulic-assist brakes; some diesel-powered vehicles a vacuum pump to operate a vacuum booster.

A. Discuss vacuum assist: 1. Components 2. Operation B. Discuss hydraulic assist: 4. Powermaster assist 5. Hydro-boost 6. Components 7. Operation C. Discuss power assist inspection: 1. Vacuum booster inspection 2. Hard brake pedal and now power assist 3. Check vacuum booster operation 4. Hydraulic boost inspection 5. Hybrid vehicles and integral ABS units [return to top]

ANSWERS TO CHAPTER 16 TEXTBOOK REVIEW QUESTIONS Textbook, page 431

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SHORT ANSWER KEY 1. vacuum, vacuum 2. integral 3. decrease 4. accumulators 5. yaw 6. C 7. C 8. D 9. C 10. D [return to top]

EXPANDED ANSWER KEY 1. A vacuum check valve is used to keep a reservoir of vacuum in the power brake booster in the event the engine stops running.

2. ABS units that combine functions of the master cylinder, ABS control, and power assist are called integral units.

3. If a wheel locks during braking, wheel speed sensor data will show a decrease in the number of rotations for the wheel.

4. An integral ABS unit may have high-pressure accumulators that store brake fluid under high pressure.

5. Vehicle movement around its center is measured by the yaw sensor.

6. Two technicians are discussing bleeding the hydraulic brake system on an ABS-equipped vehicle.

Technician A says some antilock systems require using a scan tool to bleed the system. Technician B says special bleeding procedures may be required to remove all the air from the system. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 7. All of the following are modes of ABS operation except: a. Hold mode b. Pressure increase mode c. Recycle mode d. Release mode 8. Which of the following is not a common ABS configuration? a. Four-wheel antilock b. Rear-wheel antilock c. Three-wheel antilock d. Front-wheel antilock 9. A vehicle has illuminated red BRAKE and yellow ABS lights. Technician A says a thorough inspection of the brake system should be performed. Technician B says to check for stored DTCs. Who is correct?

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a. Technician A b. Technician B c. Both A and B d. Neither A nor B 10. Which of the following tools can be used to check wheel speed sensor operation? a. Digital multimeter b. Oscilloscope c. Scan tool d. All of the above [return to top]

ANSWERS TO CHAPTER 16 WORKBOOK REVIEW QUESTIONS Workbook, pages 401–407 [return to top]

REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

computer, sensors oversteer, understeer B C D tire slip wheel speed sensors B electronic brake control module hold, open, close electrohydraulic control unit A A B rotate (spin) (answers will vary) Input from the wheel speed sensors indicates a wheel is locking or slowing too quickly, the control module can hold, release, and reapply brake pressure as needed. line, bleeder accumulators interpret, verify (answers will vary) The base brake system must be in proper working condition and the components in good condition for the ABS to work properly. scan tool (answers will vary) To reduce wheel spin and allow the tires to regain traction. (answers will vary) Apply and adjust individual wheel brake torque, limit over- and understeer, monitor yaw and sideslip, and modify engine torque.

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24.

25.

26.

27.

(answers will vary) Use a scan tool or use a tool provided with wheel alignment equipment. vacuum, hydraulic atmospheric (answers will vary) The vacuum check valve keeps vacuum in the brake booster in the event the engine stalls to allow several brake applications with power assist.

28. vacuum 29. (answers will vary) Vacuum is present in the booster on both sides of the diaphragm. When the brake pedal is depressed, atmospheric pressure enters the rear of the chamber, pushing the diaphragm forward towards the lower pressure in front of the diaphragm.

30. (answers will vary) The greater the difference in pressure and the larger the surface area of the diaphragm, the more force is generated and more assist is provided.

31. power steering, electric 32. C 33. B 34. B 35. C [return to top]

ACTIVITIES 1. (answers will vary) The reluctor or tone ring is used to generate the signal from the wheel speed sensor.

2. a. ABS control module b. rear-wheel speed sensor c. rear-wheel speed sensor d. master cylinder e. front-wheel speed sensor f. electrohydraulic unit g. front-wheel speed sensor 3. a. reservoir b. fluid cap c. accumulator d. pump motor e. pressure switch f. master cylinder g. solenoid body 4. a. check valve b. air valve c. floating control valve d. filter e. silencer f. air passage g. return spring [return to top]

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Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 17: ELECTRICAL/ELECTRONIC SYSTEM PRINCIPLES

TABLE OF CONTENTS Purpose and Perspective of the Chapter ......................................................................................... 153 Chapter Overview .......................................................................................................................... 153 Chapter Objectives......................................................................................................................... 153 ASE Education Foundation Tasks .................................................................................................... 154 Lab Worksheets ............................................................................................................................. 154 Reading Assignments ..................................................................................................................... 154 Key Terms ...................................................................................................................................... 154 What's New in This Chapter ........................................................................................................... 156 Chapter Outline ............................................................................................................................. 156 Answers to Chapter 17 Textbook Review Questions ........................................................................ 158 Short Answer Key .......................................................................................................................................................... 158 Expanded Answer Key ................................................................................................................................................. 158 Answers to Workbook Questions ................................................................................................... 159 Review Questions .......................................................................................................................................................... 160 Activities ............................................................................................................................................................................ 162

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce the reader to electrical and electronic principles. The chapter covers the theories of operation, examples of electricity being used in various systems, measurements and calculations, and electrical/electronic components. Understanding the theory and operation of electricity and electronics will help when diagnosing, inspecting, and servicing vehicles. [return to top]

CHAPTER OVERVIEW This chapter discusses that modern vehicles contain a complex system of computers, wiring, and electrical components designed to make driving safe and more enjoyable. As mechanical components continue to be replaced, in newer models, by electrical components, vehicular electrical systems become more and more complex. The chapter begins by explaining electrical theories, terminology, and examples of work electricity performs. Then it goes into detail on circuit types and measurements including Ohm’s law. Finally, it covers various components, tests, and an introduction to vehicle networks. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 17.01 Explain the differences between AC and DC current flows.

17.02 Describe how AC and DC are used in the modern automobile.

17.03 Explain circuit types and their operation.

17.04 Use Ohm’s law to explain circuit operation.

17.05 Describe circuit protection and types of protection devices.

17.06 Explain types of circuit faults and their causes.

17.07 Explain the fundamentals of electromagnetism.

17.08 Explain the purpose and operation of relays.

17.09 Describe automotive wiring, connections, and terminals [return to top]

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ASE EDUCATION FOUNDATION TASKS VI.A.1

Research vehicle service information such as fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). (MLR-AEE) P-1

VI.A.3

Retrieve and record DTCs, OBD monitor status, and freeze frame data; clear codes and data when directed. (MLR-AEE) P-1

IV.A.4

Demonstrate knowledge of electrical/electronic series, parallel, and series-parallel circuits using principles of electricity (Ohm’s Law). (MLR-AEE) P-1

IV.A.2

Identify electrical/electronic system components and configurations. (MLR-AEE) P-1

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 17-1: Research Vehicle Information. MLR-AEE: VI.A.1, P-1 ASE Education Foundation Lab Worksheet 17-2: ID Components. (MLR-AEE): VI.A.2, P-1 ASE Education Foundation Lab Worksheet 17-4: Knowledge of Ohm’s Law: Series circuits. MLR-AEE: IV.A.4, P-1 ASE Education Foundation Lab Worksheet 17-5: Knowledge of Ohm’s Law: Parallel circuits. MLR-AEE: IV.A.4, P-1 ASE Education Foundation Lab Worksheet 17-6: Knowledge of Ohm’s Law: Series-parallel circuits. MLRAEE: IV.A.4, P-1 [return to top]

READING ASSIGNMENTS Textbook pages 433–473 [return to top]

KEY TERMS alternating current (AC): The form in which electrical current is generated at power stations and transmitted along power lines to customers. An alternating current is created by causing electrons to flow in an alternating positive and negative manner. amperage: The amount of electrical current flow that is occurring through a conductor. chassis ground: The use of the vehicle’s body and frame as a ground path for the electrical system.

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circuit: In electricity, a path for electrons to flow from a source of higher electrical potential to a source of lower potential. circuit breakers: A circuit protection device that acts like a switch to open the circuit when current flow becomes excessive. circuit protection: Devices such as fuses, fuse links, and circuit breakers in an electrical circuit that stop the flow of electricity if a fault occurs in the circuit. These help to protect people from injury and prevent damage to the vehicle’s electrical system. conductor: Wires, terminals, and connectors that carry electricity in circuits. connectors: Fittings used to connect wiring to components and other wires. digital multimeter: A handheld electrical testing device that can measure AC and DC voltage, resistance, amps, and other measurements. diode: A simple semiconductor used as a one-way electrical check valve. direct current (DC): Electrical current that flows only from zero to positive and does not alternate negative and positive as AC does; the type of current created by the use of a battery. electrical noise: The unwanted fluctuation or changing of the voltage in a circuit, often caused by sources outside of the affected circuit. electricity: The flow of electrons from a source of higher electrical potential to a source of lower electrical potential through a conductor. electromagnetism: The term used to discuss the whole scope of electricity and magnetism. electronics: Electrical components that contain integrated circuits, computer chips, and similar components that operate with very small voltages and amperage, are typically not serviceable, and are replaced as a unit. These types of devices are often called solid-state components. fuse: A common circuit protection device that works by allowing a current-carrying element in the fuse to melt, and thus to open the circuit, when the current flow generates excessive heat. fuse links: A circuit protection device that features a smaller-gauge wire than is used in the rest of the circuit. If excessive current flow occurs, the smaller wire melts, opening the circuit. ground: A commonly used term that refers to the return path back to the battery or negative part of a circuit. ohm: The standard measure of electrical resistance, represented by the Greek symbol Ω (omega) on electrical test equipment.

Ohm’s law: A scientific law that states that one volt can push one amp through one ohm of resistance.

Commonly expressed as E = I • R where E is voltage, I is amperage, and R is resistance. parallel circuit: An electrical circuit that contains individual branches for each load. [return to top]

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WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:       

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Increased information on connectors and terminals Added content on networks and data buses Added types of networks and their uses

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). ASE Education Foundation accreditation tasks are also listed where applicable (e.g., “ASE MLR 6.A.2”). Introduce the chapter and review the Learning Objectives for Chapter 17. (PPT Slides 1–3).

I.

Objectives (PPT Chapters 2–3) Review the chapter’s objectives II. Principles of Electricity (17.01, 17.02, PPT Slides 4–14) Discuss that as vehicles are and will become more and more dependent on electrical components, the technician must have a good understanding of what electricity is, why it works, how it works, and what happens when things go wrong.

A. Discuss what is electricity?

5. Electricity explained 6. Examples of electricity in action B. Discuss electrical terms and measurements: 4. Voltage 5. Voltage drop 6. Amperage 7. Resistance 8. Ohm’s law 9. Watts C. Discuss alternating current (AC) and direct current (DC) voltages: 3. AC 4. DC 5. Why use AC and DC? III. Circuits, Components, and Operation (17.03, 17.04, 17.05, 17.06, 17.09, PPT Slides 15–37 ASE

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MLR 6.A.2) Discuss that a circuit is a complete path for electrical current flow. The path from beginning to end must be complete for the circuit to work correctly.

A. Discuss a circuit: B. Discuss components of a circuit: 12. Power source 13. Ground or negative 14. Electrical lead 15. Conductors 16. Circuit control 17. Circuit protection C. Discuss basic circuits: 1. Series circuits D. Discuss electrical circuits in operation: 1. Applying Ohm’s law to series circuits 2. Parallel circuits 3. Series–parallel circuits 4. Applying Ohm’s law to series-parallel circuits 5. How resistance affects circuit operation E Discuss circuit protection: 1. Why do circuits need protection?

F. Discuss types of circuit protection: 1. Fuses 2. Circuit breakers 3. Fuse links 4. Positive temperature coefficient (PTC) circuit breakers 5. Diodes G. Discuss results of improper circuit protection.

H. Discuss fuse boxes/junction boxes.

I. Discuss automotive wiring: 1. Automotive wire 2. Harnesses 3. Connectors 4. Terminals J. Discuss grounds: 1. Common grounds 2. Floating grounds 3. Electrical noise and electromagnetic interference IV. Electromagnetism and the Vehicle (17.07, 17.08, PPT 38–44) Discuss that electricity and magnetism are interconnected and inseparable. Therefore the term electromagnetism is used to discuss the whole of electricity and magnetism. In large part, electromagnetism has made the modern world what it is.

A. Discuss magnets: 3. Natural magnets

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4. Manufactured magnets 5. Electromagnets B. Discuss use of magnetism in the automobile: 8. Relays 9. Motors 10. AC generator C. Discuss basic automotive electronics: 6. Semiconductors 7. Diode 8. Transistors 9. Electronics used in the automobile 10. Testing electronic components [return to top]

ANSWERS TO CHAPTER 17 TEXTBOOK REVIEW QUESTIONS Textbook, page 473 [return to top]

SHORT ANSWER KEY 1.

2.

3.

4.

Electrons Fuse Drop Power source Ground Load Control Conductor 5. Series-parallel 6. B 7. C 8. B 9. C 10. C [return to top]

EXPANDED ANSWER KEY 1.

2.

3.

4.

The basis of electricity is the movement of electrons.

A fuse is used to open a circuit if current flow becomes excessive.

Voltage drop is the term used to describe the voltage used by each part in a circuit.

The five components of an electrical circuit are: Power source

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Ground Load Control Conductor 5. Automotive circuits are wired in series-parallel.

6. Technician A says that if resistance increases in a circuit, current flow will also increase. Technician B says that if resistance in a circuit increases, current flow will decrease. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 7. All of the following are types of circuit protection except: a. Fuse link b. Multi-circuit fuse c. Relay d. Circuit breaker 8. Which of the following statements about parallel circuits is incorrect? a. The total circuit resistance is less than that of the lowest resistor. b. The resistance total is the sum of the resistances. c. Full battery voltage is available for each load. d. The voltage drop of each load is equal to the source voltage.

9. Technician A says a wiring harness contains connectors, terminals, and wires that connect various components. Technician B says that terminals and connectors have both male and female ends.

Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 10. Two technicians are discussing electromagnetism: Technician A says that a wire carrying current generates a magnetic field. Technician B says relays use electromagnetism to open and close a switch. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B [return to top]

ANSWERS TO WORKBOOK QUESTIONS Chapter 17 Answers to Workbook Questions [return to top]

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REVIEW QUESTIONS 1.

2.

3.

4.

5.

mechanical electricity electronics (answers will vary) Electricity is the flow or movement of electrons along a conductive path. a. electron orbit b. proton c. neutron d. electron 6. balanced 7. static 8. (answers will vary) Voltage is electrical pressure or the presence of electrical potential.

9. voltage drop 10. (answers will vary) Amperage is the rate of the flow of electrons in a circuit.

11. (answers will vary) Ohms are the measurement of electrical resistance to current flow.

12. Ohm’s Law 13.

14. (answers will vary) Voltage is divisible by amps and ohms, amps and ohms can be multiplied.

Addition and subtraction are only possible with like terms.

15. Watts is the unit to define electrical power. Amperage multiplied times voltage equals watts.

16. Alternating current flows from positive, to zero, to negative, to zero, to positive.

17. D 18. A 19. (answers will vary) DC advantages include it can be stored, is usable in many different voltages, and DC motors are easily operated in either direction of rotation. AC cannot be stored but is more efficient with electrical motors.

20. path 21. circuit 22. Positive or power, conductor, control, load, ground or negative.

23. a. fuse b. switch c. conductor d. load e. conductor f. power source

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24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

53.

54.

55.

56.

potential return load conductors control fuse, fusible link, circuit breaker Power source, control, switch, fuse, conductors, load (answers will vary) One path for current flow, total resistance is the sum of all resistances, amperage is the same at all points and is based on circuit voltage and resistance, and the total voltage drop is the sum of all of the voltage drops. (answers will vary) There is more than one path for current to flow, the voltage drop of each branch is equal to source voltage, total resistance is less than the resistance of the lowest branch resistance, total amperage is the sum of the amperage through each branch, and branch amperages do not have to be equal. series-parallel C current (amperage) B motors junction D A No power to the bulb, insufficient power to the bulb, open bulb, incomplete ground. potential B harness A (answers will vary) A common ground is a point where several circuits are connected to the body. magnetic (answers will vary) Electromagnetism is used in generating electricity in the AC generator (alternator) and by an electric motor. Relays, ignition coils, fuel injectors, and other components all operate using electromagnetism.

B (answers will vary) A magnetic field is created by the coil when power and ground are supplied. The field is used to open or close contacts. The contacts control the operation of the circuit. (answers will vary) When power and ground are supplied to the motor, magnetic fields interact within the motor to cause the armature to rotate. (answers will vary) A small amount of current is used to generate a magnetic field inside the AC generator. This field cuts across stationary windings of wire, inducing AC current into the windings.

This current passes through a series of diodes, converting the AC into DC. semiconductor C (answers will vary) A diode is like an electrical one-way valve and is used to control current flow. transistors

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57. (answers will vary) ESD is electrostatic discharge, which is the release of built-up electrical charge, which can be damaging to electronic components. ESD is dissipated by using a grounding strap or by keeping your body in contact with unpainted metal so the charge can pass before building up to dangerous levels. [return to top]

ACTIVITIES 1.

a. If voltage remains constant, current flow and resistance are inversely proportional, meaning if one goes up the other must go down. b. One path for current flow, total resistance is the sum of all resistances, amperage is the same at all points and is based on circuit voltage and resistance, and the total voltage drop is the sum of all of the voltage drops. c. (answers will vary) A fault or opening in the circuit affects the entire circuit.

Circuit problems – answers will vary slightly due to rounding of numbers.

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Circuit 17-8 assumes the use of a 12-volt power source. If a voltage other than 12 volts is used, the circuit answers need to be recalculated.

2.

a. There is more than one path for current to flow, the voltage drop of each branch is equal to source voltage, total resistance is less than the resistance of the lowest branch resistance, total amperage is the sum of the amperage through each branch, and branch amperages do not have to be equal. b. (answers will vary) There is more than one path for current to flow so an open in one branch will not affect other branches. c. Current flow will increase.

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3.

a. (answers will vary) Series-parallel circuits are typically arranged with the power and control circuits in series to the loads, with are in parallel. b. (answers will vary) Series-parallel circuits allow the loads to be in parallel for but allow several loads to be powered by one fuse. c. (answers will vary) Since the loads are in parallel, a failure of one branch or parallel circuit will not affect other branches.

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4.

a. (answers will vary) AC generator, starter motor, relays, ignition coil, fuel injectors, window motors, power door lock motors, fuel pump, blower motor, fan motor b. (answers will vary) Increased magnetic field strength c. (answers will vary) Increasing the size of the wire will not affect operation unless more current is carried by the larger wire. Increasing the number of loops increases field strength as more magnetic fields are present.

5. a. maxifuse b. standard blade fuse c. fusible link d. fusible element e. circuit breaker

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f.

mini fuse

6.

[return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 18: BASIC ELECTRICAL/ELECTRONIC SYSTEM SERVICE

TABLE OF CONTENTS Purpose and Perspective of the Chapter ......................................................................................... 168 Chapter Overview .......................................................................................................................... 168 Chapter Objectives......................................................................................................................... 168 ASE Education Foundation Tasks .................................................................................................... 168 Lab Worksheets ............................................................................................................................. 169 Reading Assignments ..................................................................................................................... 169 Key Terms ...................................................................................................................................... 169 What's New in This Chapter ........................................................................................................... 170 Chapter Outline ............................................................................................................................. 171 Answers to Chapter 18 Textbook Review Questions ........................................................................ 173 Short Answer Key .......................................................................................................................................................... 173 Expanded Answer Key ................................................................................................................................................. 173 Answers to Chapter 18 Workbook Review Questions ...................................................................... 175

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Review Questions .......................................................................................................................................................... 175 Activities ............................................................................................................................................................................ 177

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce students to the tools, safety, and procedures of basic electrical service. The chapter covers tools and correct procedures for diagnosing and servicing the electrical system which should help the reader be prepared to perform this service themselves. [return to top]

CHAPTER OVERVIEW This chapter emphasizes that “being able to diagnose and repair electrical system problems is probably the most important technical skill needed by current and future technicians” as electronic systems become more and more integrated into all types of vehicle functions. The chapter begins with safety and tools and continues into the basic electrical measurements. Reading and understanding schematics is covered next. Diagnosing circuit faults is covered, then wiring system repair. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 18.01 Describe and perform voltage, amperage, and resistance tests.

18.02 Interpret and use wiring diagrams.

18.03 Describe and diagnose circuit faults.

18.04 Identify and test circuit protection devices.

18.05 Check operation of circuits with a test light.

18.06 Perform wiring repairs.

18.07 Replace electrical connectors and terminal ends.

18.08 Test relay operation. [return to top]

ASE EDUCATION FOUNDATION TASKS VI.A.3

Use wiring diagrams to trace electrical/electronic circuits. (MLR-AEE) P-1

VI.A.5

Demonstrate proper use of a digital multimeter (DMM) when measuring source voltage, voltage drop (including grounds), current flow, and resistance. (MLR-AEE) P-1

VI.A.6

Demonstrate knowledge of the causes and effects from shorts, grounds, opens, and resistance

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problems in electrical/electronic circuits. (MLR-AEE) P-1 VI.A.7

Describe types of test lights; use appropriate test light to check operation of electrical circuits per service information. (MLR-AEE) P-1

VI.A.8

Use fused jumper wires to check operation of electrical circuits per service information. (MLRAEE) P-2

VI.A.9

Use wiring diagrams to trace electrical/electronic circuits. (MLR-AEE) P-1

VI.A.11

Inspect and test fusible links, circuit breakers, and fuses; determine necessary action. (MLRAEE) P-1

VI.A.12

Repair and/or replace connectors, terminal ends, and wiring of electrical/electronic systems (including solder repair). (MLR-AEE) P-1

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 18-1: DMM Use. MLR-AEE: VI.A.5, P-1 ASE Education Foundation Lab Worksheet 18-2: Circuit Faults. MLR-AEE: VI.A.6, P-1 ASE Education Foundation Lab Worksheet 18-3: Test Light Use. MLR-AEE: VI.A.7, P-2 ASE Education Foundation Lab Worksheet 18-4: Jumper Wires. MLR-AEE: VI.A.8, P-2 ASE Education Foundation Lab Worksheet 18-5: Wiring Diagrams. MLR-AEE: VI.A.9 ASE Education Foundation Lab Worksheet 18-6: Inspect Fuses. MLR-AEE: VI.A.11, P-1 ASE Education Foundation Lab Worksheet 18-7: Connectors and Terminals. MLR-AEE: VI.A.12, P-1 ASE Education Foundation Lab Worksheet 18-8: Solder Repair. MLR-AEE: VI.A.12, P-2 [return to top]

READING ASSIGNMENTS Textbook pages 475–516 [return to top]

KEY TERMS circuit faults: A condition that can cause a circuit to not function properly or not function at all. continuity: When there is a complete circuit path, as in a continuous or unbroken path from point A to point B.

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electrical shock: The passage of an electric current through a person’s body. Electric shock can cause burns and can overcome normal nerve impulses. fretting: The very small movement of terminals against each other that wears away the outer layer of the metal. inductive current clamp: A device that measures current flow by detecting the strength of the magnetic field created by current flowing through a conductor. open circuit: An electrical circuit in which the path for current flow is broken, causing the circuit not to function. resistance test: A passive or unloaded test of a circuit. schematics: Electrical wiring diagrams that use standard symbols to identify circuits and their components. short circuits: An unwanted connection between two different electrical circuits. A shortage of power causes a circuit to operate when another, unrelated circuit is used. A short-to-ground occurs when the power supply of a circuit touches or connects to ground. thermal cycling: A pattern of heating and cooling that, over time, can cause resistance to build up in electrical connections. unwanted resistance: Excessive resistance in an electrical circuit that reduces current flow, causing the intended load in the circuit to operate improperly or not at all. voltage drop: The measurement of voltage lost through wiring, components, and connections due to electrical resistance. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:          

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Added LED and digital test light use Added using terminal test kit use Increased information on current clamp types and use Expanded information on wiring diagrams Added track wiring diagrams Added basic network testing section

[return to top]

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CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). ASE Education Foundation accreditation tasks are also listed where applicable (e.g., “ASE MLR 6.A.4”). Introduce the chapter and review the Learning Objectives for Chapter 18. (PPT Slides 1–3).

I.

Objectives (PPT 2–3) Review the chapter’s objectives.

II. Electrical Safety, Tools, and Equipment (18.01, PPT 4–28, ASE MLR 6.A.4) Discuss that safety should be the first priority when working on the electrical system. Because of the risks, electrical system service requires the use of specialized tools and equipment.

A. Discuss safety: 7. Working around batteries B. Discuss tools and equipment: 10. Electrostatic discharge (ESD) C. Discuss voltage: 6. Safety precautions for voltage measurements 7. What is a voltage measurement?

8. Setting up the meter to measure voltage 9. Measuring voltage 10. Voltage drop testing 11. Why am I testing voltage drop?

D. Discuss resistance: 1. Safety precautions for measuring resistance 2. What is a resistance measurement?

3. Measuring resistance 4. Why am I going to measure resistance?

E. Discuss amperage: 1. Safety precautions when measuring amperage 2. Direct measurement 3. Inductive measurement 4. Why am I going to measure amperage?

III. Schematics (18.02, PPT Slides 29–32 ASE MLR 6.A.3) Discuss that schematics are wiring diagrams that are similar to road maps.

A. Discuss a circuit: B. Discuss electrical component symbols: 18. Why symbols instead of showing the actual component?

C. Discuss reading a schematic: 2. Parts of the schematic 3. Using color to trace a circuit IV. Circuit Faults and Testing (18.03, 18.04, 18.05, 18.08, PPT Slides 29–32 ASE MLR 6.A.5, 6.A.7, 6.A.9, 6.A.6) Discuss that various factors like fretting, heat, cold, and vibration are common causes of a circuit

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not functioning properly or at all. Diagnosing the problem requires more than just understanding the system; a logical approach to solving and correcting problems must be used.

For example, find out if any accessories have been installed or work recently done, such as after an accident, that should be examined.

A. Discuss circuit faults: 6. Open circuits 7. How open circuits occur 8. How a short to power occurs 9. Diagnosing a short to power 10. Short to ground 11. Diagnosing a short to ground 12. Common repairs for shorts to ground B. Discuss high resistance/unwanted resistance: 11. How high resistance affects a circuit 12. Common causes of unwanted resistance 13. Diagnosing high resistance problems 14. Common repairs for high resistance 15. Splice packs and common grounds C. Discuss circuit protection: 11. Testing fuses 12. Diagnosing open fuses 13. What if the fuse opens again?

14. Fusible elements D. Discuss circuit breakers: 1. Why use circuit breakers?

2. Testing circuit breakers E. Discuss fuse links: 1. Testing fuse links 2. Replacing a fuse link V. Wiring Repair (18.06, 18.07, PPT Slides 33-44 ASE MLR 6.A.10, 6.A.11) Discuss that repairing damaged wiring is more than just reconnecting two wire ends; many factors must be taken into consideration.

A. Discuss wiring problems: 1. Damaged wiring 2. Replacing a terminal 3. Replacing a connector B. Discuss relay testing: 1. Relay construction 2. Relay coil testing 3. Load testing relays 4. Other relay tests [return to top]

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ANSWERS TO CHAPTER 18 TEXTBOOK REVIEW QUESTIONS Textbook, pages 516–517 [return to top]

SHORT ANSWER KEY 1. 10 2. voltage drop 3. unwanted/excessive resistance 4. resistance 5. 85, 86 6. D 7. A 8. C 9. D 10. D [return to top]

EXPANDED ANSWER KEY 1. Most digital multimeters can directly measure up to 10 amps.

2. A voltage drop test is a dynamic test of a circuit and/or component that can determine if excessive resistance is present.

3. A headlight that glows dimly likely has unwanted/excessive resistance in the circuit.

4. Before connecting the DMM to measure resistance, make sure the circuit is turned off and/or the component is unplugged.

5. To test a relay coil, measure the resistance across terminals 85 and 86.

6. A vehicle’s interior accessory fuse blows repeatedly. Technician A says there is a shortage of power in the circuit. Technician B says unwanted resistance in the circuit can increase the current flow, causing the fuse to blow. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 7. A vehicle has an inoperative interior fan and the fan motor connector shows signs of overheating and melting. Technician A says that a poor connection at the fan motor could cause the damage.

Technician B says a short to ground in the fan motor connector could cause the damage. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 8. What measurement is being taken in Figure 18-83?

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a. Current flow b. Resistance c. Voltage drop d. Source voltage 9. What is being measured in Figure 18-84?

a. Resistance b. Current flow c. Voltage drop d. Source voltage 10. Referring to Figure 18-85, Technician A says that to test the relay coil, place the ohmmeter leads on terminals 30 and 87 of the relay. Technician B says testing terminals 85 to 86 should show less than 2 ohms of resistance. Who is correct?

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a. Technician A b. Technician B c. Both A and B d. Neither A nor B [return to top]

ANSWERS TO CHAPTER 18 WORKBOOK REVIEW QUESTIONS Workbook, pages 443–453 [return to top]

REVIEW QUESTIONS 1.

2.

3.

4.

safety burns A (answers will vary) never lay tools or parts on the battery, never smoke or have an open near the battery, do not overcharge the battery, do not try to jump-start a frozen battery, charge batteries only in well-ventilated areas, wash off any battery acid that contacts your skin immediately 5. voltage, amperage 6. test light 7. clamp (probe) 8. (answers will vary) ESD is the accidental discharge of static electricity. Electronic components are very sensitive to voltage spikes and can easily be damaged or destroyed by an accidental static shock.

9. potential, two 10. (answers will vary) Make sure the meter is set correctly. Place the negative meter lead on a known good ground and place the positive lead at the point being tested.

11. (answers will vary) To prevent the meter from affecting circuit operation and obtaining incorrect readings.

12. A low-resistance meter will allow current to flow through the meter and affect the operation of the

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13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

circuit.

C (answers will vary) Voltage drop is the amount of voltage used by a component or connection.

C dynamic B B off (removed) C (answers will vary) Continuity means that a complete path or circuit exists between two points.

Testing continuity is done to check wiring, switches, and other components for opens. static (answers will vary) Very little current flows during a resistance test so the circuit or component is not tested under normal operating conditions. proportional C B inductive amp symbols B (answers will vary) Using colors can help separate different parts of the circuit based on their functions. (answers will vary) Separate the power, circuit protection, control, load, and ground portions of the circuit. (answers will vary) Open circuits prevent a component or system from working. Short circuits cause unwanted current flow or unwanted connections between circuits. High resistance can cause components to not function.

D C short

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36. (answers will vary) A short to ground can cause the current to bypass the load and go directly to ground. This can overheat the wiring and cause a fire.

37. accessories 38. (answers will vary) Install a short finder in place of the fuse and follow the circuit until the short is found.

39. B 40. overheat 41. lower 42. splice 43. inspecting 44. (answers will vary) Diagnosing the circuit for excessive current flow.

45. (answers will vary) When current flow exceeds the rating of the circuit breaker, the bimetallic strip heats up and bends away from the contact, opening the circuit.

46. (answers will vary) Cut away the damaged wire, strip the ends of the wire back, install a connector, solder the connector, and reseal the wire.

47. test leads 48. C 49. (answers will vary) Connect the relay to a power and ground. Connect a test light to the switch.

Energize the relay and test light. Voltage drops the contacts in the relay. [return to top]

ACTIVITIES 1. a. b. c. d. e. f.

2. a. b. c. d. e. f.

3. a. b. c.

4. a. b. c. d. e. f. g.

DMM unpowered test light amp clamp/current probe wire strippers terminal pliers fused jumper wires AC volts DC volts DC millivolts Ohms or resistance milliamps Amps voltage test resistance test amperage test ground diode non-connected wires crossing connected wires resistance connector fuse

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h. single filament bulb i. open switch j. closed switch k. motor l. dual filament bulb m. battery 5. a. power to switch b. power from switch to load c. iron core d. coil ground e. coil f. power to coil 6. 3 amp = violet, 5 amp = tan, 10 amp = red, 15 amp = blue, 20 amp = yellow, 25 amp = clear, 30 amp = green [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 19 BATTERY, STARTING, AND CHARGING SYSTEM PRINCIPLES

TABLE OF CONTENTS Purpose and Perspective of the Chapter ......................................................................................... 180 Chapter Overview .......................................................................................................................... 180 Chapter Objectives......................................................................................................................... 180 ASE Education Foundation Tasks .................................................................................................... 180 Lab Worksheets ............................................................................................................................. 181 Reading Assignments ..................................................................................................................... 181 Key Terms ...................................................................................................................................... 181 What's New in This Chapter ........................................................................................................... 182 Chapter Outline ............................................................................................................................. 183 Answers to Chapter 19 Textbook Review Questions ........................................................................ 185 Short Answer Key .......................................................................................................................................................... 185 Expanded Answer Key ................................................................................................................................................. 185 Answers to Chapter 19 Workbook Review Questions ...................................................................... 186 Review Questions .......................................................................................................................................................... 186 Activities ............................................................................................................................................................................ 188

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce the reader to battery, starting, and charging system principles. The chapter covers the theories of these various systems and components. Understanding the theory and operation of the battery, starting, and charging system will help when diagnosing, inspecting, and servicing these systems. [return to top]

CHAPTER OVERVIEW This chapter emphasizes that lead-acid batteries have been in use in automobiles since their earliest days. All-electric, battery-powered vehicles were common in the early 1900s. The chapter begins with batteries, then proceeds into various starting systems including hybrid. The chapter proceeds with charging systems and the generator and ends with hybrid vehicle charging systems. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 19.01 Identify battery ratings and battery types.

19.02 Identify battery service safety precautions.

19.03 Identify starter types and starter components, and describe starter operation.

19.04 Identify components of the starting system.

19.05 Identify high-voltage starting system components in hybrid vehicles.

19.06 Explain how AC generators operate.

19.07 Identify components of the AC generator.

19.08 Determine how generator output is regulated.

19.09 Identify components of the high-voltage charging system on hybrid vehicles. [return to top]

ASE EDUCATION FOUNDATION TASKS VI.A.1

Research vehicle service information such as fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). (MLR-AEE) P-1

VI.A.2

Identify electrical/electronic system components and configurations. (MLR-AEE) P-1

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VI.B.2

Confirm proper battery capacity for vehicle application; perform battery capacity and load test. (MLR-AEE) P-1

VI.B.7

Identify electrical/electronic modules, security systems, radios, and other accessories that require reinitialization or code entry after reconnecting vehicle battery. (MLR-AEE) P-2

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 19-1: Identify Starting and Charging Components. MLR-AEE: VI.A.2, P-1 ASE Education Foundation Lab Worksheet 19-2: ID High-Voltage Foundational and Workplace Task 1.14 [return to top]

READING ASSIGNMENTS Textbook, pages 519–556 [return to top]

KEY TERMS absorbed glass mat (AGM) battery: An absorbed glass mat battery that contains acid in an absorbent mat, eliminating acid leaks. The hydrogen given off during charging remains inside the battery; thus, AGM batteries are also called recombination batteries because the hydrogen and oxygen recombine inside the battery. AGM batteries require special charging procedures. amp-hour rating: A battery rating that describes how many amp-hours of current the battery can supply for 20 hours before voltage falls below 10.5 volts. anode: An electrode or electrical conductor into which current flows. battery cycle: The stages of battery operation: charged, discharging, discharged, and recharging. battery reserve capacity: A rating, in minutes, of how long a battery at 80°F can supply 25 amps to the electrical system before the voltage drops below 10.5 volts if the charging system fails.

BCl group: Battery Council International Group number defines the physical qualities of a battery, such as terminal location and the height, width, and depth of the battery. cathode: An electrode or conductor from which current flows out. cold cranking amps (CCA): A rating based on a battery’s ability to deliver current for 30 seconds at 0°F before the total voltage drops to 7.2 volts. cranking amps (CA): A rating is similar to cold cranking amps, except that it is measured at 32°F instead

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of 0°F. diodes: A simple semiconductor used as a one-way electrical check valve. electrolyte: A substance, such as the sulfuric acid and water mix used in a battery, that contains free ions that make the substance electrically conductive. induction: The production of an electric current by moving a conductor through a magnetic field. insulated circuit: An electrical circuit to which no additional circuits are attached. The starter motor circuit, because of its high load, is a prime example. lead-acid battery: The standard battery type used in motor vehicles that contains six cells, each composed of several lead-based plates submerged in a mixture of sulfuric acid and water. low-maintenance battery: A heavy-duty lead-acid battery that requires less frequent addition of water than a standard lead-acid battery. maintenance-free battery: A sealed lead-acid battery to which water cannot be added. They use slightly different plate materials than standard batteries and release almost no gas. permanent magnet motor: An electric motor that uses permanent magnets instead of electromagnets as the field coils. They draw less power than motors with electromagnetic field coils and can be made smaller as a result. state of charge: The percentage of battery charge. A fully charged battery has 12.6 volts and is at 100 percent SOC. starter control circuit: The circuit containing the battery, ignition switch, transmission safety switch, starter relay or solenoid, modules, and the related wiring that controls starter operation. starter motor: An electric motor powered by the DC current from the battery to spin the engine for initial startup. stator: The stationary windings of wire in an AC generator. Stator windings occur in two different configurations, the wye winding and the delta winding. voltage regulator: A device that controls the amount of current that is supplied to the field winding in an AC generator. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:    

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs

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      

Added content on lithium-ion batteries Expanded information on 48-volt systems Updated content on keyless entry and starting Expanded information on auto start/stop system and components Updated information on hybrid drive systems New section on HEV and HV motor/generators New section on EV charging

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). ASE Education Foundation accreditation tasks are also listed where applicable (e.g., “ASE MLR 6.B.7”). Introduce the chapter and review the Learning Objectives for Chapter 19. (PPT Slides 1–3).

I.

Objectives (PPT Slides 2–3) Review the chapter’s objectives.

II. Battery Principles (19.01, 19.02, PPT Slides 4–17) Discuss that all batteries, regardless of type or construction, store and release energy by chemical reactions inside the battery. The three components that make up a battery are the anode (negative electrode), cathode (positive electrode), and electrolyte.

A. Discuss automotive lead-acid batteries: 8. Battery construction 9. Basic operation 10. Factors affecting battery operation 11. Factors affecting battery life B. Discuss battery types, uses, and classifications: 11. Low-maintenance and maintenance-free batteries 12. Absorbed glass mat (AGM) batteries 13. Valve-regulated lead-acid batteries 14. Deep cycle batteries 15. Two-battery systems 16. Hybrid vehicle and electric vehicle high-voltage batteries 17. High-voltage battery safety 18. Battery ratings III. Starting System (19.03, 19.04, 19.05, PPT Slides 18–40) Discuss that all the starting system does is spin the engine fast enough to ignite the air-fuel mixture. After that, the engine can run on its own. Modern starting systems operate with the onboard computer and antitheft systems.

A. Discuss DC motors: 1. Motor components and operation

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2. Starter motor operation IV. Starting System Components and Operation Discuss that starter systems can be noncomputerized or computer controlled. Older vehicles have noncomputerized starter systems; vehicles built in the 2000s have some type of antitheft and/or push-to-start system.

A. Discuss the starter motor circuit: 1. Non-antitheft control systems 2. Antitheft start circuits 3. Ignition switches 4. Computer-controlled starter control circuits 5. Push-to-start systems V. Hybrid Vehicle Starting Systems Discuss two major types of hybrids currently available: full hybrid and assist hybrid. They use one or more engines to start the engine, propel the vehicle in electric mode, and recharge the high-voltage batteries.

A. Discuss high-voltage safety: 1. Identify high-voltage system components VI. Charging Systems (19.06, 19.07, 19.09, PPT Slides 41–52, ASE MLR 6.B.7) Discuss that the AC generator recharges the battery and generates electricity. The demand for electrical power to run all the electronic accessories in a modern vehicle is now pushing the limits of the 12-volt AC generator system, causing manufacturers to look at the 42-volt system to keep up with electrical system demands.

A. Discuss components and operation: 1. Non-antitheft control systems 2. Ignition switches VII. Generator Construction and Operation Discuss that — whether they are air-cooled (the majority) or liquid-cooled (as from manufacturers such as Mercedes-Benz and BMW)—all AC generators operate in the same way with the same basic components: Driveshaft Stator Diodes Voltage regulation A. Discuss generator operation: 19. Induction 20. Single-phase rectification 21. Three-phase generation 22. Field control 23. Voltage regulators 24. Charging system circuits VIII. Hybrid Charging Systems Discuss that hybrid vehicles use the motor/generators not only to propel the vehicle but also to recharge the high-voltage batteries via the electronics that control the motor/generator operation. The motor/generator can be used as an electric brake to slow the vehicle, which

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recaptures kinetic energy and converts it into electric energy. A 12-volt circuit that recharges the high-voltage battery is contained within the hybrid system and is typically not repairable separately.

A. Discuss high-voltage safety: Explain the dangers of high-voltage systems found on hybrid and electric vehicles. Show examples of orange high-voltage wiring and components. Discuss the importance of using high-voltage lineman's gloves and the need to have the gloves inspected and certified every six months. Explain why you should never attempt to open up or work on high-voltage systems without proper training and equipment as there is a real risk of electrocution, severe injury, or death. [return to top]

ANSWERS TO CHAPTER 19 TEXTBOOK REVIEW QUESTIONS Textbook, page 556 [return to top]

SHORT ANSWER KEY 1. induction 2. commutator 3. field, rotor 4. cold-cranking amps 5. control 6. A 7. D 8. B 9. D 10. D [return to top]

EXPANDED ANSWER KEY 1.

2.

3.

4.

5.

6.

Using a magnetic field to produce voltage into a conductor is called induction.

The brushes in a starter motor supply power to the commutator segments.

In the generator, the field coil produces magnetic fields within the rotor.

The cold cranking amps rating is based on the battery’s ability to supply power at 0°F. The battery, ignition switch, and safety switch are part of the starter control circuit.

Two technicians are discussing battery ratings. Technician A says the CA rating is based on a temperature of 32°F. Technician B says the CA rating is based on 0°C. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 7. All of the following are types of automotive batteries except:

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a. Maintenance free b. Valve-regulated lead-acid c. Absorbed glass mat d. Deep cycle 8. What part of the starter prevents damage to the drive gear as the engine starts? a. Brush assembly b. Overrunning clutch c. Plunger d. Planetary gear 9. Which of the following is a common method of regulating generator output? a. Ground-side control b. Power-side control c. Pulse-width modulation d. All of the above 10. When discussing hybrid vehicles, Technician A says the 12-volt battery is used to crank the engine just as with non-hybrid vehicles. Technician B says most hybrid vehicles use a conventional 12-volt starter motor. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B [return to top]

ANSWERS TO CHAPTER 19 WORKBOOK REVIEW QUESTIONS Workbook, pages 475–483 [return to top]

REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

anode, cathode sulfuric, water B water starter (answers will vary) Charged, discharging, discharged, charging. A fully charged battery has a negative plate of sponge lead (Pb) and a positive plate of lead dioxide (PbO2) immersed in a solution of sulfuric acid (H2SO4) and water (H2O). During discharge, the lead in the lead dioxide on the positive plate reacts with and combines with the sulfuric acid to form lead sulfate. On the negative plates, the sponge lead reacts with sulfate ions in the electrolyte to form lead sulfate. If the battery becomes fully discharged, both sets of plates are covered with lead sulfate (PbSO4), and the electrolyte is mostly water. As the battery is recharged, the lead sulfate is broken down into lead and sulfate. As the sulfate leaves the plates, it combines with the hydrogen in the electrolyte to form sulfuric acid.

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7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

water D C C A orange 0 (zero) degrees 32 degrees minutes D C (answers will vary) Battery acid is highly corrosive and can cause severe burns to your skin. Wear gloves and use a battery carrier whenever you are handling or servicing a battery. Never smoke or have an open flame near a battery since the hydrogen gas that is emitted when a battery is being charged can ignite, and cause the battery to explode. Never lay tools or other objects on the battery since this can short the battery terminals. Charge only in well-ventilated areas to allow any vented gas to disperse. Do not attempt to charge a frozen battery as it can cause the battery to explode. Do not overcharge or overheat a battery while it is charging. Remove rings, watches, and other jewelry when you are working on or near batteries. When you are disconnecting the battery, remove the negative cable first and install the negative cable last. starter motor magnetic D C plunger a. battery-positive cable b. control circuit wire c. solenoid to motor connection (answers will vary) Battery, battery positive and negative cables, starter motor, solenoid, starter relay, ignition switch, clutch or neutral safety switch, related wiring, engine control module. insulated, insulated, control (answers will vary) To prevent the vehicle from cranking and starting if the transmission is left in gear. inhibit (interrupt) starter, control smart B true AC generator generator D (answers will vary) driveshaft, coil, pole pieces, slip rings (answers will vary) to absorb torsional vibration and prolong belt life three

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39. diodes 40. C 41. (answers will vary) strength of the magnetic field, proximity of the field and the conductors, the number of conductors, the speed the fields cross the conductors 42. B 43. D 44. (answers will vary) The PCM pulses or turns the regulator on/off very quickly, varying the amount of current flowing through the field coil. [return to top]

ACTIVITIES 1. a. positive terminal or post b. cell vent c. test indicator d. vent e. negative terminal or post f. plate groups 2. a. shaft b. commutator c. windings d. collar e. overrunning clutch f. drive gear g. brush h. permanent magnet i. planetary gears 3. a. (answers will vary) clockwise/counter clockwise b. rotation reversed, opposite of a. c. the relationship of the magnetic field has changed d. (answers will vary) power windows, power seats, sunroof, some power locks e. (answers will vary) cooling fan, starter motor, wiper motor, washer motor, fuel pump motor f. (answers will vary) reverse rotation, incorrect cooling or malfunctioning components g. Paperclip/cotter pin-brush, Wire-armature, Magnets-field coils, Wire insulation-commutator h. It provides on/off connection through the wire i. less voltage, lower electromotive force, motor will spin slower with less torque j. increasing magnetic strength with increase electromotive force, increasing speed and torque k. smoother operation l. primarily brushes m. worn brushes, armature circuit, bushings or bearings 4. a. battery b. positive cable c. ignition switch d. neutral safety switch e. solenoid

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f. starter motor g. negative cable 5. a. battery b. ignition switch c. control module d. fuse e. generator f. power feed [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 20: STARTING AND CHARGING SYSTEM SERVICE

TABLE OF CONTENTS Purpose and Perspective of the Chapter ......................................................................................... 190 Chapter Overview .......................................................................................................................... 190 Chapter Objectives......................................................................................................................... 190 ASE Education Foundation Tasks .................................................................................................... 191 Lab Worksheets ............................................................................................................................. 191 Reading Assignments ..................................................................................................................... 192 Key Terms ...................................................................................................................................... 192 What's New in This Chapter ........................................................................................................... 193 Chapter Outline ............................................................................................................................. 193 Answers to Chapter 20 Textbook Review Questions ........................................................................ 196 Short Answer Key .......................................................................................................................................................... 196 Expanded Answer Key ................................................................................................................................................. 196 Answers to Chapter 20 Workbook Review Questions ...................................................................... 197 Review Questions .......................................................................................................................................................... 197 Activities ............................................................................................................................................................................ 199

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce students to the tools, safety, and procedures of starting system and charging system service. The chapter covers tools and correct procedures for diagnosing and servicing the starting and charging systems which should help the reader be prepared to perform this service themselves. [return to top]

CHAPTER OVERVIEW This chapter discusses the safe and effective service of the starting and charging systems. The chapter begins with battery inspecting, testing, and service. The chapter proceeds into starting system testing and service and then ends with charging system testing and service. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 20.01 Identify safe work practices for servicing the starting and charging system.

20.02 Perform a battery inspection.

20.03 Confirm proper battery capacity for vehicle application; perform battery capacity test; determine necessary action. Perform battery services such as charging, jump-starting, and maintaining vehicle memory circuits.

20.04 Identify electronic modules, security systems, radios, and other accessories that require reinitialization or code entry after reconnecting the vehicle battery.

20.05 Diagnose starting system concerns such as no-crank no-start conditions.

20.06 Test starter current draw and starting system voltage drops.

20.07 Remove and replace a starter motor.

20.08 Inspect the charging system.

20.09 Test generator output.

20.10 Perform charging system voltage drops.

20.11 Remove and replace a generator. (ASE MLR 6.D.3) [return to top]

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ASE EDUCATION FOUNDATION TASKS VI.A.10

Measure key-off battery drain (parasitic draw). (MLR-AEE) P-1

VI.B.1

Perform battery state-of-charge test; determine necessary action. (MLR-AEE) P-1

VI.B.3

Maintain or restore electronic memory functions as recommended by manufacturer. (MLRAEE) P-2

VI.B.4

Inspect and clean battery; fill battery cells (if applicable); check battery cables, connectors, clamps, and hold-downs. (MLR-AEE) P-1

VI.B.5

Perform battery charging according to manufacturer’s recommendations. (MLR-AEE) P-1

VI.B.6

Jump-start vehicle using jumper cables and a booster battery or an auxiliary power supply.

(MLR-AEE) P-1

VI.B.7

Identify electrical/electronic modules, security systems, radios, and other accessories that require reinitialization or code entry after reconnecting vehicle battery. (MLR-AEE) P-2

VI.C.1

Perform starter current draw test. (MLR-AEE) P-1

VI.C.2

Perform starter circuit voltage drop tests. (MLR-AEE) P-1

VI.C.3

Inspect and test starter relays and solenoids. (MLR-AEE) P-2

VI.C.4

Remove and install starter in a vehicle. (MLR-AEE) P-3

VI.C.5

Inspect and test switches, connectors, and wires of starter control circuits. (MLR-AEE) P-2

VI.C.6

Demonstrate knowledge of an automatic idle-stop/start-stop system. (MLR-AEE) P-2

VI.D.1

Perform charging system output test. (MLR-AEE) P-1

VI.D.2

Inspect, adjust, and/or replace generator (alternator) drive belts; check pulleys and tensioners for wear; check pulley and belt alignment. (MLR-AEE) P-1

VI.D.3

Remove, inspect, and/or replace generator (alternator). (MLR-AEE) P-3

VI.D.4

Perform charging circuit voltage drop tests. (MLR-AEE) P-2

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 20-1: Parasitic Draw. MLR-AEE: VI.A.8, P-1 ASE Education Foundation Lab Worksheet 20-2: Battery Inspection. MLR-AEE: VI.B.1, P-1; VI.B.4, P-1 ASE Education Foundation Lab Worksheet 20-3: Confirm Battery Capacity and Load Test. MLR-AEE: VI.B.2 P-1 ASE Education Foundation Lab Worksheet 20-4: Conductance Test. MLR-AEE: VI.B.2 P-1

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ASE Education Foundation Lab Worksheet 20-5: Maintain Memory. MLR-AEE: VI.B.3, P-1; VI.B.7, P-1 ASE Education Foundation Lab Worksheet 20-6: Charge Battery. MLR-AEE: VI.B.5, P-1 ASE Education Foundation Lab Worksheet 20-7: Jump Start. MLR-AEE: VI.B.6, P-1 ASE Education Foundation Lab Worksheet 20-8: Starter Circuit Tests. MLR-AEE: VI.C.1, P-1; VI.C.2, P-1 ASE Education Foundation Lab Worksheet 20-9: Starter Relays. MLR-AEE: VI.C.3, P-2 ASE Education Foundation Lab Worksheet 20-10: Test Relay. MLR-AEE: VI.C.3, P-2 ASE Education Foundation Lab Worksheet 20-11: Remove and Install Starter. MLR-AEE: VI.C.4, P-1 ASE Education Foundation Lab Worksheet 20-12: Inspect Starter Circuit. MLR-AEE: VI.C.5, P-2 ASE Education Foundation Lab Worksheet 20-13: Idle-Stop. MLR-AEE: VI.C.6, P-2 ASE Education Foundation Lab Worksheet 20-14: Test Charging System Output. MLR-AEE: VI.D.1, P-1 ASE Education Foundation Lab Worksheet 20-15: Generator Belt. MLR-AEE: VI.D.2, P-1 ASE Education Foundation Lab Worksheet 20-16: Remove and Install Generator. MLR-AEE: VI.D.3, P-3 ASE Education Foundation Lab Worksheet 20-17: Charging System Voltage Drop Tests. MLR-AEE: VI.D.4, P-2 [return to top]

READING ASSIGNMENTS Textbook, pages 557-604 [return to top]

KEY TERMS battery corrosion: A buildup of material on battery terminals, either from hydrogen and oxygen condensing back onto the battery or from galvanic reactions between dissimilar metals at the terminals.

Corrosion creates electrical resistance at the terminals. battery hold down: A device that prevents the battery from moving in its mounting when the vehicle is in motion. battery load test: A test that measures the battery’s ability to produce current by loading it at one-half of its CCA rating for 15 seconds, during which time the battery voltage should not drop below 9.6 volts.

Special equipment is required. Also called a high-capacity discharge test. battery registration: The requirement of programing specific replacement battery information into a vehicle’s onboard computer system for proper charging and electrical system operation.

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conductance tester: A small, handheld tester that supplies a small AC current through the battery. As the AC flows through the cells, it is changed slightly by the battery. The tester interprets this change and translates it into a reading of the battery’s condition. fast charging: Charging a battery at a high amperage rate for a short amount of time; not the best method of charging because it risks overheating the battery.

No-crank concern: A situation in which the starter system does not turn the engine over upon attempted startup. overcharging: A condition in which the field control circuit in the battery charging system does not limit the amount of current that is supplied to the field, creating a potential for damage to the battery and electronics. parasitic load: A system or component that continues to draw power from the battery even after the vehicle is shut down. All modern vehicles have some key-off drains, which are monitored by control modules, but a malfunction can result in excessive drain. slow charging: Charging a battery at a relatively low rate, commonly 1 to 2 amps, to minimize heat generation and to allow the plates to more thoroughly charge throughout the plate volume. starter cranking current: The amperage used by the starter circuit during engine startup. For most gasoline engines, cranking amps will be between 125 and 250 amps. undercharge condition: A condition in which the charging system produces voltage and amperage but at an insufficient rate to keep the battery charged. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:       

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Expanded information on auto start/stop system and components Added content on generator testing Added a new section on hybrid and EV charging

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). ASE Education

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Foundation accreditation tasks are also listed where applicable (e.g., “ASE MLR 6.B.1”). Introduce the chapter and review the Learning Objectives for Chapter 20 (PPT Slides 1-5).

I.

Objectives (PPT Slides 2–5) Review the chapter’s objectives.

II. Tools and Safety (20.01, PPT Slides 6–18) Discuss the importance of understanding the purpose and operation of a variety of tools and safety equipment to work safely with batteries and with spinning pulleys and belts.

A. Discuss starting and charging system tools.

B. Discuss safety precautions for servicing the starting and charging systems: 1. Identify high-voltage circuits and safety precautions III. Battery Inspection (20.02, PPT Slides 19–26, ASE MLR 6.B.1 & 6.B.4) Discuss that the battery must be inspected regularly even, or especially, when it is placed in a position that is not easily accessed.

A. Discuss visual inspection: 1. Battery safety 2. Corrosion 3. Battery case 4. Terminals and posts 5. Battery cables 6. Battery hold downs and covers 7. Built-in hydrometer B. Discuss replacing a battery: 19. Choosing the correct battery 20. Identify and maintain memory systems 21. Replacing a battery C. Discuss in-depth inspection: 1. Battery voltage leak test 2. Electrolyte level 3. Battery state of charge IV. Battery Service and Testing (20.03, 20.04, PPT Slides 27-48, ASE MLR 6.B.1, 6.B.2, 6.B.3, 6.B.5, & 6.B.6) Discuss that the way batteries have traditionally been serviced has changed because of new technologies and features.

A. Discuss battery charging: 3. Determine battery condition 4. Types of charging 5. Charger safety 6. Battery slow charging 7. Fast battery charging B. Discuss battery tests: 1. Battery state of charge 2. Conductance test 3. Sulfation test 4. Battery level test

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5. Parasitic load testing C. Discuss battery service: 1. Battery service 2. Replacing battery cables 3. Jump-starting with a booster pack 4. Jump-starting with jumper cables 5. Diagnosing battery failure 6. Identify hybrid vehicle 12-volt battery service procedures 7. Disabling the high-voltage system V. Starting System Testing and Service (20.05, 20.06, 20.07 PPT Slides 49-57, ASE MLR 6.C.1 6.C.4) Discuss that starter systems now have complex starting circuits that include anti-theft systems and remote start capability. Proper diagnosis is important because several control modules are used in the control of starter operation.

A. Discuss starter circuits: 6. Non-computer control no-crank testing 7. Computer no-crank testing 8. Control circuit component testing 9. Computer control circuit component testing B. Discuss starter motor circuit testing: 1. Safety precautions 2. Starter cranking current and voltage tests 3. Why am I testing cranking current?

4. Starter motor voltage drop testing 5. Why am I testing cranking voltage drop?

C. Discuss starter removal and installation: 1. Safety precautions 2. Common starter removal 3. Inspect flywheel/ring gear 4. Starter bench testing 5. Why am I bench testing the starter?

6. Inspect starter drive gear 7. Starter installation VI. Charging System Testing and Service (20.08, 20.09, 20.10, 20.11, PPT Slides 58-73, ASE MLR 6.D.3 6.D.4) Discuss that, as with many systems, charging system diagnosis now often involves using a scan tool and data parameters related to the charging circuit, as most generators are now controlled by the engine control module (PCM).

A. Discuss generator testing: 2. Visual inspection 3. Generator drive belt 4. Battery inspection 5. Charging system output voltage 6. Charging system output amperage 7. Generator voltage drop testing

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8. Why am I testing generator voltage drop?

9. AC voltage leak testing 10. Generator control circuit testing B. Discuss diagnosing undercharge, no-charge, and overcharge conditions: 1. Undercharge condition 2. No-charge condition 3. Overcharge condition C. Discuss generator removal and installation: 1. Safety precautions 2. Common removal procedures 3. Generator installation [return to top]

ANSWERS TO CHAPTER 20 TEXTBOOK REVIEW QUESTIONS Textbook, page 605 [return to top]

SHORT ANSWER KEY 1. hold down 2. parasitic or key-off 3. drive belt 4. 125, 250 5. disconnect, negative 6. C 7. D 8. C 9. B 10. B [return to top]

EXPANDED ANSWER KEY 1.

2.

3.

4.

5.

6.

A battery hold-down is used to keep the -battery and place.

Excessive parasitic or key-off draw can drain the battery when the vehicle sits.

A severely worn or loose drive belt can cause low charging system output.

Starter current draw on a gas engine is typically between 125 and 250 amps.

Before removing either the starter or generator, first disconnect the battery negative cable.

A vehicle has a slow cranking complaint. Technician A says corrosion at the battery cables could be the cause. Technician B says starter current draw and voltage drop tests should be performed. Who is correct? a. Technician A b. Technician B

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c. Both A and B d. Neither A nor B 7. Which is the preferred method of recharging a -frozen battery? a. Fast charging b. Slow charging c. Clean charging d. None of the above is acceptable 8. All of the following are components of the starter control circuit except: a. Ignition switch b. Park-neutral switch c. Hold-in winding d. Antitheft module 9. A starter turns very slowly and has excessive cranking current draw. When removed from the vehicle and bench tested, the starter spins normally, and current draw is within specifications.

Technician A says a weak battery may be the cause. Technician B says an internal engine problem may be the cause. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 10. A vehicle has had the generator replaced three times in two months. Technician A says a poor generator ground connection may be the cause. Technician B says a faulty battery may be the cause.

Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B [return to top]

ANSWERS TO CHAPTER 20 WORKBOOK REVIEW QUESTIONS Workbook, pages 495–505 [return to top]

REVIEW QUESTIONS 1.

2.

3.

(answers will vary) Digital multimeter, test light, starting/charging system tester (VAT) conductance tester, current clamp, lab scope, remote starter switch (answers will vary) Memory saver, post remover (puller) battery pliers, battery terminal brush (answers will vary) wear gloves when handling a battery, never lay tools or parts on the battery, never smoke or have an open near the battery, do not overcharge the battery, do not try to jumpstart a frozen battery, charge batteries only in well-ventilated areas, wash off any battery acid that contacts your skin immediately, remove rings and watches when working on or near a battery, remove the negative cable first

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4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

fifteen (15), two (2) orange B baking soda (answers will vary) cracks, leaks, corrosion, cap damage, improperly installed caps, overtightening of the terminals D intermittent damaged (answers will vary) corrosion, tightness, damage, voltage drop hold down (answers will vary) To prevent the loss of learned adaptive memories in various modules and possibly activating the anti-theft system or disabling the restraint system. hydrometer (answers will vary) Battery leakage results from corrosion build-up across the top of the battery.

Testing can be done by placing a DMM negative lead on the battery negative terminal and then placing the DMM positive lead on top of the battery and measuring the voltage.

B A B (answers will vary) Make sure the charger is off, connect the positive charging clamp to the battery positive terminal, connect the negative charging clamp to the battery negative terminal inspect the plug and cord, plug in the charger, refer to the charge-rate decal, and set the charger based on battery voltage and temperature.

B (answers will vary) Connect the load tester to the battery. Ensure that the test cables have a good connection to the battery. Place the arrow on the current clamp on one of the testers battery cables with the arrow pointing in the direction of current flow, away from the battery on the negative and toward the battery on the positive. It is important that you place the inductive clamp over one of the tester’s cables. The clamp has to measure the current flowing from the battery, through the tester, and back to the battery. To begin the test, turn the load knob (if equipped) and hold the load at the specified amperage for 15 seconds. If the tester you are using has a LOAD or TEST button, just press it to begin. The battery voltage should not drop below 9.6 volts during the test. If the voltage does drop below 9.6 volts, charge the battery and retest. If it fails a second time, the battery should be replaced. If the battery passes the first load test, allow the battery to rest for two minutes. Check the open circuit voltage; it should be close to 12.6 volts. If the voltage is close to 12.6 volts, charge and retest the battery. (answers will vary) Load amps for a four-cylinder engine equals twice the cubic inch displacement of the engine. Load amps for a six-cylinder engine equal one and a half times the cubic inch displacement of the engine. Load amps for an eight-cylinder engine equal the cubic inch displacement of the engine. fifteen (15) parasitic

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29. D 30. C 31. Positive cable to dead battery positive, positive cable to good battery positive, negative cable to good battery negative, negative cable to engine ground on dead battery vehicle.

32. (answers will vary) May include disconnecting the 12-volt battery, remove the high-voltage service plug, place the plug somewhere safe away from the vehicle.

33. (answers will vary) Place the negative DMM lead at the starter solenoid control circuit connection and the positive DMM lead on the battery positive connection. Crank the engine and note the voltage reading on the DMM. 34. B 35. C 36. A 37. battery, current 38. C 39. C 40. battery, starter 41. battery 42. cable, wire 43. shim 44. (answers will vary) This eliminates the engine, battery, battery cables, and other components from altering the results of the starter motor current draw test.

45. charging 46. (answers will vary) cracking, tension, chunk-out, pilling, side wear, groove wear 47. D 48. sulfated 49. A 50. D 51. (answers will vary) Set the DMM to read AC volts. Connect the DMM leads to the battery terminals and measure the voltage.

52. (answers will vary) loose drive belt, excessive voltage drop on charging circuit wire, faulty voltage regulator, faulty stator winding, faulty diodes, battery condition, battery connections, 53. B 54. scan tool 55. overcharge 56. battery [return to top]

ACTIVITIES 1. (answers will vary) starter connections — a faulty control circuit connection could cause this problem.

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2.

3. a. cranking voltage at motor b. ground circuit voltage drop c. solenoid voltage drop d. starter motor current draw [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 21: LIGHTING AND ELECTRICAL ACCESSORIES

TABLE OF CONTENTS Purpose and Perspective of the Chapter ......................................................................................... 202 Chapter Overview .......................................................................................................................... 202 Chapter Objectives......................................................................................................................... 202 ASE Education Foundation Tasks .................................................................................................... 202 Lab Worksheets ............................................................................................................................. 203 Reading Assignments ..................................................................................................................... 203 Key Terms ...................................................................................................................................... 203 What's New in This Chapter ........................................................................................................... 204 Chapter Outline ............................................................................................................................. 204 Answers to Chapter 21 Textbook Review Questions ........................................................................ 206 Short Answer Key .......................................................................................................................................................... 206 Expanded Answer Key ................................................................................................................................................. 207 Answers to Chapter 21 Workbook Review Questions ...................................................................... 208 Review Questions .......................................................................................................................................................... 208

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce the reader to the lighting system, electrical accessories principles, and basic service. The chapter covers the various lighting systems in modern vehicles, describes the operation, and addresses some basic services commonly performed. Various other electrical systems are covered including driver information systems, power windows and locks, and keyless entry. Understanding the theory and operation of these systems will help when diagnosing, inspecting, and servicing these systems. [return to top]

CHAPTER OVERVIEW This chapter discusses automotive lighting systems and electrical accessories. The chapter begins by explaining the various lighting systems commonly seen on modern vehicles, including how they work and how to perform basic service. Next, driver information systems are covered which primarily focus on the instrument panel indicators and the various systems. The chapter progresses into power windows, power locks, and keyless entry. Additional minor systems are covered as well. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 21.01 Inspect and service interior and exterior lighting components.

21.02 Aim headlights.

21.03 Identify system voltage and safety precautions associated with high-intensity discharge headlights.

21.04 Remove and reinstall a door panel.

21.05 Describe the operation of keyless entry/remote-start systems.

21.06 Diagnose concerns with power window and door lock systems. [return to top]o

ASE EDUCATION FOUNDATION TASKS 1.14

Identify vehicle systems which pose a safety hazard during service due to high voltage such as: hybrid/electric drivetrain, lighting systems, ignition systems, A/C systems, injection systems, etc. (Foundational & Workplace)

VI.E.1

Inspect interior and exterior lamps and sockets including headlights and auxiliary lights (fog

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lights/driving lights); replace as needed. (MLR-AEE) P-1 VI.E.2

Aim headlights. (MLR-AEE) P-2

VI.G.2

Remove and reinstall door panel. (MLR-AEE) P-2

VI.G.3

Describe the operation of keyless entry/remote-start systems. (MLR-AEE) P-3

VI.F.1

Verify operation of instrument panel gauges and warning/indicator lights; reset maintenance indicators. (MLR-AEE) P-1

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 21-1: Bulb ID. MLR-AEE: VI.E.1, P-1 ASE Education Foundation Lab Worksheet 21-2: Inspect Bulbs with Scan Tool. MLR-AEE: VI.E.1, P-1 ASE Education Foundation Lab Worksheet 21-3: Inspect Bulbs. MLR-AEE: VI.E.1, P-1 ASE Education Foundation Lab Worksheet 21-4: Aim Headlights. MLR-AEE: VI.E.2, P-2 ASE Education Foundation Lab Worksheet 21-5: HID Safety. Foundational & Workplace: 1.14; P-2 ASE Education Foundation Lab Worksheet 21-6: Remove and Install Door Panel. MLR-AEE: VI.G.2, P-2 ASE Education Foundation Lab Worksheet 21-7: Describe RKE. MLR-AEE: VI.G.3, P-3 ASE Education Foundation Lab Worksheet 21-8: Verify IP Operation. MLR-AEE: VI.F.1, P-1 ASE Education Foundation Lab Worksheet 21-9: ID Vehicle Comfort, Access, and Safety Systems. MLRAEE: VI.G.1, P-3 [return to top]

READING ASSIGNMENTS Textbook, pages 607–639 [return to top]

KEY TERMS CHMSL: (center high-mounted stop lamp). All vehicles sold in the United States since the 1985 model year have been equipped with a CHMSL. dimmer switch: The switch input that controls the operation between high- and low-beam headlights. halogen insert headlamp: A headlamp assembly that features a replaceable halogen bulb.

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high-intensity discharge (HID) lamp: A headlamp that provides light by using a high-voltage AC arc of current across two electrodes, which excites gas in the lamp and causes it to glow. incandescent bulb: A bulb that produces light by passing an electric current through a filament, which heats and glows. indicator lights: A light on the instrument panel that indicates when a circuit is on. instrument panel: That part of the vehicle’s dash that contains the gauges, warning lights, and message centers to provide information to the driver about the operating condition of the vehicle. maintenance reminders: An instrument panel signal that alerts the driver to maintenance items that need attention.

RKE: Remote keyless entry; the use of a remote to activate the power door locks to lock, unlock, and on some vehicles, open rear hatches or the trunk. warning lights: A light on the instrument panel that alerts the driver to a condition or a fault. window regulator: In a power window system, a small DC motor and track are mounted inside the door to move the window glass. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:          

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Increased information on digital dash clusters Expanded information on ADAS systems Added section on premature headlamp failure Added information on several types of malfunction indicator lamps Increased information on power window diagnostics New section on adding and diagnosing connected devices in the vehicle

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). ASE Education

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Foundation accreditation tasks are also listed where applicable (e.g. “ASE MLR 6.E.1”). Introduce the chapter and review the Learning Objectives for Chapter 21 (PPT Slides 1–3).

I.

Objectives (PPT 2–3) Review the chapter’s objectives.

II. Lighting Systems (21.01, 21.02, 21.03, PPT Slides 4–33, ASE MLR 6.E.1, 6.E.2, 6.E.3) Discuss that automotive lighting serves both functional and decorative purposes. Exterior lights must meet government color and brightness regulations. Interior lighting illuminates driver controls and contributes to interior style and decoration.

A. Discuss interior lighting: 1. Convenience and courtesy lighting 2. Components and operation 3. Instrument panel illumination.

B. Discuss interior lighting service: 2. Bulb testing 3. Courtesy/interior lighting diagnosis 4. Courtesy/interior light replacement 5. Bulb trade numbers 6. Instrument panel lighting diagnosis C. Discuss exterior lighting: 1. Headlamps 2. Daytime running lamps 3. Parking lamps 4. Turn signals and hazard warning lamps 5. Stop lamps 6. Reverse lamp circuit 7. Fog lamps D. Discuss lighting system service and repair: 1. Headlamp diagnosis E. Discuss headlamp replacement: 1. Sealed beam headlamps 2. Halogen inserts 3. HID bulb replacement 4. Headlamp aiming F. Discuss exterior lamp service: 1. Why do the type and wattage of the bulb matter?

2. Exterior lamp replacement 3. Exterior lamp diagnosis III. Driver Information Systems (21.04, 21.05, 21.06, PPT Slides 34–53, ASE MLR 6.F.2, 6.F.3) Discuss that driver information such as speedometer, fuel gauge, engine temperature gauge, and system warning lights are usually part of the instrument panel display. Manufacturers are also providing other types of information, sometimes as part of the instrument panel, sometimes as navigation display systems. These may have analog gauges, digital displays, or a combination of both. Older vehicles have basic analog displays the driver cannot change; newer vehicles often have electronic displays that can be changed to show different types of

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information.

A. Discuss system indicator/warning lights: 8. Service engine light 9. Charging system light 10. Brake/ABS warning lights 11. Oil pressure light 12. Electric power steering 13. Airbag/SRS/SIR 14. Tire pressure 15. Seat belt 16. Passenger or side airbag off 17. Traction or trac 18. Electronic throttle control B. Discuss maintenance reminders: 22. Maintenance reminder reset C. Discuss common accessories: 4. Remote keyless entry (RKI) and remote start 5. Power locks D. Discuss power window and door lock service: 1. Non-computerized power windows 2. Computerized power windows 3. Power window diagnosis and repair 4. Power door locks 5. Power door locks diagnosis and repair [return to top]

ANSWERS TO CHAPTER 21 TEXTBOOK REVIEW QUESTIONS Textbook, page 639 [return to top]

SHORT ANSWER KEY 1. filament 2. diode 3. power or watts or wattage 4. push, start 5. master 6. B 7. B 8. A 9. C 10. B [return to top]

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EXPANDED ANSWER KEY 1. Bulbs that have a wire filament that glows when current flows through it are called incandescent bulbs.

2. LED lights can be checked with DMM using the diode test function.

3. The power consumed by a bulb is based on the voltage and amperage that flow through the bulb.

4. A Smart key is used on vehicles with push-to-start systems to allow entry into the vehicle and to disarm the antitheft system.

5. The left front door has the master window switch that controls all of the power windows.

6. All of the following are types of headlights except: a. Halogen insert b. TFT c. HID d. LED 7. A vehicle with power windows and door locks is experiencing intermittent window and lock operation. Technician A says a blown fuse may be the problem. Technician B says the wiring in the door jamb may be the cause. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 8. Technician A says setting a package on the passenger seat may cause an illuminated yellow “side airbag off” light. Technician B says an illuminated yellow “side airbag off” light indicates a fault in the airbag system. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 9. On a late-model car, the brake lights do not illuminate when the brake pedal is pressed. Technician A says a defective stop light switch may be the cause. Technician B says a scan tool may be used to check the brake light circuit. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 10. Technician A says all bulbs with the same type of base are interchangeable. Technician B says installing a replacement turn signal bulb with the incorrect wattage can affect the turn signal blink rate. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B [return to top]

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ANSWERS TO CHAPTER 21 WORKBOOK REVIEW QUESTIONS Workbook, pages 541–549 [return to top]

REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

C complete, module dim, module headlight verifying A closed (answers will vary) A resistance test only tests the switch without it being in operation. A voltage drop test checks the condition of the switch while operating. A faulty switch may pass a resistance or continuity test but fail a voltage drop test. continuity ground (answers will vary) to prevent damage to plastic components (answers will vary) Bulb trade numbers describe the physical construction and wattage of the bulb.

C B sealed beam high-voltage dimmer Daytime running lights (lamps) headlamp switch turn signals (answers will vary) The current flow through the flasher causes the strip to bend and open the circuit, turning off the turn signals. When the strip cools, it bends back and closes the circuit. (answers will vary) Bulbs of different wattages can cause the flasher blink rate to be incorrect. transmission, cruise control, ABS, traction/stability control Center high-mounted stop light (lamp) C A resistive (poor, dirty) The oil and dirt from your skin can cause uneven heating over the glass bulb and cause the glass to crack. (answers will vary) Built-in bubble levels, headlight aiming screens, headlight aiming tools (answers will vary) Remove the lens assembly, remove the bulb, determine the correct replacement bulb, reinstall the bulb, check light operation, and reinstall the lens assembly.

B B

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33. A 34. instrument 35. A yellow dash light is a warning light that a problem is present that needs attention soon. A red warning light indicates a fault that needs immediate attention.

36. bulb check 37. The service engine soon or malfunction indicator light, the ABS warning light, the BRAKE warning light, the low oil pressure light, the restraint system warning light, the battery/charging system warning light, the tire pressure monitor warning light, the electric power steering warning light, the electronic throttle control warning light.

38. Pressing and holding the trip odometer reset, pumping the gas pedal, a reset button, using a scan tool.

39. A 40. keyless entry 41. B 42. C 43. B [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 22: ENGINE PERFORMANCE PRINCIPLES

TABLE OF CONTENTS Purpose and Perspective of the Chapter ......................................................................................... 211 Chapter Overview .......................................................................................................................... 211 Chapter Objectives......................................................................................................................... 211 ASE Education Foundation Tasks .................................................................................................... 211 Lab Worksheets ............................................................................................................................. 212 Reading Assignments ..................................................................................................................... 212 Key Terms ...................................................................................................................................... 212 What's New in This Chapter ........................................................................................................... 213 Chapter Outline ............................................................................................................................. 214 Answers to Chapter 22 Textbook Review Questions ........................................................................ 215 Short Answer Key .......................................................................................................................................................... 215 Expanded Answer Key ................................................................................................................................................. 215 Answers to Chapter 22 Workbook Review Questions ...................................................................... 216 Review Questions .......................................................................................................................................................... 216

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PURPOSE AND PERSPECTIVE OF THE CHAPTER This chapter aims to introduce the reader to engine performance principles. The chapter covers some of the basic principles of engine operation including the four-stroke cycle for gasoline, diesel, and Atkinson cycle. The upper end lower end, lubrication, and cooling systems of the engine are covered as well.

Understanding the theory and operation of these systems will help when diagnosing these systems as well as related engine performance concerns. [return to top]

CHAPTER OVERVIEW This chapter discusses the principles of traditional gasoline-powered and diesel engines as well as hybrid-electric vehicle engines. The chapter begins by covering engine designs which include principles of engine operation, four-stroke cycle on gasoline and diesel engines, and Atkinson cycle engines. It proceeds into the cylinder head and valvetrain, then into engine block components and configurations.

The chapter ends by covering engine lubrication and cooling system components and configurations. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 22.01 Explain the principles of engine operation.

22.02 Identify components of the engine and its various subsystems.

22.03 Describe four-cycle gasoline engine operation.

22.04 Describe four-cycle diesel engine operation.

22.05 Describe Atkinson cycle engine operation. [return to top]

ASE EDUCATION FOUNDATION TASKS I.A.1 Research vehicle service information such as fluid type, internal combustion engine operation, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). (MLR-AEE) P-1 VIII.A.3 Demonstrate understanding of proper engine cooling system operation (MLR-AEE) P-1 [return to top]

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LAB WORKSHEETS ASE Education Foundation Lab Worksheet 22-1: Research Vehicle Information 1 MLR-AEE: I.A.1, P-1 and VIII.A.1, P-1 ASE Education Foundation Lab Worksheet 22-2: Research Vehicle Information 2 MLR-AEE: VIII.A.3 P-1 [return to top]

READING ASSIGNMENTS Textbook, pages 641–670 [return to top]

KEY TERMS additives: Substances added to gasoline to make it more effective as a fuel in modern engines. Additives are also used in lubricants such as engine oil, transmission fluid, and others to create the specific qualities needed for each fluid.

Atkinson cycle: A modified four-cycle gasoline engine. Compared to the conventional model, the intake stroke in the Atkinson cycle is allowed to continue longer, until the piston is moving back up to compress the air–fuel mixture. This forces some of the air–fuel charge from the cylinder and back into the intake.

The reduced charge generates less power but also uses less fuel and produces fewer emissions. atmospheric pressure: The weight of the air that surrounds the earth. This weight exerts 14.7 pounds of pressure per square inch of surface area at sea level. biodiesel: Diesel fuel that is made from renewable resources, such as vegetable oils, animal fats used in cooking oils, and even algae. Pure biodiesel does not contain any petroleum products. camshaft: A crankshaft-driven shaft containing oblong-shaped lobes that push on valve lifters to open cylinder head valves. compression ratio: The ratio of the volume of a cylinder when the piston is at BDC compared to when the piston is at TDC. cooling system: The system that removes excess heat from an engine and provides heat for the passenger compartment. Components include the coolant, radiator, radiator cap, radiator fan, water jackets, thermostat, hoses, and heater core. crankshaft: The shaft to which the pistons’ connecting rods are attached and through which power is transmitted from the engine to the transmission and ultimately to the drive wheels. exhaust system: The structure that removes spent exhaust gases from the engine, quiets the noise of combustion, routes harmful exhaust gases away from the passenger compartment, and converts harmful components of the exhaust gases into less harmful gases.

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horsepower: A rating of the amount of work performed by an engine. Originally based on the amount of weight a horse could move in one minute. One HP is equal to about 746 watts. hydrocarbons: Compounds made of hydrogen atoms that have bonded with carbon atoms. Gasoline is composed of hydrocarbons. ignition system: That part of a gasoline-powered engine that provides the heat to ignite the air–fuel mixture in the combustion chamber by sending a high-voltage spark through a spark plug gap. intake stroke: The stage of engine operation during which the intake valve opens and air and fuel begin to enter the cylinder. lubrication system: The system that supplies oil to the moving parts within an engine. overhead camshaft: An engine design where the camshaft(s) are located in the cylinder heads. overhead valve engine: A valve train configuration in which the camshaft is mounted in the engine block and the valves are operated by valve lifters, pushrods, and rocker arms. piston: An engine part that forms the lower section of the combustion chamber. Pressure is exerted on the top of the piston, forcing it down in the cylinder. This movement is transmitted through the connecting rod to the crankshaft. The term piston also refers to pistons used in hydraulic components, such as master cylinders, wheel cylinders, and calipers. The pistons in hydraulic components are used to apply pressure or force. rotary engine: An engine that features a spinning three-sided rotor instead of reciprocating pistons.

There is one combustion cycle for every revolution of the rotor, so there is one power stroke per revolution. throttle body: The valve controlling the airflow into the engine. torque: A measurement of twisting force. vacuum: In an engine, air pressure that is lower than atmospheric pressure. volumetric efficiency: The ratio of air drawn into a cylinder compared to the maximum air that could enter the cylinder. Most gas engines are about 80 to 90 percent volumetrically efficient. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:      

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Added new section on alternative fuels Added new section on valve timing systems

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 

Increased content on coolant pumps Added content on HEV and EV heating and cooling systems

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). Introduce the chapter and review the Learning Objectives for Chapter 22. (PPT Slides 1–2).

I.

Objectives (PPT Slide 2) Review the chapter’s objectives.

II. Principles of Operation Discuss that it is important to understand the fundamental principles of engine operation before trying to understand all of the engine’s components and their operation.

A. Discuss air and fuel: (PPT Slides 3–8) 4. Air pressure B. Discuss fuels: (PPT Slide 9) 7. Gasoline 8. Diesel C. Discuss basic engine operation: (22.01, 22.03, 22.04, 22.05, PPT Slides 10–15) 8. Gasoline engines 9. Diesel engines 10. Atkinson and Miller cycle engines 11. Rotary engines D. Discuss engine design and construction: (22.02, PPT Slides 16–30) 2. Modern engine design 3. Engine construction 4. Engine lower end 5. Engine top end 6. Overhead valve engines 7. Overhead cam engines 8. Intake system E. Discuss engine support systems: (PPT Slides 31–40) 5. Lubrication system 6. Cooling system 7. Ignition system 8. Fuel system 9. Exhaust system F. Discuss basic engine operation: (PPT Slide 41–47) 4. Intake stroke 5. Diesel intake stroke 6. Compression stroke

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7. Diesel compression stroke 8. Combustion, power stroke, and expansion 9. Atkinson engines and expansion cycles 10. Diesel combustion 11. Exhaust stroke 12. Diesel exhaust stroke 13. Four-cycle operation 14. Horsepower and torque 15. Efficiency 16. Volumetric efficiency G. Discuss hybrid-electric vehicle engines: 1. Hybrid powertrains [return to top]

ANSWERS TO CHAPTER 22 TEXTBOOK REVIEW QUESTIONS Textbook, page 670

SHORT ANSWER KEY 1. vacuum 2. intake 3. downward, rotary 4. expansion 5. turbine wheel 6. D 7. A 8. C 9. B 10. B [return to top]

EXPANDED ANSWER KEY 1.

2.

3.

4.

5.

Pressure that is less than atmospheric pressure is called vacuum.

During the intake stroke, one valve is closed and the piston is moving downward in the cylinder.

The downward motion of the pistons is converted into the rotary motion of the crankshaft.

Engines that use the Atkinson cycle have modified intake and expansion strokes.

A turbine wheel is driven by the exhaust and is used to increase the amount of air delivered to the engine.

6. Which of the following is the correct order of the four strokes? a. Exhaust, intake, ignition, compression b. Compression, exhaust, intake, power c. Intake, power, compression, exhaust d. Power, exhaust, intake, compression

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7. Engine design is being discussed. Technician A says the camshaft can be located either in the block or cylinder head(s). Technician B says all modern engines are either OHC or DOHC designs. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 8. Horsepower is a rating of the engine’s ability to: a. Draw in and compress air b. Produce torque c. Perform work d. None of the above 9. An Atkinson cycle engine _______________ the intake stroke. a. Shortens b. Lengthens c. Eliminates d. Inverts 10. Technician A says pressure greater than atmospheric pressure is measured as psia. Technician B says pressure that is less than atmospheric pressure is called vacuum. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B [return to top]

ANSWERS TO CHAPTER 22 WORKBOOK REVIEW QUESTIONS Workbook, pages 571–580 [return to top]

REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Otto, diesel combustion compresses air atmospheric decreases D vacuum zero (answers will vary) Air needs to be able to fill the combustion chambers. Low air pressure in the cylinders pulls air into the engine.

11. hydrocarbons 12. additives

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13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

microbes compressed compression combustion rotary Intake, compression, power (combustion), exhaust four, liquid, spark C intake B C a. block b. piston c. connecting rod d. rod-bearing journal e. crankshaft f. main bearing journal (answers will vary) Block, pistons, connecting rods, rod and main bearings, oil pan, oil pump, camshaft, piston rings, timing chain.

D block (answers will vary) Cylinder head, valves, rocker arms, lifters, camshaft, valve springs, intake manifold. a. rocker arm b. rocker arm pivot or shaft c. valve d. piston e. camshaft f. lifter g. pushrod (answers will vary) The camshaft pushes up on the lifter, which pushes up on the pushrod, which pushes against the rocker arm. The rocker arm pivots and presses down on the valve and valve spring. (answers will vary) The camshaft is located in the cylinder head(s) and directly operates the valves through a rocker arm or by pushing directly onto a lifter located on top of the valve. induction (intake) long C intercooler(s) The exhaust system removes heat, carries away exhaust gases, quiets the engine, and converts harmful gases into less harmful gases. heat, dirt (contaminates) fuel injectors The cooling system removes heat from the engine, maintains the proper engine operating temperature, and provides heat for the passenger compartment. anti-freeze Increasing the pressure on the cooling system increases the boiling point of the coolant.

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42. a. radiator cap b. thermostat c. water pump d. cylinder head e. water jackets f. lower radiator hose g. radiator h. fan 43. ignition 44. fuel injection 45. (answers will vary) The intake valve opens, the piston is moving downward, and the air–fuel mixture enters the cylinder.

46. (answers will vary) The intake valve closes, the piston is moving upward, and the air–fuel mixture is compressed.

47. (answers will vary) The spark plug ignites the air–fuel mixture forcing the piston down with great force.

48. (answers will vary) The exhaust valve opens, the piston is moving upward, and the exhaust gases exit the cylinder.

49. work 50. C 51. (answers will vary) The lengthened intake stroke allows some of the air–fuel mixture to be forced back out the intake. This reduces the compression ratio and the displacement of the engine, but the expansion ratio, the distance the piston moves after combustion, remains the same. This extracts more power from combustion since the pressure generated by combustion is expanded over a greater volume than the volume of the cylinder during compression.

52. drive, braking, exhaust [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 23: ENGINE MECHANICAL TESTING AND SERVICE

TABLE OF CONTENTS Purpose and Perspective of the Chapter ......................................................................................... 220 Chapter Overview .......................................................................................................................... 220 Chapter Objectives......................................................................................................................... 220 ASE Education Foundation Tasks .................................................................................................... 221 Lab Worksheets ............................................................................................................................. 221 Reading Assignments ..................................................................................................................... 222 Key Terms ...................................................................................................................................... 222 What's New in This Chapter ........................................................................................................... 223

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Chapter Outline ............................................................................................................................. 223 Answers to Chapter 23 Textbook Review Questions ........................................................................ 224 Short Answer Key .......................................................................................................................................................... 224 Expanded Answer Key ................................................................................................................................................. 224 Answers to Chapter 23 Workbook Review Questions ...................................................................... 225 Review Questions .......................................................................................................................................................... 225

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce students to the tools, safety, and procedures of engine mechanical testing and service. The chapter covers tools and correct procedures for diagnosing and servicing the engine mechanical system and some of the common services performed which should help the reader be prepared to perform this service themselves. [return to top]

CHAPTER OVERVIEW This chapter emphasizes that onboard computer systems cannot correct basic engine mechanical problems. Before making any attempt to correct a performance problem, basic tests to check the engine’s ability to draw in air, compress it, keep combustion gases sealed in the combustion chamber, and expel spent exhaust gases should be performed. Additionally, leaks, noises, and maintenance to the engine are common concerns and services. The chapter begins with the common tools and engine concerns. Next, engine mechanical testing is covered which includes compression, cylinder leakage, fluid leakage, vacuum leakage, and similar other tests. Last, the interpretation of test results is covered. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 23.01 Inspect an engine for leaks.

23.02 Perform engine mechanical tests, including: o

Vacuum tests

o

Cylinder power balance tests.

o

Cranking and running compression tests.

o

Cylinder leakage tests.

23.03 Inspect the exhaust system for leaks and damage.

23.04 Check and adjust valve lash.

23.05 Inspect and replace a timing belt.

23.06 Explain the differences between seals and gaskets.

23.07 Install engine covers using gaskets, seals, and sealers as required. [return to top]

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ASE EDUCATION FOUNDATION TASKS I.A.4

Inspect engine assembly for fuel, oil, coolant, and other leaks. (MLR-AEE) P-1

I.A.8

Identify service precautions related to service of the internal combustion engine of a hybrid vehicle. (MLR-AEE) P-2

I.B.1

Identify cylinder head and valve train components and configurations. (MLR-AEE) P-1

VIII.A.8

Perform engine manifold pressure tests (vacuum/boost); determine needed action. (ASTMAST-AEE) P-2

VIII.A.9

Perform cylinder power balance test; determine needed action. (AST-MAST-AEE) P-2

VIII.A.10 Perform cylinder cranking and running compression tests; determine needed action. (ASTMAST-AEE) P-1 VIII.A.11 Perform cylinder leakage tests; determine needed action. (AST-MAST-AEE) P-1 VIII.D.4

Inspect integrity of the exhaust manifold, exhaust pipes, muffler(s), catalytic converter(s), resonator(s), tail pipe(s), and heat shields. (MLR-AEE) P-1

VIII.D.5

Inspect condition of exhaust system hangers, brackets, clamps, and heat shields. (MLR-AEE) P1

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 23-1: Leak Inspection. MLR-AEE: I.A.4, P-1 ASE Education Foundation Lab Worksheet 23-2: Identify Hybrid Service Precautions. MLR-AEE: I.A.8, P-2 ASE Education Foundation Lab Worksheet 23-3: Identify Cylinder Head and Valve Train Components.

MLR-AEE: I.B.1, P-1 ASE Education Foundation Lab Worksheet 23-4 Identify Cylinder Block Components. MLR-AEE I.C.1, P-1 ASE Education Foundation Lab Worksheet 23-5: Vacuum Tests. AST-MAST-AEE VIII.A.8, P-1 ASE Education Foundation Lab Worksheet 23-6: Power Balance Test. AST-MAST-AEE VIII.A.9, P-2 ASE Education Foundation Lab Worksheet 23-7 Cranking Compression Test. AST-MAST-AEE VIII.A.10, P-1 ASE Education Foundation Lab Worksheet 23-8: Running Compression Test. AST-MAST-AEE VIII.A.10, P-1 ASE Education Foundation Lab Worksheet 23-9: Relative Compression Test. AST-MAST-AEE VIII.A.10, P-1 ASE Education Foundation Lab Worksheet 23-10: Transducer Compression Test. AST-MAST-AEE VIII.A.10, P-1 ASE Education Foundation Lab Worksheet 23-10: Cylinder Leakage Test. AST-MAST-AEE VIII.A.11, P-1

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ASE Education Foundation Lab Worksheet 23-12: Inspect Exhaust. MLR-AEE: VIII.D.4, P-1; VIII.D.5, P-1

READING ASSIGNMENTS Textbook, pages 671-695 [return to top]

KEY TERMS cranking compression test: A test conducted by turning the engine over briefly with a compression tester attached to determine a cylinder’s ability to pull in air, compress the air, and remain sealed. cylinder leakage test: A test performed on a suspect cylinder to determine where the pressure is going.

The cylinder leak detector uses the shop air supply and a regulator to pressurize the cylinder, and the rate of leakage is displayed on the gauge. gasket: A soft, malleable interface between nonmoving parts, such as that between the engine block and the oil pan, that allows them to seal against each other and prevent leaks. interference engines: Engines, that if the valve timing varies too much, the valves can contact the pistons. oil pressure test: A test of the pressure generated in an engine’s lubrication system; a warm engine typically should have at least 15 to 20 psi of oil pressure at idle. power balance test: A test used to determine if each cylinder is contributing power to overall engine output. During the test, fuel injectors are disabled and the change in engine rpm is recorded. If a cylinder is not producing power, there will not be an rpm drop when that cylinder’s injector is disabled, alerting you to the problem cylinder. relative compression test: A quick way to identify a weak cylinder is by cranking the engine with an inductive ammeter on the starter circuit. With a lab scope, cranking amperage can be graphed and correlated to a particular cylinder. A cylinder with low compression will draw fewer amps than a cylinder with higher compression, which will show on the graph. running compression test: A compression test done at running rpm to check the breathing ability of the engine, specifically to see if the valve train is opening and closing the valves sufficiently. seal: A snug interface between a moving part and a nonmoving part that prevents leaks. For example, a crankshaft seal is used where the shaft extends out of the engine block.

UV dye: A liquid additive that glows when exposed to UV light. Used to help locate leaks. valve lash: The gap between a rocker arm and the top of the valve stem. The gap allows for expansion of the components. [return to top]

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WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:    

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). ASE Education Foundation accreditation tasks are also listed where applicable (e.g. “ASE MLR 1.A.3”). Introduce the chapter and review the Learning Objectives for Chapter 23 (PPT Slides 1–3).

I.

Objectives (PPT Slides 2–3) Review the chapter’s objectives.

II. Engine Testing Tools (PPT Slides 4–10) Discuss that it is important to understand and use the correct engine testing tools: UV light Vacuum gauge Compression gauge Cylinder leak tester Stethoscope Exhaust backpressure tester Lab scopes III. Engine Testing Safety Precautions (23.01, 23.02, 23.03, PPT Slides 10–39 ASE MLR 1.A.3, 8.A.2, 8.A.3, 8.A.4, 8.A.5, 8.C.3, 8.C.4) Discuss the importance of using tools correctly and safely when performing engine tests.

A. Discuss basic tests: B. Discuss inspecting the engine for leaks: 5. Fuel leaks 6. Engine oil 7. Coolant 8. Power steering fluid 9. Transmission fluid C. Discuss engine mechanical testing: 12. Oil pressure testing 13. Vacuum testing 14. Power balance testing 15. Cranking compression tests

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16. Relative compression tests 17. Running compression tests 18. Cylinder leaking tests 19. Exhaust smoke 20. Engine noise 21. Engine vibration 22. Exhaust system inspection IV. Test Analysis (23.04, 23.05, 23.06, 23.07, PPT Slides 40–45, 1.A.4, 1.A.5, 8.B.1) Emphasize that analysis of test reports is critical to drawing the correct conclusions about engine condition and avoid misdiagnosis and selling unneeded work. If you are unsure, get a second opinion from a more experienced technician.

A. Discuss making decisions based on test results: 1. Minor engine concerns 2. Major engine concerns B. Discuss engine-related services: 1. Valve adjustments 2. Verify camshaft timing 3. Gaskets and seals [return to top]

ANSWERS TO CHAPTER 23 TEXTBOOK REVIEW QUESTIONS Textbook, page 695

SHORT ANSWER KEY 1. power balance 2. leakage 3. valves 4. blue 5. relative 6. C 7. B 8. D 9. B 10. B [return to top]

EXPANDED ANSWER KEY 1.

2.

3.

4.

A cylinder power balance test is used to determine if a cylinder is contributing to engine output.

A cylinder leakage test is used to isolate problems with rings, valves, and head gaskets.

A bouncing vacuum gauge needle indicates problems with the valves.

An engine with excessive amounts of blue smoke from the exhaust may have a problem with piston sealing.

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5. Many technicians perform a relative compression test using an inductive amp clamp and a scope.

6. An engine is not running well with a lack of power and a rough idle. Technician A says a relative compression test should be performed. Technician B says a cylinder power balance test should be performed. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 7. A hissing sound can be heard in the engine compartment with the engine idling. Which is the most likely cause? a. Incorrect valve timing b. Vacuum leak c. Excessive engine oil pressure d. Exhaust leak 8. A gasoline engine is producing large amounts of white smoke from the exhaust. Which of the following is the most likely cause? a. The fuel system is delivering too much fuel. b. Oil pressure is too low. c. The oil rings are worn. d. Coolant is entering the combustion chamber.

9. An engine has a very noticeable tapping noise when running. Technician A says valve timing should be checked. Technician B says valve clearance should be checked. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 10. Technician A says seals are used between two stationary parts and can be made of rubber, cork, or RTV. Technician B says seals are used between a moving part and a stationary part. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B [return to top]

ANSWERS TO CHAPTER 23 WORKBOOK REVIEW QUESTIONS Workbook, pages 585–590 [return to top]

REVIEW QUESTIONS 1.

2.

3.

low, valve mechanical UV

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4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

boost voltage, amperage To prevent personal injury and damage to the engine.

Engine oil, transmission fluid, brake fluid, power steering fluid, power steering fluid (answers will vary) (answers will vary) Remove the oil pressure sending unit, install the oil pressure gauge, start the engine, and record the pressure reading.

B B C scan C A relative B (answers will vary) Problems with the camshaft, valve train, and valves A B C (answers will vary) A leaking head gasket or cracked cylinder head.

Blue = excessive oil, White = combustion/cooling system leak, Black = excessive fuel (answers will vary) A ticking or tapping sound B whistling (answers will vary) Excessive engine movement and noises (answers will vary) Cylinder misfire, overall poor engine operation, broken engine mount, internal engine imbalance. (answers will vary) Excessive exhaust noise, exhaust leaks, rattles, and other mechanical noises, restricted exhaust. (answers will vary) Using a vacuum gauge, run the engine at 2000 rpm and note engine vacuum. If vacuum decreases the exhaust is likely plugged. Also, an exhaust back pressure gauge can test pressure directly.

Age and mileage of the vehicle, vehicle life expectancy, warranty, shop capabilities, customer expectations, vehicle time out of service. (answers will vary) Minor engine concerns include gasket leaks, valve train noise, timing belts, and chains. Major concerns include low compression from ring problems and worn bearings.

The shop does not have the proper training, equipment, or space. lash (answers will vary) Valve lash is the gap between the rocker arm and the top of the valve. It is there to allow for space when the engine is cold but the space is taken up as parts expand when hot. This space keeps the valves from being held open once the engine is hot. feeler C Interference means valves and pistons can contact each other if the valve timing changes.

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39. seals, gaskets 40. D [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 24: ENGINE PERFORMANCE SERVICE

TABLE OF CONTENTS Purpose and Perspective of the Chapter ......................................................................................... 228 Chapter Overview .......................................................................................................................... 228 Chapter Objectives......................................................................................................................... 228 ASE Education Foundation Tasks .................................................................................................... 228 Lab Worksheets ............................................................................................................................. 229 Reading Assignments ..................................................................................................................... 229 Key Terms ...................................................................................................................................... 230 What's New in This Chapter ........................................................................................................... 231 Chapter Outline ............................................................................................................................. 231 Answers to Chapter 24 Textbook Review Questions ........................................................................ 233 Short Answer Key .......................................................................................................................................................... 233 Expanded Answer Key ................................................................................................................................................. 233 Answers to Chapter 24 Workbook Review Questions ...................................................................... 234 Review Questions .......................................................................................................................................................... 234

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PURPOSE AND PERSPECTIVE OF THE CHAPTER This chapter aims to introduce students to the tools, safety, and procedures of engine performance service. The chapter covers tools and correct procedures for servicing the various systems that are part of the overall engine performance which should help the reader be prepared to perform this service themselves. [return to top]

CHAPTER OVERVIEW This chapter discusses that the modern automobile engine system is a complex marriage of mechanical and electronic systems. Onboard computer systems monitor and control nearly every aspect of engine and transmission operation. The chapter begins with fuel system inspection and service, then proceeds into air intake systems. Several types of ignition systems and service are covered next, followed by PCV. The OBD system is covered beginning with OBD and continuing into OBDII including various types of monitors and DTCs. Finally, some of the emissions control systems are covered including catalysts, evaporative emissions, and how these systems are monitored and diagnosed. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 24.01 Inspect and replace fuel filters and fuel lines.

24.02 Remove and replace spark plugs.

24.03 Inspect components of the positive crankcase ventilation (PCV) system.

24.04 Explain OBD II operation.

24.05 Explain OBD II monitors, their functions, and how to determine monitor status.

24.06 Retrieve and understand OBD II diagnostic trouble codes. [return to top]

ASE EDUCATION FOUNDATION TASKS I.A.5

Install engine covers using gaskets, seals, and sealers as required. (MLR-AEE) P-2

I.A.6

Demonstrate understanding of the procedure for verifying engine mechanical timing. (MLRAEE) P-2

I.B.5

Adjust valves (mechanical or hydraulic lifters). (AST, MAST-AEE) P-2

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VIII.C.2

Remove and replace spark plugs; inspect secondary ignition components for wear and damage. (MLR-AEE) P-2

VIII.A.2

Retrieve and record DTCs, OBD monitor status, and freeze frame data; clear codes and data when directed. (MLR-AEE) P-1

VIII.B.4

Describe the use of the OBD monitors for repair duct work (AST, MAST-AEE) P-1

VIII.D.2

Replace fuel filter(s) where applicable. (MLR-AEE) P-2

VIII.D.3

Inspect, service, or replace air filters, filter housings, and intake ductwork. (MLR-AEE) P-1

VIII.E.2

Inspect, test, and service positive crankcase ventilation (PCV) filter/breather, valve, tubes, orifices, and hoses. (MLR-AEE) P-2

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 24-1: R&R Gaskets. MLR-AEE: I.A.5, P-2 ASE Education Foundation Lab Worksheet 24-2: Camshaft Timing. MLR-AEE: VIII.A.4 P-1 ASE Education Foundation Lab Worksheet 24-3: R&R Timing Belt. MLR-AEE: 1.A.6, P-2 ASE Education Foundation Lab Worksheet 24-4: Identify Ignition Systems and Inspect Spark Plugs. MLRAEE: VIII.C.1, P-1 and VIII.C.2, P-2 ASE Education Foundation Lab Worksheet 24-5: Retrieve DTCs. MLR-AEE: I.A.2 P-1 and VIII.A.2 P-1 ASE Education Foundation Lab Worksheet 24-6: Check Freeze Frame Data. MLR-AEE: I.A.2 P-1 and VIII.A.2 P-1 ASE Education Foundation Lab Worksheet 24-7: Monitor Status. MLR-AEE: I.A.2 P-1 and VIII.A.2 P-1 ASE Education Foundation Lab Worksheet 24-8: Relieve Fuel Pressure. MLR-AEE: VIII.D.2, P-2 ASE Education Foundation Lab Worksheet 24-9: Replace Fuel Filters. MLR-AEE: VIII.D.2, P-2 ASE Education Foundation Lab Worksheet 24-10: Inspect Air Filter. MLR-AEE: VIII.D.3, P-1 ASE Education Foundation Lab Worksheet 24-11: Inspect PCV. MLR-AEE: VIII.E.2, P-2 [return to top]

READING ASSIGNMENTS Textbook, pages 697–727 [return to top]

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KEY TERMS active test: An approach to component testing that involves the ECM taking direct control of the component to determine its functionality. air filter: Responsible for removing dirt and debris from entering with the fresh air that is drawn into the engine. comprehensive component monitor (CCM): Comprehensive component monitor. This is a diagnostic test designed to check the integrity of all input and output circuits for the engine control module in an OBD II vehicle. continuous monitor: An OBD II emissions monitor that is active at almost all times the engine is running.

Continuous monitors include the CCM, fuel control, and misfire monitors. drive cycle: A period of vehicle operation that allows all criteria for all monitors to be met. enhanced OBD (EOBD): Data and functions available from an OBD II system through a scan tool that can be programmed to a vehicle’s VIN. freeze frame: An element of data storage related to a Type A diagnostic trouble code in an OBD II system. fuel trim: An adjustment to fuel delivery by the engine control module, based on input from the oxygen sensors. global OBD: Codes and data available to anyone who connects a scan tool to the data link connector of an OBD II system. history code: A diagnostic trouble code that remains in the ECM memory after a fault has been corrected. After 40 consecutive warmup cycles with no further faults detected, the history code will clear from the ECM memory. intrusive test: An approach to component testing that is similar to active testing except that the result of the test may have an impact on driveability. See also active test. misfire monitor: A test used by OBD II systems to evaluate combustion efficiency by detecting the changes in the rotational speed of the crankshaft as it slows down following a misfire. monitor: A test run by the ECM on components and systems to determine that certain operating conditions have been met. noncontinuous monitors: An OBD II emissions monitor that requires certain enabling criteria to be met before the monitor can run. These criteria will vary slightly from manufacturer to manufacturer and for each monitor. oxygen sensor monitor: An OBD II emissions monitor that tests for an oxygen sensor’s time to reach activity, for signal voltage, and for the signal response rate. passive test: An approach to component testing by the ECM that monitors circuits for faults such as opens and shorts.

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PCV valves: A spring-loaded valve through which blowby combustion gases are drawn out of the crankcase and into the intake system. pending code: A diagnostic trouble code that is stored in memory, but not displayed, the first time the ECM detects a potential fault. A second trip is required to confirm the fault and display a hard code. trip: A set of parameters that define when a specific OBD II monitor is enabled. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:       

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Added information on air filter service Added section on permanent DTCs Updated scan tool section with newer scan tools

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). ASE Education Foundation accreditation tasks are also listed where applicable (e.g. “ASE MLR 8.C.1”). Introduce the chapter and review the Learning Objectives for Chapter 24 (PPT Slides 1–2).

I.

Objectives (PPT Slide 2) Review the chapter’s objectives.

II. Engine Performance Service (24.01, 24.02, 24.03, PPT Slides 3–25, MLR 8.C.1, 8.A.7, 8.D.1) Discuss that even though onboard computers manage engine operation, some items such as filters, spark plugs, and other normal wear items still require periodic inspection and replacement. An understanding of onboard computer systems is necessary, however, to be able to move beyond entry-level work into more advanced technician skills.

A. Discuss fuel system safety: 1. Fuel filters 2. Fuel tank and line inspection B. Discuss fuel filter replacement: 1. Air cleaner 2. Air filter inspection C. Discuss spark plugs:

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1. Replacing spark plugs D. Discuss positive crankcase ventilation systems: 1. PCV system inspection III. Onboard Diagnostic Systems (24.04, 24.05, 24.06, PPT Slides 26–40, MLR 8.B.1, 8.B.2) Discuss that since 1996, passenger cars and light-duty vehicles sold in the United States have been required to have onboard diagnostics two (OBD II) – the second generation of OBD systems. (OBD systems that existed before 1996 are known as OBD I) A. Discuss standards and operation of the OBD II system: 10. OBD II standards 11. Functionality 12. Self-diagnostic capability B. Discuss OBD II modes of operation: 23. Global (generic) and enhanced (vehicle manufacturer) modes C. Discuss monitors: 1. Principles of OBD II monitors 2. Using monitors as repair verification 3. Do monitors affect each other?

4. Are some monitors more important than others?

D. Discuss continuous monitors: 1. Comprehensive component monitor 2. Misfire monitor 3. Fuel control monitor 4. Why switch between rich and lean?

E. Discuss noncontinuous monitors: 1. Oxygen sensor monitor 2. Oxygen sensor heater circuits 3. Catalyst efficiency 4. Evaporative emissions 5. Exhaust gas recirculation 6. Positive crankcase ventilation 7. Heated catalyst 8. Secondary air 9. Air conditioning 10. Thermostat IV. Trips and Drive Cycles (PPT Slides 41–51) Explain that the OBD II system has parameters for when certain operations can take place; these parameters are called “trips.” A trip allows a monitor to run for a specific component or system.

A series of trips designed to allow all monitors to run is called a “drive cycle.”

A. Discuss trips and drive cycles: 3. Trips run specific monitors 4. Drive cycles 5. Monitors and emission tests B. Discuss codes: current, pending, and history: 4. What is a code?

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5. OBD I codes 6. OBD II codes 7. Current codes 8. Freeze frame or failure records 9. Pending odes 10. History codes C. Discuss using a scan tool: 1. Snap-on, Solus, Solus Pro, Modis 2. OE (original equipment, from the manufacturer) scan tools 3. OBD III [return to top]

ANSWERS TO CHAPTER 24 TEXTBOOK REVIEW QUESTIONS Textbook, page 727

SHORT ANSWER KEY 1. trip 2. pending 3. hand 4. positive crankcase 5. generic, enhanced or manufacturer 6. C 7. B 8. C 9. B 10. B [return to top]

EXPANDED ANSWER KEY 1.

2.

3.

4.

5.

6.

A trip is a driving pattern that allows all of the monitors to run.

When the ECM first detects a fault, a pending code is set.

Always start spark plugs into the cylinder head by hand to prevent damage to the threads.

The positive crankcase ventilation system removes blow-by gases from the engine and burns them.

The two modes of scan tool operation are generic and enhanced OBD. When discussing OBD systems. Technician A says an engine misfire code would have a P prefix.

Technician B says P codes indicate a problem with a powertrain system. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 7. Technician A says antiseize should be applied to the entire threaded section of a spark plug before installing the plug. Technician B says excessive application of antiseize could cause a misfire. Who is

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correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 8. Which of the following is not one of the OBD II system monitors? a. EVAP b. EGR c. Cruise control d. Fuel control 9. Technician A says that even if a misfire code is set, all the monitors will still run. Technician B says that a misfire code may cause the MIL to flash. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 10. A vehicle equipped with OBD II has an illuminated MIL. Technician A says the code can be checked using generic mode. Technician B says only generic codes will display using a generic or Global OBD II scan tool. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B [return to top]

ANSWERS TO CHAPTER 24 WORKBOOK REVIEW QUESTIONS Workbook, pages 611–616 [return to top]

REVIEW QUESTIONS 1.

2.

3.

4.

mechanically air, service flammability never smoke or allow an open flame near gasoline, do not use tools that could create sparks, wash off skin immediately, store gasoline only in approved containers, never use gasoline as a cleaner 5. modern, paper 6. D 7. depressurized 8. C 9. restriction, air 10. PCV 11. a. terminal

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12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

b. insulator c. steel shell d. positive electrode e. ground electrode f. threads g. resistor A (answers will vary) to prevent damage to the threads in the cylinder head(s) (answers will vary) If the plug is stuck, try to turn the plug 1/8 to ¼ of a turn counterclockwise (CCW), then spray a penetrating lubricant into the plug well and let it soak for five to 10 minutes.

Next, try to turn the plug out; it may be necessary to turn the plug CCW then clockwise and back CCW several times until it is completely removed.

Inspect the electrodes, the seal, and porcelain, check for cracks, check the terminal.

B 0.035 - 0.060 inches platinum, iridium Install the plug by hand and torque it to specifications.

The PCV removes unburned crankcase vapors and recycles them for burning, reducing HC emissions. pressure, oil D (answers will vary) Inspect for leaks around the valve and the vacuum hoses. Remove the valve and place your thumb over the inlet and note if the valve moves. fresh 1995 emissions The data link connector, the trouble codes, scan tool functions.

150 percent Misfire, fuel control, EVAP, comprehensive component, EGR, catalytic converter, HO2S, secondary air injection, PCV, cooling system temperature. (answers will vary) Global data is data available under mandate to meet OBD II requirement.

Enhanced data is data supplied by the manufacturer in addition to the OBD II requirement. trip (answers will vary) Passive tests are “wait and see” meaning the PCM will wait for a particular operation to occur. An active test is one where the PCM purposely activates a component or system to determine if something is working. An intrusive test may affect drivability while the PCM is performing the test.

C B four (4) 200–1000 (answers will vary) The PCM is using data from the HO2S for fuel control. short, long C

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40. (answers will vary) Noncontinuous monitors require certain criteria to happen before the test can take place.

41. C 42. The EVAP system stores fuel vapors and holds them until conditions are correct to purge the vapors to the engine for burning.

43. combustion 44. monitors 45. Enable criteria are specific requirements, such as engine coolant temperature, engine run time, and other parameters that need to be met before a monitor will run.

46. C 47. pending 48. D [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 25: DRIVETRAINS AND TRANSMISSIONS

TABLE OF CONTENTS Purpose and Perspective of the Chapter ......................................................................................... 237 Chapter Overview .......................................................................................................................... 237 Chapter Objectives......................................................................................................................... 237 ASE Education Foundation Tasks .................................................................................................... 238 Lab Worksheets ............................................................................................................................. 239 Reading Assignments ..................................................................................................................... 240 Key Terms ...................................................................................................................................... 240 What's New in This Chapter ........................................................................................................... 241 Chapter Outline ............................................................................................................................. 242 Answers to Chapter 25 Textbook Review Questions ........................................................................ 243 Short Answer Key .......................................................................................................................................................... 243 Expanded Answer Key ................................................................................................................................................. 244 Answers to Chapter 25 Workbook Review Questions ...................................................................... 245 Review Questions .......................................................................................................................................................... 245 Activities ............................................................................................................................................................................ 247

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PURPOSE AND PERSPECTIVE OF THE CHAPTER This chapter aims to introduce the reader to drivetrain and transmissions. The chapter covers the various driveline layouts, transmission types, other driveline components, and common services performed. Understanding the theory and operation of these systems and components will help when diagnosing, inspecting, and servicing these systems. [return to top]

CHAPTER OVERVIEW This chapter deals, particularly, with three terms: “powertrain,” “drivetrain,” and “transmission.” The drivetrain is the series of components that deliver power to the drive wheels. The powertrain is the drivetrain plus the engine. The transmission is the component that provides controlled application of power, sometimes simply the gearbox. The chapter begins by explaining various driveline designs, then proceeds into transmission types. Automatic, manual, and CVT are covered while explaining both front and rear-wheel drive differences. The systems related to these transmissions are covered as well including clutches, torque converters, cooling, and similar. Next, the chapter covers driveline components including drive shafts, CV axles, differentials, and four-wheel drive components and operation. General service of the entire driveline is covered throughout the chapter. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 25.01 Describe automatic and manual transmission operation.

25.02 Drain and replace transmission fluid and filters.

25.03 Identify, check, and adjust transmission fluid levels.

25.04 Inspect for fluid leaks.

25.05 Inspect and adjust transmission linkage.

25.06 Inspect powertrain mounts.

25.07 Describe continuously variable transmission and hybrid transmission operation.

25.08 Drain and refill manual transmissions and final drive units.

25.09 Inspect clutch fluid level, check for leaks, and bleed a hydraulic clutch system.

25.10 Describe the operation of electronically controlled manual transmissions.

25.11 Inspect and service front-wheel drive half shafts.

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25.12 Check locking hub assemblies.

25.13 Inspect the differential and refill with the correct lubricant. [return to top]

ASE EDUCATION FOUNDATION TASKS II.A.1

Research vehicle service information such as fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). (MLR-AEE) P-1

II.A.4

Inspect transmission fluid condition; check fluid level; inspect for leaks on transmission or transaxle equipped with a dipstick. (MLR-AEE) P-1

II.A.5

Inspect transmission fluid condition; check fluid level; inspect for leaks on transmission or transaxle not equipped with a dipstick. (MLR-AEE) P-3

II.A.2

Identify automatic transmission and transaxle components and configurations. (MLR-AEE) P-1

II.B.1

Inspect, adjust, and replace external manual valve shift linkage, transmission range sensor/switch, and park/neutral position switch. (MLR-AEE) P-2

II.B.4

Inspect, replace, and/or align power train mounts. (MLR-AEE) P-3

II.B.2

Drain and replace fluid and filter(s); use proper fluid type per manufacturer specification. (MLRAEE) P-1

II.C.1

Describe the operational characteristics of a continuously variable transmission (CVT). (MLRAEE) P-3

II.C.2

Describe the operational characteristics of a hybrid vehicle drive train. (MLR-AEE) P-2

III.A.5 Drain and refill manual transmission/transaxle and final drive unit; use proper fluid type per manufacturer specification. (MLR-AEE) P-1 III.A.4 Check fluid condition; check for leaks. (MLR-AEE) P-2 III.A.2 Identify manual drive train and axle components and configuration. (MLR-AEE) P-1 III.B.1 Check and adjust clutch master cylinder fluid level; check for leaks; use proper fluid type per manufacturer specification. (MLR-AEE) P-1 III.C.1 Describe the operational characteristics of an electronically‐controlled manual transmission/transaxle. (MLR-AEE) P-2 III.D.1 Inspect, remove, and/or replace bearings, hubs, and seals. (MLR-AEE) P-2 III.D.2 Inspect, service, and/or replace shafts, yokes, boots, and universal/CV joints. (MLR-AEE) P-2 III.D.3 Check for leaks at drive assembly and transfer case seals; check vents; check fluid level; use proper fluid type per manufacturer specification. (MLR-AEE) P-2

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III.E.1

Clean and inspect differential case; check for leaks; inspect housing vent. (MLR-AEE) P-1

III.E.2

Check and adjust differential case fluid level; use proper fluid type per manufacturer specification. (MLR-AEE) P-1

III.E.3

Drain and refill differential housing; using proper fluid type per manufacturer specification.

(MLR-AEE) P-1

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 25-1: Automatic Transmission Information and Fluid ID. MLRAEE: II.A.1, P-1 ASE Education Foundation Lab Worksheet 25-2: Transmission ID. MLR-AEE: II.A.2, P-1 ASE Education Foundation Lab Worksheet 25-3: Transmission Fluid Check. MLR-AEE: II.A.4, P-1, II.A.5, P1 ASE Education Foundation Lab Worksheet 25-4: Drive Train Configurations. MLR-AEE: II.A.2, P-1, III.A.2 P-1 ASE Education Foundation Lab Worksheet 25-5: Inspect Shift Linkage. MLR-AEE: II.B.1, P-2 ASE Education Foundation Lab Worksheet 25-6: Inspect Transmission Fluid Leaks. MLR-AEE: II.A.4, P-1, II.A.5, P-1 ASE Education Foundation Lab Worksheet 25-7: Inspect and Replace Power Train Mounts. MLR-AEE: II.B.3, P-2 ASE Education Foundation Lab Worksheet 25-8: Automatic Transmission Fluid Service. MLR-AEE: II.B.2, P-1 ASE Education Foundation Lab Worksheet 25-9: Describe CVT. MLR-AEE: II.C.1, P-3 ASE Education Foundation Lab Worksheet 25-10: Describe HEV Drive Train. MLR-AEE: II.C.2, P-2 ASE Education Foundation Lab Worksheet 25-11: Manual Transmission Information and Fluid ID. MLRAEE III.A.1 P-1.

ASE Education Foundation Lab Worksheet 25-12: Drain and Refill Manual Transmission Fluid. MLRAEEII.A.4, P-1, III.A.5, P-1 ASE Education Foundation Lab Worksheet 25-13: Drive Train Configuration. MLR-AEE: III.A.2, P-1 ASE Education Foundation Lab Worksheet 25-14: Check Clutch Fluid and Inspect for Leaks. MLR-AEE: III.B.1, P-1 ASE Education Foundation Lab Worksheet 25-15: Describe Electronically-Controlled Manual Transmission. MLR-AEE: III.C.1, P-2

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ASE Education Foundation Lab Worksheet 25-16: CV Shaft Diagnosis and Removal. MLR-AEE: III.D.2, P-2 ASE Education Foundation Lab Worksheet 25-17: CV Joint Replacement. MLR-AEE: III.D.2, P-2 ASE Education Foundation Lab Worksheet 25-18: CV Shaft Replacement. MLR-AEE: III.D.2, P-2 ASE Education Foundation Lab Worksheet 25-19: Inspect Front Wheel Bearings 4WD. MLR-AEE: III.D.1, P-2, V.F.1 P-3 ASE Education Foundation Lab Worksheet 25-20: Inspect Locking Hubs.

ASE Education Foundation Lab Worksheet 25-21: Check Differential and Transfer Case for Leaks. MLRAEE: III.D.3, P-2; III.E.1, P-1 ASE Education Foundation Lab Worksheet 25-22: Check Differential Case Vent. MLR-AEE: III.E.1, P-1 ASE Education Foundation Lab Worksheet 25-23: Inspect Differential Fluid. MLR-AEE: III.E.2, P-1 ASE Education Foundation Lab Worksheet 25-24: Drain and Refill Differential. MLR-AEE: III.E.3, P-1 ASE Foundation Lab Worksheet 25-25 Retrieve DTCs MLR-AEE II.A.3 P-1, III.A.3 P-1, II.B.3 P-2 ASE Foundation Lab Worksheet 25-66 Gear Reduction and Pascal’s Law MLR-AEE III.A.6 P-3, III.A.7 P-3 [return to top]

READING ASSIGNMENTS Textbook, pages 729–761 [return to top]

KEY TERMS automatic transmission fluid (ATF): The lubricant used by an automatic transmission. clutch disc: A double-sided friction plate that is splined to the transmission’s input shaft and is driven by the flywheel. constant velocity joints: Type of joint that allows movement and for the transfer of power and torque without any change in rotational speed. continuously variable transmission (CVT): A type of automatic transmission that uses two variablediameter pulleys and a belt instead of gears, clutches, and bands. differential: An arrangement of gears allows the drive wheels to turn at different speeds while turning corners and the same speed while driving in a straight line. dual-clutch transmission (DCT): An electronically controlled manual transmission that permits both automatic shifting and manual shifting.

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gear reduction: A gear ratio that increases power from torque multiplication and is the result of a small gear driving a larger gear. half shafts: Common term for constant velocity shafts. An independent drive shaft connecting the differential or transaxle to the drive wheels. limited-slip differential (LSD): A limited-slip differential uses clutches or other methods to reduce the amount of power to a drive wheel with reduced traction.

Overdrive: A gear ratio that occurs when a large gear drives a smaller gear. planetary gearset: A planetary gearset contains a ring gear, planetary gears, and a sun gear in constant mesh. power-split device: A power-split device is used by Toyota hybrid vehicles in place of traditional automatic or manual transmission. pressure plate: The pressure plate holds the clutch disc against the flywheel. When the clutch is released, the pressure plate releases the force against the clutch disc. release bearing: The release bearing applies against the pressure plate to disengage the clutch. shift solenoid: A shift solenoid is an electrically operated solenoid that either allows or blocks the flow of transmission fluid. torque converter: The torque converter connects the engine’s crankshaft to the input shaft of an automatic transmission. transaxle: A single unit that combines the transmission and differential into one. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:          

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Added information on gear reduction and overdrive gear ratios Added section on EV drivetrains Increased content on gear ratios Added information and photo sequence on automatic transmission servicing Added section on automatic transmission relearns Added section on how wheels and tires affect drivetrain operation

[return to top]

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CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). ASE Education Foundation accreditation tasks are also listed where applicable (e.g., “ASE MLR 2.A.1”). Introduce the chapter and review the Learning Objectives for Chapter 25 (PPT Slides 1–4).

I.

Objectives (PPT Slides 2–4) Review the chapter’s objectives.

II. Drivetrain Types (PPT Slides 5–6) Discuss that the drivetrain’s job is taking power produced by the engine and transferring it to the driving wheels. The transmission, differential, and driveshaft are components included in the drivetrain. Two basic drivetrain configurations are rear-wheel drive (RWD) and front-wheel drive (FWD). These may be combined into an all-wheel drive (AWD) or four-wheel drive (4WD) arrangement.

A. Discuss drivetrain configurations: 3. Rear-wheel drive 4. Front-wheel drive III. Transmissions (PPT Slide 7) Discuss that the job of any type of transmission is to allow the engine to run at its most efficient speeds without wasting power.

IV. Automatic Transmissions (25.01, 25.07, PPT Slides 8–25, ASE MLR 2.A.1, 3.A.1, 3.C.1, 2.C.1, 2.C.2) Discuss that automatic transmissions, when introduced in the 1950s, were controlled within the transmission itself, Modern automatic transmissions are also controlled by a powertrain control module (PCM) that uses inputs such as throttle position, vehicle speed, engine coolant, transmission oil temperature and other information to control shifting and adapt for wear.

These factors improve fuel economy by tailoring operation to driving conditions.

A. Discuss principles of operation: 13. Torque converters 14. Planetary gears 15. Clutches and bands 16. Hydraulic system B. Discuss continuously variable transmissions (CVTs): 1. Principles of operation C. Discuss hybrid powertrains: 24. Hybrid power-split device 25. Honda Integrated Motor Assist (IMA) systems V. Manual Transmissions (25.01, 25.10, PPT Slides 26–37, ASE MLR 2.A.1, 3.A.1, 3.C.1, 3.C.1) Discuss that originally the only transmissions were manual. Manual transmissions have been largely replaced by automatic transmissions, but some drivers prefer a manual transmission, especially in sports cars. With manual transmissions, a clutch connects the engine to the transmission and sets of gears create the different gear ratios.

A. Discuss clutches.

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B. Discuss manual transmission operation.

C. Discuss dual-clutch transmissions.

D. Discuss shift linkage: 11. Automatic transmission linkage 12. Manual transmission linkage VI. Transmission Inspection and Service (25.02, 25.03, 25.04, 25.05, 25.06, 25.08, 25.09, 25.13, PPT Slides 38–47, ASE MLR 2.B.4, 8.C.1, 3.A.2, 2.B.1, 2.B.3, 3.A.2, 3.B.1, 3.B.2, 3.E.1, 3.E.2, 3.E.3) Explain that although modern transmissions are very reliable, periodic inspection and service are required to keep them operating correctly.

A. Discuss automatic transmission inspection and service: 6. Automatic transmission inspection 7. Automatic transmission fluid (ATF) 8. Checking ATF 9. Where’s the dipstick?

10. Automatic transmission fluid service 11. Transmission linkage 12. Transmission range switch 13. Transmission mounts B. Discuss manual transmission service: 11. Manual transmission fluid service 12. Check and adjust hydraulic clutch fluid.

13. Differential inspection 14. Differential and transfer case lubricant VII. Axle Shafts (25.11, 25.12, PPT Slides 48–49, ASE MLR 3.D.2, 3.D.3) Explain that axle shaft service is important because the axles are subject to wear and damage from rod debris.

1. Axle shaft removal and installation 2. RWD U-joint and driveshaft inspection 3. Locking hub inspection [return to top]

ANSWERS TO CHAPTER 25 TEXTBOOK REVIEW QUESTIONS Textbook, page 761 [return to top]

SHORT ANSWER KEY 1.

2.

3.

4.

5.

6.

turbine ring pulleys master, slave friction C

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7. A 8. A 9. A 10. C [return to top]

EXPANDED ANSWER KEY 1.

2.

3.

4.

5.

6.

The component in the torque converter that drives the transmission input shaft is the turbine.

A planetary gear set consists of the sun gear in the center and ring gear around the outside.

A continuously variable transmission uses two changeable pulleys and a belt.

A hydraulic clutch system uses a master cylinder and a slave cylinder to apply the clutch.

Special friction modifiers may need to be added when refilling a limited-slip differential.

When discussing an FWD car: A loud clunk is heard from the right front wheel when accelerating.

Technician A says a worn CV joint may be the cause. Technician B says a worn engine or transmission mount could be the cause. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 7. Which of the following is most likely to be a fifth- or sixth-gear ratio? a. 0.85:1 b. 1:1 c. 2.25:1 d. 3.9:1 8. Which of these may be necessary when checking automatic transmission fluid level? a. A scan tool b. A special dipstick tool c. A thermometer d. All of these 9. Technician A uses a bench vice and sockets to remove and install a new U-joint. Technician B drives the old U-joint caps out and the new caps in with a hammer. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 10. A dual-clutch transmission is based on which type of transmission? a. CVT b. Automatic c. Manual d. Hybrid [return to top]

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ANSWERS TO CHAPTER 25 WORKBOOK REVIEW QUESTIONS Textbook, pages 641–648 [return to top]

REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

transmission (answers will vary) FWD vehicles use a transaxle to send power to the front wheels. RWD vehicles have the engine and transmission running longitudinally along the length of the vehicle and a rear differential drives the rear wheels. 4WD and AWD configurations can be based on either FWD or RWD and use front and rear differentials to drive all four wheels under certain conditions.

Automatic transmission, manual transmission, CVT, dual-clutch transmission. automatic Throttle position, coolant temperature, vehicle speed.

To control shifting, adapt for wear, improve engine operation, reduce emissions, and increase fuel economy.

Torque converter, planetary gears, oil pump, valve body, clutch packs, input shaft, output shaft. torque a. turbine b. impeller c. input shaft fluid C B 90 oil a. sun gear b. pinion/planetary carrier c. sun gear d. pinion/planetary gears e. ring/annulus gear (answers will vary) When fluid pressure is applied to the piston in the drum, the friction plates compress and lock together. solenoids, hydraulic shift (answers will vary) A CVT transmission uses two pulleys of varying diameters. The transmission can constantly vary the gear ratio so engine efficiency can be increased.

C power-split clutch a. clutch fork ball stud b. bell housing c. clutch fork

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24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

d. clutch disc e. flywheel f. pressure plate g. release bearing and hub (answers will vary) The pressure plate bolts to the flywheel and holds the clutch disc between the plate and the flywheel. The job of the pressure plate is to keep the clutch disc tight against the flywheel when the clutch is applied. (answers will vary) One type slides over the release bearing hub as the clutch fork moves the bearing. The other type combines the release bearing and the clutch slave cylinder into one unit.

Low High input shaft, output shaft, counter shaft, gears, synchronizers (answers will vary) Gear ratio is the relationship between the driving and driven gear.

0.8:1 = overdrive, 1:1 = fourth gear, 1.3:1 third gear, 2:1 = second gear, 3.5:1 = first gear (answers will vary) Synchronizers are used to allow gear shifting without the clash of gears.

A synchronizer allows smooth gear changes by matching the speed of the gear and the shift collar.

As the driver shifts gears, the cone shape of the blocking ring provides friction against the cone on the gear. This friction causes the two parts to match speed. Once they are spinning at the same speed, the lock sleeve can slide over the teeth of the blocking rings and lock the gear to the shaft. manual inspecting for fluid leaks, adjusting fluid levels, replacing the fluid and filter, adjusting shift linkage, checking and replacing transmission mounts operating B C Cause the transmission to not upshift, not stay in gear, delay gear engagement, allow the engine to start when not in Park or Neutral.

Noise, clunking, vibration, binding in the drive axles. (answers will vary) To check the mounts for excessive movement, begin by blocking the drive wheels with wheel chocks. Next, start the engine, set the parking brake, firmly hold the service brake, and place the transmission in Reverse. Increase engine speed while a helper watches the movement of the engine and transmission. Repeat with the transmission in Drive. If the engine or transmission moves excessively, meaning more than an inch in any direction, the mounts may be worn. vent (answers will vary) Locate the bleeder screw, fill the master cylinder with the specified fluid, install the reservoir cap, pump the clutch pedal several times, and hold the pedal down. Open the bleeder. Repeat as necessary to remove all trapped air.

Limited slip clicking (answers will vary) Remove the tire and the axle nut. Disconnect the lower ball joint or strut-toknuckle connection. Remove the axle from the hub and then remove it from the transaxle. Install the new axle, and reconnect the ball joint or strut. Torque all fasteners to specifications. (answers will vary) With the drive shaft removed, use a press or vice to drive out the u-joint caps

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from the shaft. Position the new u-joint in place and press the new caps into the mounting ears until seated. Install new clips as required. Inject grease into the new joint once reinstalled.

46. manually 47. Dirt or other debris has gotten into the hub. [return to top]

ACTIVITIES 1. 2.5:1 2. 2:1 3. 0.6:1 [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 26: HEATING AND AIR CONDITIONING

TABLE OF CONTENTS Purpose and Perspective of the Chapter ......................................................................................... 248 Chapter Overview .......................................................................................................................... 248 Chapter Objectives......................................................................................................................... 248 ASE Education Foundation Tasks .................................................................................................... 249 Lab Worksheets ............................................................................................................................. 249 Reading Assignments ..................................................................................................................... 250 Key Terms ...................................................................................................................................... 250 What's New in This Chapter ........................................................................................................... 251 Chapter Outline ............................................................................................................................. 252 Answers to Chapter 26 Textbook Review Questions ........................................................................ 253 Short Answer Key .......................................................................................................................................................... 253 Expanded Answer Key ................................................................................................................................................. 253 Answers to Chapter 26 Workbook Review Questions ...................................................................... 254 Review Questions .......................................................................................................................................................... 254 Activities ............................................................................................................................................................................ 256

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PURPOSE AND PERSPECTIVE OF THE CHAPTER This chapter aims to introduce the reader to heating and air conditioning. The chapter covers the heating system which is part of the engine cooling system and the air conditioning system which is a separate system. Each system has many individual parts and how each of the component’s function is covered. Understanding the theory and operation of these systems will help when diagnosing, inspecting, and servicing these systems. [return to top]

CHAPTER OVERVIEW This chapter discusses the heating, ventilation, and air conditioning system (HVAC) responsible for maintaining engine temperature and passenger comfort. The chapter begins with the heating system which includes the engine cooling system. The individual components and their functions are covered.

Coolant and coolant maintenance and service are covered next. The ventilation system is covered which includes the heater core and evaporator core, leading into the air conditioning system. The theory of air conditioning including aspects of physics and heat transfer is covered next. The AC system’s components are covered including how they function within the system. The chapter ends with AC system inspection and service. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 26.01 Describe the components and operation of the heating and air conditioning systems.

26.02 Inspect air conditioning drive belts.

26.03 Identify hybrid vehicle high-voltage air conditioning components.

26.04 Inspect the air conditioning condenser for airflow restrictions.

26.05 Inspect heating and air conditioning ducts.

26.06 Replace a cabin air filter.

26.07 Identify sources of odors from the air conditioning system.

26.08 Inspect and service cooling system hoses.

26.09 Inspect and replace the engine thermostat.

26.10 Determine the correct coolant type.

26.11 Drain, flush, refill, and bleed the cooling system.

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[return to top]

ASE EDUCATION FOUNDATION TASKS I.D.3

Perform cooling system pressure and dye tests to identify leaks; check coolant condition and level; inspect and test radiator, pressure cap, coolant recovery tank, heater core, and galley plugs. (MLR-AEE) P-1

I.D.8

Remove, inspect, and replace thermostat and gasket/seal. (MLR-AEE) P-1

I.D.6

Inspect and test coolant; drain and recover coolant; flush and refill cooling system; use proper fluid type per manufacturer specification; with recommended coolant; bleed air as required.

(MLR-AEE) P-1

I.D.1

Identify lubrication and cooling system components and configurations. (MLR-AEE) P-1

VII.A.1

Research vehicle service information, including refrigerant/oil/fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). (MLR-AEE) P-1

VII.A.2

Identify heating, ventilation, and air conditioning (HVAC) components and configuration.

(MLR-AEE) P-1

VII.B.1

Inspect and replace A/C compressor drive belts, pulleys, and tensioners. (MLR-AEE) P-1

VII.B.2

Inspect for proper A/C condenser flow. (MLR-AEE) P-2

VII.C.1

Inspect engine cooling and heater systems hoses and pipes. (MLR-AEE) P-1

VII.D.1

Inspect A/C-heater ducts, doors, hoses, cabin filters, and outlets. (MLR-AEE) P-1

VII.D.2

Identify the source of A/C system odors. (MLR-AEE) P-2

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 26-1: Visual Leak Inspection. MLR-AEE: I.D.3, P-1 ASE Education Foundation Lab Worksheet 26-2: Pressure Test Cooling System. MLR-AEE: I.D.3, P-1 ASE Education Foundation Lab Worksheet 26-3: Inspect and Replace Thermostat. MLR-AEE: I.D.8, P-1 ASE Education Foundation Lab Worksheet 26-4: Identify and Test Coolants. MLR-AEE: I.D.6, P-1 ASE Education Foundation Lab Worksheet 26-5: Coolant and Drain Flush. MLR-AEE: I.D.6, P-1 ASE Education Foundation Lab Worksheet 26-6: Identify Causes of Overheating. MLR-AEE I.D.4 P-2 ASE Education Foundation Lab Worksheet 26-7: Identify Types of Water Pumps. MLR-AEE: I.D.7, P-3

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ASE Education Foundation Lab Worksheet 26-8: Identify Lubrication and Cooling System Components.

MLR-AEE: I.D.1, P-1 ASE Education Foundation Lab Worksheet 26-9: Research and TSB. MLR-AEE: VII.A.1, P-1 ASE Education Foundation Lab Worksheet 26-10 ID HVAC Components. MLR-AEE VII.A.2 P-1 ASE Education Foundation Lab Worksheet 26-11: A/C Compressor Belt. MLR-AEE: VII.B.1, P-1 ASE Education Foundation Lab Worksheet 26-12: Inspect A/C Components. MLR-AEE: VII.A.6, P-1, VII.A.4, P-2, P-1 ASE Education Foundation Lab Worksheet 26-13: ID HEV A/C. Foundational & Workplace 1.14 ASE Education Foundation Lab Worksheet 26-14: Condenser Airflow. MLR-AEE: VII.B.3, P-2 ASE Education Foundation Lab Worksheet 26-15: Inspect Cooling System Hoses. MLR-AEE: VII.C.1, P-1 ASE Education Foundation Lab Worksheet 26-16 Inspect HVAC Ducts. MLR-AEE: VII.D.1, P-1 ASE Education Foundation Lab Worksheet 26-17 ID HVAC Odors. MLR-AEE: VII.D.2, P-2, VII.B.3 P-1 ASE Education Foundation Lab Worksheet 26-18: Retrieve DTCs MLR-AEE VII.A.3 P-1 ASE Education Foundation Lab Worksheet 26-19: Identify HVAC Concerns. MLR-AEE VII.A.5, P-3, VII.A.7 P-1 ASE Education Foundation Lab Worksheet 26-20: Demonstrate Awareness to Recover, Recycle, and Properly Handle Refrigerants. MLR-AEE VII.E.1 P-1 [return to top]

READING ASSIGNMENTS Textbook, pages 763–793 [return to top]

KEY TERMS air bleed valve: A valve used to remove air from the cooling system. blower motor: The interior fan motor, used to circulate air in the passenger compartment. cabin air filter: A filter used to remove dust and other contaminants from the air circulating into the passenger compartment. compressor: This separates the low- and the high-pressure sides of the system and pumps the refrigerant through the system. condenser: A radiator-like component that removes heat from the air conditioning refrigerant.

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evaporator: The heat exchanger inside the passenger compartment for the A/C system. heater core: A small, radiator-like component used to supply heat for the passenger compartment.

HVAC system: Acronym for a vehicle’s heating, ventilation, and A/C system. pressure tank: Also called a surge or degas tank, used to store coolant and provide a way to check and fill the cooling system. radiator: Used to remove heat from engine coolant. As the coolant passes through the tubes inside the radiator, air flowing over the fins and tubes removes heat from the coolant. radiator fan: Typically, a belt-driven or electric fan designed to pull air through the radiator when the vehicle speeds are low. refractometer: A tool used to measure the specific gravity of a liquid, such as coolant or battery acid.

Light passing through the tool refracts based on the liquid the light passes through. Results are shown on a scale. refrigerant: A chemical that is used to transfer heat in the A/C system. thermostat: A valve used to keep coolant inside the engine to allow for engine warm-up and to provide heated coolant for the heater core. water pump: Used to circulate coolant in the cooling system. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:            

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Included information on engines with two thermostats Added AC-powered interior fan content Increased information on refrigerant oils Added thermal expansion valve operation Added information on HVAC control motor operation and relearns Added section on locating A/C system leaks Added section on A/C noise identification Added section on A/C performance testing

[return to top]

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CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). Introduce the chapter and review the Learning Objectives for Chapter 26. (PPT Slides 1–5).

I.

Objectives (PPT Slides 2–5) Review the chapter’s objectives.

II. The HVAC System Discuss that the HVAC system includes the engine cooling system, passenger compartment heating system, dash components that move and circulate air within the passenger compartment, and the air conditioning system.

A. Discuss the cooling system: (26.01, PPT Slides 6–13) 5. The engine 6. Coolant 7. Water pump 8. Radiator 9. Radiator fan 10. Thermostat 11. Heater care 12. Hoses B. Discuss cooling system service: (26.08, 26.09, 26.10, 26.11, PPT Slides 14–21) 1. How do I check coolant?

2. What coolant should be used?

3. How do I find a coolant leak?

4. Inspect and service cooling system hoses 5. Inspect and replace the engine thermostat and verify the engine operating temperature 6. Drain, flush, refill, and bleed the cooling system C. Discuss the ventilation system: (26.05, 26.06, PPT Slides 22–26) 1. Heater core/evaporator case 2. Cabin air filters 3. Interior fan motor 4. HVAC controls 5. HVAC ductwork D. Discuss the air conditioning system: (26.01, 26.03, PPT Slides 27–37) 1. Refrigerant 2. Air conditioning compressor 3. Accumulator/receiver-dryer 4. Evaporator 5. Condenser 6. Orifice tube/expansion valve E. Discuss servicing the HVAC system.

F. Discuss AC system service: (26.02, 26.04, 26.07, PPT Slides 38–42) 1. Inspecting air conditioning drive belts

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2. Inspect the air conditioning condenser for airflow restrictions 3. Inspect heating and air conditioning ducts 4. Replace a cabin air filter 5. Identify sources of odors from the air conditioning system [return to top]

ANSWERS TO CHAPTER 26 TEXTBOOK REVIEW QUESTIONS Textbook, page 793 [return to top]

SHORT ANSWER KEY 1. ventilation 2. radiator cap 3. open 4. radiator 5. A/C compressor 6. D 7. C 8. A 9. D 10. D [return to top]

EXPANDED ANSWER KEY 1.

2.

3.

4.

5.

6.

The acronym HVAC is used for the heating, ventilation, and air conditioning system.

The component that allows pressure to increase in the cooling system is the radiator cap.

A thermostat that is stuck open can cause poor heater performance.

The radiator removes heat from the refrigerant as air passes over it.

The A/C compressor separates the high- and low-pressure sides of the A/C system.

Which of the following is the most common type of cooling fan used on cars and light trucks? a. Belt drive b. Direct drive c. Hydraulic d. Electric 7. A car’s engine overheats within minutes of starting. Technician A says the thermostat may be faulty.

Technician B says the cooling fan may not be working. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 8. A vehicle has very little airflow coming from the vents with the fan set on high speed. Technician A

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says the cabin air filter may be plugged. Technician B says the blend door motor may be faulty. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 9. An engine overheats when driving on the highway but not when driven in traffic. Which of the following is the most likely cause? a. Defective thermostat b. Air trapped in the system c. Radiator fan not working d. Restricted radiator flow 10. Technician A says all OAT is similar and can be used interchangeably. Technician B says traditional green coolant can be mixed with long-life coolants. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A and B [return to top]

ANSWERS TO CHAPTER 26 WORKBOOK REVIEW QUESTIONS Workbook, pages 699–705 [return to top]

REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

temperature, comfort (answers will vary) The engine cooling system, passenger compartment heating system, passenger compartment ventilation system, the air conditioning system.

The cooling system removes heat from the engine and maintains the proper engine operating temperature. The cooling system also provides the heat for the passenger compartment.

Radiator, water pump, radiator hoses, thermostat, cooling fan, heater core, heater hoses, water jackets, coolant.

2500 degrees coolant D two timing, accessory radiator Pressure is used to increase the boiling point of the coolant. surge/pressure, degas electric, power steering The fan clutch allows the fan to uncouple from the fan drive when it is not needed, such as during a

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15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

cold startup.

The fan shroud directs airflow through the radiator. wax 195 heater core type Remove the radiator cap once the engine is cool, select the correct adaptor, and install the pressure tester, pressurize the system up to the pressure listed on the radiator cap or in the service information, watch the pressure gauge to see if it drops, and check the engine and related components for signs of coolant loss.

A, Technician A (answers will vary) To check for this problem, connect a cooling system pressure tester to the radiator or pressure tank. Start the engine and run it at 2,000 rpm, and note the pressure on the tester’s gauge. If there is a rapid increase in pressure, a combustion leak is likely. Another test involves using a special test kit called a block tester. This test draws vapor from the cooling system into a special fluid which changes color if combustion gases are present. (answers will vary) Inspect for coolant loss, check the hoses for cracks, for being too soft. Check clamp placement and check for leaks where the hose clamp secures the hose in place.

C check engine, trouble code flushing air ventilation heater core, evaporator, blend door, blower motor cabin, dirt, dust The resistors cause the voltage and current to the blower motor to change. Placing one, two, three, or four resistances in series with the blower motor allows for different operating speeds. cable, vacuum, electric motor condenser, evaporator, compressor, accumulator/receiver dryer, orifice/expansion valve, refrigerant B compressor belt, motor orange low evaporator orifice, expansion Always wear safety glasses or goggles, never open a hot cooling system, keep loose clothing and jewelry away from moving belts or pulleys, never open the A/C system unless the refrigerant has been reclaimed, do not attempt to open or service any high-voltage component, follow all federal, state, and local regulations for handling refrigerant.

Inspect the belt for cracks, side wear, glazing, chunking, pilling, and for correct tension. fresh water

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[return to top]

ACTIVITIES 1. a. b. c. d. e. f. g.

2.

radiator cap radiator vent hose thermostat bypass hose water pump radiator water jacket/engine block

3. a. accumulator b. evaporator c. orifice tube d. compressor e. condenser [return to top]

Instructor Manual ROB THOMPSON, AUTOMOTIVE MAINTENANCE & LIGHT REPAIR, 3E, 978-0-357-76662-0; CHAPTER 27: VEHICLE MAINTENANCE

TABLE OF CONTENTS Purpose and Perspective of the Chapter ......................................................................................... 258 Chapter Overview .......................................................................................................................... 258 Chapter Objectives......................................................................................................................... 258 ASE Education Foundation Tasks .................................................................................................... 259

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Lab Worksheets ............................................................................................................................. 259 Reading Assignments ..................................................................................................................... 259 Key Terms ...................................................................................................................................... 260 What's New in This Chapter ........................................................................................................... 260 Chapter Outline ............................................................................................................................. 261 Answers to Chapter 27 Textbook Review Questions ........................................................................ 262 Short Answer Key .......................................................................................................................................................... 262 Expanded Answer Key ................................................................................................................................................. 263 Answers to Chapter 27 Workbook Review Questions ...................................................................... 263 Review Questions .......................................................................................................................................................... 264 Activities ............................................................................................................................................................................ 265

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce the reader to vehicle maintenance. The chapter covers how to determine maintenance needs according to manufacturer recommendations, demonstrates some of the inspections that should be performed, and shows some of the common maintenance procedures.

Understanding the manufacturer’s recommendations, common inspections, and services will assist the learner in becoming prepared to perform these procedures themselves. [return to top]

CHAPTER OVERVIEW This chapter discusses the “nuts and bolts” of vehicle maintenance: keeping a vehicle in good operating condition. The chapter begins by explaining maintenance intervals and requirements as listed by the manufacturer. It proceeds into some of the common inspection items and how to determine what requires maintenance. Examples of failed inspection items are given. The chapter then proceeds into lubrication and oil changes, including the various fluids that require inspection and maintenance. The chapter ends with the measurement of inspection items and proper write-up and documentation. [return to top]

CHAPTER OBJECTIVES Upon completion and review of this chapter, the student should be able to: 27.01 Explain how maintenance differs from repair.

27.02 Explain why periodic maintenance is important for modern vehicles.

27.03 Interpret vehicle maintenance schedules and indicator displays.

27.04 Review vehicle service history.

27.05 Locate technical service bulletins (TSBs) and other service information.

27.06 Perform engine oil change.

27.07 Inspect and service engine coolant.

27.08 Inspect automatic transmission fluid.

27.09 Inspect manual transmission fluid.

27.10 Inspect and service engine air filters. [return to top]

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ASE EDUCATION FOUNDATION TASKS I.A.3

Verify operation of the instrument panel engine warning indicators. (MLR-AEE) P-1

I.D.6

Inspect and test coolant; drain and recover coolant; flush and refill cooling system; use proper fluid type per manufacturer specification; with recommended coolant; bleed air as required.

(MLR-AEE) P-1

I.D.2

Perform engine oil and filter change; use proper fluid type per manufacturer specification.

(MLR-AEE) P-1

II.A.4

Inspect transmission fluid condition; check fluid level; inspect for leaks on transmission or transaxle equipped with a dipstick. (MLR-AEE) P-1

II.A.5

Inspect transmission fluid condition; check fluid level; inspect for leaks on transmission or transaxle not equipped with a dipstick. (MLR-AEE) P-3E) P-1

IV.B.2

Inspect power steering fluid level and condition. (MLR-AEE) P-1

V.B.5

Select, handle, store, and fill brake fluids to proper level; use proper fluid type per manufacturer specification. (MLR-AEE) P-1

VI.F.1

Verify operation of instrument panel gauges and warning/indicator lights; reset maintenance indicators. (MLR-AEE) P-1

VI.G.5

Verify windshield wiper and washer operation; replace wiper blades. (MLR-AEE) P-1

VIII.D.6

Check and refill diesel exhaust fluid (DEF). (MLR-AEE) P-2

[return to top]

LAB WORKSHEETS ASE Education Foundation Lab Worksheet 27-1: Inspect IP Indicators. MLR-AEE: I.A.3, P-1 ASE Education Foundation Lab Worksheet 27-2: Engine Oil Change. MLR-AEE: I.D.2 ASE Education Foundation Lab Worksheet 27-3: Inspect Wiper/Washer. MLR-AEE: VI.G.5, P-1 ASE Education Foundation Lab Worksheet 27-4: Inspect DEF. MLR-AEE: VIII.C.5, P-3 [return to top]

READING ASSIGNMENTS Textbook, pages 795–819 [return to top]

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KEY TERMS ACEA standards: Standards created by the Association of Constructors of European Automobiles. air filter: Responsible for stopping dirt and debris from entering with the fresh air that is drawn into the engine.

American Petroleum Institute (API): A trade association whose activities include developing technical specifications and ratings for oils used in the automotive industry. diesel exhaust fluid: A chemically pure urea and deionized water solution, approximately 33% urea and 67% pure water, that is injected in a special diesel catalytic converter to reduce NOx emissions. hybrid organic acid technology (HOAT): Technology that forms the basis for some long-lasting modern coolants. It is represented as a hybrid of inorganic and organic acid coolant technology.

ILSAC: The International Lubricant Standardization and Approval Committee, representing both domestic and Japanese auto manufacturers, which creates standards and ratings for oils used in the automotive industry. maintenance: The act of keeping something in a state of good operating condition. maintenance reminder: An instrument panel signal that alerts the driver to maintenance items that need attention. multiviscosity oils: An oil that can change viscosity as temperature varies. This is important for effective flow at cold temperatures. organic acid technology (OAT): Technology that forms the basis for some long-lasting modern coolants.

Organic acid coolant typically contains nitrates and phosphates but no silicates. severe service: Vehicle operating conditions that increase the frequency of required maintenance.

Society of Automotive Engineers: An organization founded to create common engineering and design standards for the automotive industry; oversees such tasks as the testing and certification of oil viscosity ratings. [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:      

Updated key terms Updated objectives to current ASE MLR standards Increased Word Wall content Updated images and photographs Added information on DEF inspection Updated engine oil rating information for newest specifications

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

Added content on vehicle inspections as part of routine maintenance

[return to top]

CHAPTER OUTLINE In the outline below, each element includes references (in parentheses) to related content. “CH.##” refers to the chapter objective; and “PPT Slide #” refers to the slide number in the PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource Center). ASE Education Foundation accreditation tasks are also listed where applicable (e.g. “ASE MLR 1.C.5”). Introduce the chapter and review the Learning Objectives for Chapter 27 (PPT Slides 1–3).

I.

Objectives (PPT 2–3) Review the chapter’s objectives.

II. Maintenance (27.01, 27.02, 27.03, 27.04, 27.05, PPT 5–7 ASE RST Service #4, ASE MLR 1-8.A.1) Discuss that, before going into depth about how to perform vehicle maintenance, it is important to understand what maintenance is and how it applies to the vehicle, the technician, and the shop.

A. Discuss what is maintenance?

13. Maintenance versus repair 14. Why is maintenance important?

B. Discuss consequences of improper maintenance: 7. What maintenance is required and when?

III. Maintenance Services (27.20, PPT Slides 9–18 ASE MLR 3.A.2, 3.A.3) Discuss the importance of the relationship with the customer who may not pay much attention to maintenance — how to keep the customer aware of maintenance needs and recommended schedules and how to explain what you are doing when the customer brings the vehicle in for service.

A. Discuss common maintenance checks: 1. Brake operation 2. Check tire pressure 3. Strut and shock absorber inspection 4. Inspect wiper blades and washers 5. Air filter inspection 6. Drive belt checks 7. Seat belts 8. Warning lights 9. Cabin air filters 10. Chassis lubrication 11. Constant velocity boot inspection 12. Exterior lights and horn IV. Fluid Checks and Services (27.06, 27.07, 27.08, 27.09, PPT Slides 19–43, ASE MLR 1.C.4, 1.C.5, 2.A.2, 2.A.3, 2.A.4, 3.A.2, 3.A.3) Discuss that all vehicles have fluids that require inspection and service (even electric vehicles have brake fluid) and emphasize the importance of being aware of what the vehicle

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manufacturer requires and recommends based on the operating conditions of the car or truck.

A. Discuss common fluid checks and services: 1. Power steering fluid 2. Power steering fluid service 3. Brake fluid 4. Brake fluid service 5. Coolant 6. How do I check coolant?

7. How to choose the correct coolant 8. Automatic transmission fluid 9. manual transmission fluid 10. Differential and transfer case lubricants 11. Washer fluid 12. Diesel exhaust fluid 13. Fluid leaks 14. Exhaust leaks B. Discuss engine oil service.

C. Discuss engine oil: 1. Oil basics 2. Oil ratings 3. Engine oil change [return to top]

ANSWERS TO CHAPTER 27 TEXTBOOK REVIEW QUESTIONS Textbook, page 793 [return to top]

SHORT ANSWER KEY 1. severe 2. maintenance 3. increases 4. history 5. winter 6. C 7. D 8. B 9. D 10. B [return to top]

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EXPANDED ANSWER KEY 1. Maintenance schedules classify needed services based on whether the vehicle is operated in normal or severe conditions.

2. After performing an oil change on a vehicle, you need to reset the maintenance reminder.

3. After the vehicle is driven, tire pressure increases, so do not let the air out if the readings are slightly higher than the recommended pressure.

4. A customer’s service history is a record of what services have been performed and when.

5. For engine oils, such as 5W20, the W means winter.

6. Which of the following is not part of a maintenance routine? a. Wheel balancing and alignment b. Cooling system flush c. Tire puncture repair d. Inspecting and replacing drive belts 7. Use of incorrect engine oil can cause which of the following concerns: a. Variable valve timing DTCs b. Rapid and excessive engine wear c. Sludge accumulation d. All of the above 8. Updated parts and service information is released by the vehicle manufacturer as: a. Maintenance bulletins b. Technical service bulletins c. Repair order updates d. None of the above 9. A vehicle is having routine maintenance -performed. Technician A says all orange coolants are OAT based and therefore interchangeable. Technician B says all ethylene glycol–based -coolants are interchangeable. Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B 10. Technician A says the automatic transmission fluid should be checked when cold and the vehicle has sat overnight. Technician B says special tools may be needed to check the transmission fluid level.

Who is correct? a. Technician A b. Technician B c. Both A and B d. Neither A nor B [return to top]

ANSWERS TO CHAPTER 27 WORKBOOK REVIEW QUESTIONS Workbook, pages 741–745 [return to top]

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REVIEW QUESTIONS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

maintenance problem (answers will vary) work (answers will vary) Reviewing a vehicle’s maintenance schedule with a customer can educate the customer about the requirements of keeping the vehicle in good condition and show that the services are recommended or required by the manufacturer and not just work that is trying to be sold by the shop. damage owner’s manual (answers will vary) Severe service typically includes operating the vehicle in any condition such as excessive idling, in very cold or very hot temperatures, in dusty conditions, if towing or used as a taxi. reset To prevent trying to sell work that has already been performed. feel, travel To check for updated service procedures or parts and to see if any current TSBs relate to the vehicle so the issues can be addressed.

A Bounce each corner of the vehicle and note the number of times it bounces.

So you do not accidentally drop the wiper arm onto the windshield and crack it. oil (answers will vary) excessive groove/rib wear, cracking, chunk-out, side wear from misalignment. cabin filters (answers will vary) Locate the grease fittings, clean the grease fittings, attach the grease gun hose, and pump grease into the joint until the boot swells or old grease comes out. Remove the grease gun hose and clean off excess grease.

All exterior lights and dash warning lights.

Engine oil, transmission, brake, power steering, differential, washer. (answers will vary) Organic acid coolants, hybrid organic acid coolants, HOAT coolants with phosphates, G48 ethylene glycol coolant, universal coolant.

B D Distilled D exhaust urea, water Exhaust leaks can allow carbon monoxide to enter the passenger compartment. (answers will vary) Viscosity refers to the resistance of oil to flowing.

Multiviscosity oil has different thicknesses at different temperatures.

D D level, condition

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35. inspect 36. B [return to top]

ACTIVITIES 1. Maintenance = air filter, spark plugs, cabin air filter, drive belt, wiper blades, fuel filter, brake pads, timing belt. Repair = water pump, generator, wheel speed sensor, fuel pump, wheel bearing, ignition coil, tie rod end, power steering pump.

2. Specific fluid types = engine oil, antifreeze, automatic transmission fluid. Non-specific types = brake fluid, windshield washer fluid, power steering fluid, differential lubricant, hydraulic clutch fluid. [return to top]

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