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AUTOMOTIVE
TECHNOLOGY
A Systems Approach
7th Edition
Jack Erjavec
Rob Thompson
Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Automotive Technology: A Systems © 2020, 2015 Cengage Learning, Inc.
Approach, 7th Edition
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Jack Erjavec & Rob Thompson
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Printed in the United States of America

Print Number: 01 Print Year: 2018
CONTENTS
Contents�� iii Using Service Information��xviii

Photo Sequences�� xii Performance Tips��xviii
Preface�� xiii “Go To” Feature ��xviii
About the Book�� xiii Photo Sequences��xviii
New to this Edition�� xiii Procedures��xviii
Organization and Goals of this Edition�� xiv Key Terms��xviii
Acknowledgments�� xv Summary��xviii
About the Author �� xvi Review Questions��xviii
Features of the Text�� xvii ASE-Style Review Questions��xviii
Objectives�� xvii Metric Equivalents�� xix
The Three Cs�� xvii Supplements�� xix
Cautions and Warnings �� xvii Tech Manual�� xix
Shop Talk �� xvii Instructor Resources�� xix
Customer Care�� xvii Mindtap for Automotive�� xix
Tool Care�� xvii
Secti on 1 AUTOMOTIVE TECHNOLOGY 1
CHAPTER 1 CHAPTER 3
Careers in the Automotive Basic Theories and Math 40
Industry 1 Objectives 40 | Matter 40 | Energy 43 | Volume 46 |
Objectives 1 | The Automotive Industry 1 | Job Force 48 | Time 50 | Motion 50 | Work 53 | Waves
Classifications 10 | Related Career Opportunities 13 | and Oscillations 57 | Light 61 | Liquids 62 | Gases 64 |
Training for a Career In Automotive Service 15 | ASE Heat 66 | Chemical Properties 68 | Electricity and
Certification 16 | ASE Tests 17 | ASE Education Electromagnetism 71 | Key Terms 74 | Summary 74 |
Foundation Program Accreditation 18 | Key Terms 18 | Review Questions 76
Summary 18 | Review Questions 19
CHAPTER 4
CHAPTER 2 Automotive Systems 78
Workplace Skills 21 Objectives 78 | Historical Background 78 | Design
Objectives 21 | Seeking and Applying for Evolution 80 | Body Shapes 81 | The Basic Engine 83 |
Employment 21 | Accepting Employment 28 | Engine Systems 85 | Electrical and Electronic
Working as a Technician 31 | Communications 32 | Systems 89 | Heating and Air-Conditioning
Solving Problems and Critical Thinking 34 | Systems 91 | Drivetrain 93 | Running Gear 96 |
Professionalism 36 | Interpersonal Relationships 37 | Hybrid Vehicles 98 | Alternative Fuels 99 | Key
Key Terms 38 | Summary 38 | Review Questions 38 Terms 99 | Summary 100 | Review Questions 101
iii
iv CONTENTS
CHAPTER 5 Air- Conditioning Tools 173 | Key Terms 175 |

Summary 176 | Review Questions 176
Hand Tools and Shop
Equipment103 CHAPTER 7
Objectives 103 | Measuring Systems 103 | Working Safely in the Shop 179
Fasteners 104 | Measuring Tools 111 | Hand Objectives 179 | Personal Safety 180 | Tool and
Tools 119 | Shop Equipment 132 | Power Tools 134 | Equipment Safety 183 | Work Area Safety 190 |
Jacks and Lifts 135 | Service Information 138 | Key Manufacturers’ Warnings and Government
Terms 141 | Summary 141 | Review Questions 142 Regulations 194 | OSHA 194 | Right-To-Know
Law 194 | Key Terms 197 | Summary 197 | Review
CHAPTER 6
Questions 197
Diagnostic Equipment
and Special Tools 144 CHAPTER 8
Objectives 144 | Engine Repair Tools 144 | Electrical/ Preventive Maintenance
Electronic System Tools 152 | Engine Performance and Basic Services 199
Tools 156 | Pressure Transducer 157 | Transmission Objectives 199 | Repair Orders 199 | Vehicle
and Driveline Tools 164 | Suspension and Steering Identification 203 | Preventive Maintenance 204 |
Tools 166 | Brake System Tools 170 | Heating and Basic Services 205 | Additional PM Checks 231 | Key
Terms 232 | Summary 232 | Review Questions 233
Section 2 ENGINES235
CHAPTER 9 CHAPTER 11
Automotive Engine Lower End Theory
Designs and Diagnosis 235 and Service 297
Objectives 235 | Introduction to Engines 235 | Engine Objectives 297 | Short Block Disassembly 298 | Cylinder
Classifications 237 | Engine Measurement and Block 302 | Cylinder Block Reconditioning 303 |
Performance 244 | Diesel Engines 248 | Other Crankshaft 307 | Crankshaft Inspection and
Automotive Power Plants 254 | Engine Rebuilding 309 | Installing Main Bearings and
Identification 256 | Engine Diagnostics 257 | Evaluating Crankshaft 312 | Piston and Piston Rings 316 | Installing
the Engine’s Condition 267 | Noise Diagnosis 269 | Pistons and Connecting Rods 321 | Installation of
Key Terms 272 | Summary 272 | Review Camshaft and Related Parts 324 | Crankshaft and
Questions 273 | ASE-Style Review Questions 274 Camshaft Timing 324 | Oil Pump Service 327 | Installing
the Oil Pump 328 | Key Terms 330 | Summary 330 |
CHAPTER 10 Review Questions 330 | ASE-Style Review
Engine Disassembly Questions 331
and Cleaning 275
Objectives 275 | Removing an Engine 275 | Engine CHAPTER 12
Disassembly and Inspection 282 | Cleaning Engine Upper End Theory
Parts 284 | Crack Detection 288 | In-Vehicle Engine and Service 333
Service 289 | Cylinder Head 291 | Key Terms 294 |
Objectives 333 | Camshafts 333 | Cylinder Head 338
Summary 294 | Review Questions 294 |
| Intake and Exhaust Valves 340 | Variable Valve
ASE-Style Review Questions 295
Timing Systems 345 | Cylinder Head
Disassembly 353 | Inspection of the Valve Train 357 |
Inspection of Camshaft and Related Parts 360 |
CONTENTS v
Servicing Cylinder Heads 361 | Valve Stem Seals 363 Key Terms 398 | Summary 399 | Review
| Assembling the Cylinder Head 364 | Key Terms 366 | Questions 399 | ASE-Style Review Questions 400
Summary 366 | Review Questions 367 | ASE-Style
Review Questions 367 CHAPTER 14
Lubricating and
CHAPTER 13 Cooling Systems 402
Engine Sealing Objectives 402 | Lubrication System 402 | Flushing
and Reassembly 369 the System 410 | Cooling Systems 410 | Cooling
Objectives 369 | Torque Principles 369 | Gaskets 372 System Diagnosis 419 | Inspection of Cooling
| Specific Engine Gaskets 375 | Adhesives, Sealants, System 421 | Testing for Leaks 425 | Cooling System
and Other Sealing Materials 378 | Oil Seals 382 | Service 429 | Key Terms 438 | Summary 439 | Review
Engine Reassembly 383 | Installing the Engine 394 | Questions 439 | ASE-Style Review Questions 440
Secti on 3 ELECTRICITY442
Basics of Electrical Starting and Motor
Systems442 Systems549
Objectives 442 | Basics of Electricity 443 | Electrical Objectives 549 | Basics of Electromagnetism 550 |
Terms 445 | Ohm’s Law 449 | Circuits 453 | Circuit Starting Motors 553 | Starting System 556 | Starter
Components 456 | Key Terms 468 | Summary 468 | Motor Circuit 557 | Control Circuit 562 | Starting
Review Questions 468 | ASE-Style Review System Testing 563 | Key Terms 573 | Summary 573
Questions 469 | Review Questions 574 | ASE-Style Review
Questions 575
CHAPTER 16
General Electrical System CHAPTER 19
Diagnostics and Service 471 Charging Systems 577
Objectives 471 | Electrical Problems 471 | Electrical Objectives 577 | Alternating Current Charging
Wiring Diagrams 475 | Electrical Testing Tools 477 | Systems 578 | AC Generator Operation 583 | Voltage
Using Multimeters 483 | Using Lab Scopes 493 | Regulation 584 | Current Trends 588 | Preliminary
Testing Basic Electrical Components 497 | Checks 591 | General Testing Procedures 595 | AC
Troubleshooting Circuits 501 | Testing for Common Generator Service 600 | Key Terms 601 |
Problems 505 | Connector and Wire Repairs 510 | Summary 601 | Review Questions 601 | ASE-Style
Key Terms 517 | Summary 517 | Review Review Questions 602
Questions 517 | ASE-Style Review Questions 518
CHAPTER 20
CHAPTER 17 Lighting Systems 604
Batteries: Theory, Objectives 604 | Automotive Lamps 604 |
Diagnosis, and Service 520 Headlights 607 | Headlight Switches 613 | Automatic
Objectives 520 | Basic Battery Theory 520 | Battery Light Systems 615 | Headlight Service 618 |
Hardware 523 | Battery Ratings 524 | Common Types Headlight Replacement 621 | Basic Lighting System
of Batteries 525 | Lead-Acid Batteries 526 | Servicing Diagnosis 625 | Rear Exterior Lights 627 | Interior
and Testing Batteries 530 | Jump-Starting 543 | Key Light Assemblies 638 | Key Terms 642 |
Terms 546 | Summary 546 | Review Questions 547 | Summary 642 | Review Questions 642 | ASE-Style
ASE-Style Review Questions 548 Review Questions 643
vi CONTENTS
CHAPTER 21 Electronic Circuits and Components 688 | Key

Terms 691 | Summary 692 | Review Questions 692 |
Instrumentation and ASE-Style Review Questions 693
Information Displays 645
Objectives 645 | Instrument Panels 646 | CHAPTER 23
Displays 646 | Mechanical Gauges 648 | Electronic Electrical Accessories 695
Instrument Clusters 652 | Basic Information Objectives 695 | Windshield Wiper/Washer
Gauges 653 | Indicator and Warning Devices 658 | Systems 696 | Horns/Clocks/Cigarette Lighter
Driver Information Centers 663 | Key Terms 664 | Systems 703 | Cruise (Speed) Control Systems 705 |
Summary 664 | Review Questions 665 | ASE-Style Adaptive Cruise Control 707 | Sound Systems 709 |
Review Questions 665 Telematics 714 | Navigation Systems 715 | Power
Lock Systems 717 | Power Windows 718 | Power
CHAPTER 22
Seats 722 | Power Mirror System 726 | Rear-Window
Basics of Electronics and Defrosters and Heated Mirror Systems 727 | Other
Computer Systems 667 Electronic Equipment 728 | Garage Door Opener
Objectives 667 | Capacitors 667 | System 735 | Security and Antitheft Devices 735 |
Semiconductors 669 | Computer Basics 672 | Key Terms 738 | Summary 738 | Review
Multiplexing 680 | Protecting Electronic Systems 685 Questions 739 | ASE-Style Review Questions 740
| Diagnosing Modules and Networks 686 | Testing
Section 4 ENGINE PERFORMANCE 742

CHAPTER 24 Knock Sensor (KS) 821 | Computer Outputs and
Engine Performance Actuators 822 | Testing Actuators 823 | Key
Systems742 Terms 826 | Summary 826 | Review Questions 827 |
Objectives 742 | Ignition Systems 743 | Fuel
System 745 | Air Induction System 747 | Emission CHAPTER 26
Control Systems 747 | Engine Control Systems 748 |
Ignition Systems 829
Computer Logic 750 | On-Board Diagnostic Systems
Objectives 829 | Basic Circuitry 830 | Ignition
751 | System Operation 753 | Obd Ii Monitoring
Components 833 | Triggering and Switching
Capabilities 754 | Obd II Self-Diagnostics 764 |
Devices 838 | Engine Position Sensors 839 |
MIL 764 | Basic Diagnosis of Electronic Engine Control
Distributor Ignition System Operation 841 | Electronic
Systems 768 | Diagnosing Obd II Systems 768 | Key
Ignition Systems 841 | EI System Operation 845 | Key
CHAPTER 25
CHAPTER 27
Detailed Diagnosis
and Sensors 779 Ignition System Diagnosis
and Service 852
Objectives 779 | Using Scan Tool Data 779 |
Objectives 852 | Misfires 853 | General Ignition System
Symptom-Based Diagnosis 784 | Basic Testing 787 |
Diagnosis 853 | Ignition System Inspection 854 |
Diagnosis of Computer Voltage Supply and Ground
No-Start Diagnosis 859 | Diagnosing with an Engine
Wires 789 | Switches 792 | Temperature Sensors 793
Analyzer 862 | Diagnosing with a Dso or Gmm 869 |
| Pressure Sensors 796 | Mass Airflow (MAF)
Ignition Timing 870 | Diagnosing Primary Circuit
Sensors 799 | Oxygen Sensors (O2S) 802 | Testing
Components 873 | Secondary Circuit Tests and
Air-Fuel Ratio (A/F) Sensors 809 | Position
Service 878 | Key Terms 885 | Summary 885 | Review
Sensors 810 | EGR Valve Position Sensor 813 |
Speed Sensors 814 | Position/Speed Sensors 818 |
CONTENTS vii
CHAPTER 28 Systems 1017 | Turbochargers 1019 |

Superchargers 1026 | Exhaust System
Gasoline, Diesel, Components 1028 | Catalytic Converters 1031 |
and Other Fuels 888 Exhaust System Service 1034 | Key Terms 1037 |
Objectives 888 | Crude Oil 889 | Gasoline 891 | Basic Summary 1037 | Review Questions 1038 | ASE-Style
Gasoline Additives 893 | Oxygenates 894 | Review Questions 1039
MTBE 894 | Gasoline Quality Testing 895 |
Alternatives to Gasoline 896 | Diesel Fuel 903 | Diesel CHAPTER 33
Engines 906 | Diesel Fuel Injection 908 | Diesel Emission Control
Emission Controls 917 | Diagnostics 922 | Key Systems1041
Objectives 1041 | Pollutants 1041 | Emission Control
Devices 1045 | Evaporative Emission Control
CHAPTER 29 Systems 1048 | Precombustion Systems 1052 |
Postcombustion Systems 1060 | Diesel Emission
Fuel Delivery Systems 928 Controls 1063 | Key Terms 1068 | Summary 1068 |
Objectives 928 | Guidelines for Safely Working on Review Questions 1068 | ASE-Style Review
Fuel Systems 930 | Fuel Tanks 931 | Filler Caps 934 | Questions 1069
Fuel Lines and Fittings 936 | Fuel Filters 939 | Fuel
Pumps 940 | Key Terms 956 | Summary 956 | Review CHAPTER 34
Questions 956 | ASE-Style Review Questions 957 Emission Control
CHAPTER 30 Diagnosis and Service 1071
Electronic Fuel Injection 959 Objectives 1071 | OBD II Test 1072 | Testing
Emissions 1075 | Basic Inspection 1079 | Evaporative
Objectives 959 | Basic Efi 960 | Throttle Body
Emission Control System Diagnosis and Service 1081
Injection (TBI) 965 | Port Fuel Injection (PFI) 965 |
| Pcv System Diagnosis and Service 1086 | Egr
Pressure Regulators 968 | Central Port Injection
System Diagnosis and Service 1089 | Catalytic
(Cpi) 970 | Gasoline Direct-Injection Systems 973 |
Converter Diagnosis 1095 | Air System Diagnosis
Key Terms 978 | Summary 978 | Review
and Service 1097 | Key Terms 1099 | Summary 1099
| Review Questions 1100 | ASE-Style Review
Chapter 31 Questions 1101
Fuel Injection System CHAPTER 35

Diagnosis and Service 981 Hybrid Vehicles 1103
Objectives 981 | Preliminary Checks 982 | Basic Efi Objectives 1103 | Hybrid Vehicles 1103 | Hybrid
System Checks 983 | Injector Service 995 | Fuel Rail, Technology 1106 | Accessories 1112 | HVAC 1112 |
Injector, and Regulator Service 997 | Electronic GM’s Series Hybrids 1113 | GM’s Parallel
Throttle Controls 1001 | Idle Speed Checks 1004 | Hybrids 1115 | Honda’s IMA System 1117 | IMA 1118
Key Terms 1006 | Summary 1006 | Review | Toyota’s Power-Split Hybrids 1121 | Ford
Questions 1007 | ASE-Style Review Questions 1007 Hybrids 1127 | 4WD 1130 | Porsche and Volkswagen
Hybrids 1131 | Hyundai and Kia Hybrids 1132
CHAPTER 32
Nissan/Infiniti Hybrids 1133 | Bmw Hybrids 1133 |
Intake and Exhaust Mercedes-Benz Hybrids 1134 | Maintenance and
Systems1009 Service 1135 | Key Terms 1142 | Summary 1142 |
Objectives 1009 | Vacuum Systems 1009 | Air Review Questions 1144 | ASE-Style Review
Induction System 1012 | Induction Hoses 1012 | Questions 1144
Intake Manifolds 1013 | Forced Induction
viii CONTENTS
CHAPTER 36 Honda Fit Ev 1164 | Basic Diagnosis 1165 | Fuel Cell

Vehicles 1167 | Fuel Cells 1170 | Current
Electric Vehicles 1146 FCEVs 1176 | Toyota 1176 | Honda 1178 |
Objectives 1146 | A Look at History 1147 | Zero- Hyundai 1178 | Prototype FCEVs 1178 | Audi 1179 |
Emissions Vehicles 1148 | Major Parts 1149 | Battery Daimler 1179 | Key Terms 1181 | Summary 1181 |
Charging 1152 | Accessories 1156 | HVAC 1156 | Review Questions 1181 | ASE-Style Review
Driving a BEV 1157 | Ford Focus 1159 | Nissan Questions 1182
Leaf 1160 | Mitsubishi i-MiEV 1161 | Tesla 1162 |
Section 5 MANUAL TRANSMISSIONS AND TRANSAXLES 1184

Clutches 1184 Manual Transmission/
Objectives 1184 | Operation 1185 | Clutch Service Transaxle Service 1237
Safety Precautions 1194 | Clutch Maintenance 1194 | Objectives 1237 | Lubricant Check 1238 | In-Vehicle
Clutch Problem Diagnosis 1195 | Clutch Service 1199 Service 1241 | Diagnosing Problems 1242 |
| Linkage Service 1202 | Key Terms 1204 | Transmission/Transaxle Removal 1246 | Cleaning and
Summary 1205 | Review Questions 1205 | ASE-Style Inspection 1248 | Disassembly and Reassembly of
Review Questions 1206 the Differential Case 1252 | Reassembly/Reinstallation
of Transmission/Transaxle 1253 | Key Term 1254 |
CHAPTER 38 Summary 1254 | Review Questions 1255 | ASE-Style
Manual Transmissions Review Questions 1256
and Transaxles 1208
Objectives 1208 | Transmission Versus CHAPTER 40
Transaxle 1209 | Gears 1210 | Basic Gear Drive Axles and
Theory 1212 | Transmission/Transaxle Design 1214 | Differentials 1257
Synchronizers 1217 | Gearshift Mechanisms 1219 | Objectives 1257 | Basic Diagnosis and Service 1257 |
Transmission Power Flow 1220 | Transaxle Power Front-Wheel Drive (FWD) Axles 1258 | Types of CV
Flows 1224 | Final Drive Gears and Overall Joints 1259 | Front-Wheel Drive Applications 1260 |
Ratios 1226 | Dual Clutch Transmissions 1226 | CV Joint Service 1262 | Rear-Wheel Drive Shafts 1268
Electrical Systems 1232 | Key Terms 1233 | | Operation of U-Joints 1269 | Types of U-Joints 1272 |
Summary 1233 | Review Questions 1234 | ASE-Style Diagnosis of Drivetrain Problems 1273 | Final Drives and
Review Questions 1235 Drive Axles 1282 | Limited-Slip Differentials 1286 | Axle
Shafts 1288 | Servicing the Final Drive Assembly 1291
| Key Terms 1297 | Summary 1297 | Review
Section 6 AUTOMATIC TRANSMISSIONS AND TRANSAXLES 1300

CHAPTER 41 Planetary Gear Controls 1323 | Transmission
Automatic Transmissions Clutches 1325 | Bearings, Bushings, and Thrust
and Transaxles 1300 Washers 1330 | Snaprings 1331 | Gaskets and
Seals 1332 | Final Drives and Differentials 1335 |
Objectives 1300 | Torque Converter 1302 | Lockup
Hydraulic System 1336 | Application of Hydraulics in
Torque Converter 1307 | Planetary Gears 1310 |
Transmissions 1337 | Pressure Boosts 1341 | Shift
Compound Planetary Gearsets 1312 | Honda’s
Quality 1342 | Gear Changes 1344 | Key Terms 1347
Nonplanetary-Based Transmission 1318 |
| Summary 1347 | Review Questions 1348 | ASE-Style
Continuously Variable Transmissions (CVT) 1320 |
Review Questions 1349
CONTENTS ix
CHAPTER 42 Hydraulic and Vacuum Control Systems 1398 |

Common Problems 1401 | Linkages 1403 |
Electronic Automatic Replacing, Rebuilding, and Installing a
Transmissions 1351 Transmission 1404 | Key Term 1410 | Summary 1410
Objectives 1351 | Transmission Control Module 1353 | Review Questions 1410 | ASE-Style Review
| Hybrid Transmissions 1365 | Basic EAT Testing 1367 Questions 1411
| Converter Clutch Control Diagnostics 1372 | Detailed
Testing of Inputs 1374 | Detailed Testing of CHAPTER 44
Actuators 1376 | Key Terms 1379 | Summary 1379 | Four- and All-Wheel
Review Questions 1379 | ASE-Style Review Drive 1413
Questions 1380
Objectives 1413 | Types of Drives 1414 | 4WD
CHAPTER 43 Drivelines 1423 | Interaxle (Center) Differentials 1427 |
Audi’s Quattro System 1428 | Helical Center
Automatic Transmission Differential 1428 | Torque Vectoring 1432 | Diagnosing
and Transaxle Service 1382 4WD and AWD Systems 1435 | Servicing 4WD
Objectives 1382 | Identification 1382 | Basic Vehicles 1439 | Key Terms 1446 | Summary 1446 |
Service 1383 | Basic Diagnostics 1389 | Visual Review Questions 1446 | ASE-Style Review
Inspection 1389 | Road Testing the Vehicle 1392 | Questions 1447
Checking the Torque Converter 1395 | Diagnosing
Secti on 7 SUSPENSION AND STEERING SYSTEMS 1449

Tires and Wheels 1449 Steering Systems 1534
Objectives 1449 | Wheels 1450 | Tires 1451 | Tire Objectives 1534 | Mechanical Steering Systems 1535
Ratings and Designations 1456 | Tire Pressure | Power-Steering Systems 1542 | Electronically
Monitor (TPM) Systems 1462 | Tire/Wheel Controlled Power-Steering Systems 1549 | Steering
Runout 1467 | Tire Replacement 1468 | Tire/Wheel System Diagnosis 1554 | Diagnosis 1555 | Specific
Assembly Service 1471 | Tire Repair 1471 | Wheel Checks 1558 | Steering System Servicing 1565 |
Bearings 1477 | Key Terms 1482 | Summary 1482 | Power-Steering System Servicing 1571 | Four-Wheel
Review Questions 1483 | ASE-Style Review Steering Systems 1575 | Key Terms 1581 |
Questions 1484 Summary 1581 | Review Questions 1582 | ASE-Style
CHAPTER 46
Suspension Systems 1486 Chapter 48
Objectives 1486 | Frames 1487 | Suspension System Restraint Systems: Theory,
Components 1487 | Independent Front Diagnosis, and Service 1584
Suspension 1496 | Basic Front-Suspension Objectives 1584 | Seat Belts 1585 | Seat Belt
Diagnosis 1503 | Front-Suspension Component Service 1587 | Air Bags 1589 | Electrical System
Servicing 1506 | Rear-Suspension Systems 1515 | Components 1593 | Diagnosis 1598 | Servicing the
Semi-Independent Suspension 1518 | Electronically Air Bag System 1599 | Other Protection
Controlled Suspensions 1521 | Servicing Electronic Systems 1601 | Key Terms 1603 | Summary 1603 |
Suspension Components 1526 | Active Review Questions 1604 | ASE-Style Review
Suspensions 1528 | Key Terms 1530 | Questions 1605
x CONTENTS
CHAPTER 49 Wheel Alignment Equipment 1616 | Alignment

Machines 1618 | Performing an Alignment 1619 |
Wheel Alignment 1607 Four-Wheel Drive Vehicle Alignment 1629 | Key
Objectives 1607 | Wheel Alignment 1607 | Alignment Terms 1630 | Summary 1630 | Review
Geometry 1608 | Prealignment Inspection 1614 | Questions 1630 | ASE-Style Review Questions 1631
Section 8 BRAKES 1633

Brake Systems 1633 Disc Brakes 1704
Objectives 1633 | Friction 1634 | Principles of Objectives 1704 | Disc Brake Components and their
Hydraulic Brake Systems 1637 | Hydraulic Brake Functions 1705 | Rear-Wheel Disc Brakes 1713 | Disc
System Components 1640 | Master Cylinders 1641 | Brake Diagnosis 1715 | Service Guidelines 1717 |
Master Cylinder Operation 1645 | Fast-Fill and Quick General Caliper Inspection and Servicing 1719 | Rear
Take-Up Master Cylinders 1645 | Central-Valve Disc Brake Calipers 1727 | Rotor Inspection 1728 |
Master Cylinders 1647 | Hydraulic Tubes and Rotor Service 1732 | Key Terms 1736 |
Hoses 1647 | Hydraulic System Safety Switches and Summary 1736 | Review Questions 1736 | ASE-Style
Valves 1649 | Drum and Disc Brake Assemblies 1655 Review Questions 1737
| Hydraulic System Service 1656 | Power
Brakes 1664 | Pushrod Adjustment 1667 | Hydraulic CHAPTER 53
Brake Boosters 1668 | Electric Parking Brakes 1670 | Antilock Brake, Traction
Key Terms 1671 | Summary 1672 | Review Control, and Stability
Questions 1672 | ASE-Style Review Questions 1673 Control Systems 1739
Objectives 1739 | Antilock Brakes 1739 | Types of
CHAPTER 51
Antilock Brake Systems 1747 | ABS Operation 1748 |
Drum Brakes 1675 Automatic Traction Control 1752 | Automatic Stability
Objectives 1675 | Drum Brake Operation 1675 | Drum Control 1754 | Antilock Brake System Service 1757 |
Brake Components 1676 | Drum Brake Designs 1680 Diagnosis and Testing 1758 | Testing Traction and
| Road Testing Brakes 1686 | Drum Brake Stability Control Systems 1765 | New Trends 1765 |
Inspection 1686 | Brake Shoes and Linings 1694 | Key Terms 1766 | Summary 1766 | Review
Wheel Cylinder Inspection and Servicing 1697 | Drum Questions 1767 | ASE-Style Review Questions 1767
Parking Brakes 1698 | Key Terms 1701 |
Section 9 PASSENGER COMFORT 1769

CHAPTER 54 Compressors 1784 | Condenser 1790 | Receiver/
Dryer 1792 | Thermostatic Expansion Valve/Orifice
Heating and Air Tube 1793 | Evaporator 1794 | Refrigerant
Conditioning 1769 Lines 1795 | Air-Conditioning Systems and
Objectives 1769 | Ventilation System 1770 | Controls 1796 | Temperature Control Systems 1799 |
Automotive Heating Systems 1770 | Heating System Key Terms 1803 | Summary 1804 | Review
Service 1775 | Theory of Automotive Air Questions 1804 | ASE-Style Review Questions 1805
Conditioning 1779 | Refrigerants 1779 | Basic
Operation of an Air-Conditioning System 1782 |
I CONTENTS xi
CHAPTER 55 APPEndix A
Air-Conditioning Diagnosis Decimal and Metric Equivalents 1843
and Service 1807 APPEndix B
Objectives 1807 | Service Precautions 1807 | General Torque Specifications 1844
Refrigerant Safety Precautions 1808 | Initial System GlossARy 1845
Checks 1810 | Diagnosis 1812 | Performance
Testing 1814 | Leak Testing 1819 | Emptying the
System 1822 | General Service 1823 | Recharging the
System 1832 | Climate Control Systems 1836 |
xii P h oto S equence S
Photo Se quenceS
PS 1 Repairing Damaged Threads with a Tap��110 PS 30 Removing and Replacing a Fuel
PS 2 Using a Micrometer��114 Injector on a PFI System��998
PS 3 Changing the Oil and Oil Filter��210 PS 31 Installing and Aligning a Clutch Disc��1200
PS 4 Typical Procedure for Inspecting, PS 32 Removing and Replacing a CV Joint
Removing, Replacing, and Adjusting Boot��1266
a Drive Belt��219 PS 33 Disassembling a Single Universal
PS 5 Typical Procedure for Cleaning a Battery Joint��1276
Case, Tray, and Cables ��222 PS 34 Reassembling a Single Universal
PS 6 Conducting a Cylinder Compression Joint��1277
Test��261 PS 35 Measuring and Adjusting Backlash
PS 7 Checking Main Bearing Clearance with and Side-Bearing Preload on a Final
Plastigage ��314 Drive Assembly with a Shim Pack��1295
PS 8 Installing a Piston and Rod Assembly��322 PS 36 Measuring and Adjusting Backlash and
Side-Bearing Preload on a Final Drive
PS 9 Using Form-In-Place Gasket Maker ��381
Assembly with Adjusting Nuts��1296
PS 10 Replacing a Timing Belt on an
PS 37 Checking Transmission Fluid Level
OHC Engine��385
on a Vehicle without a Dipstick ��1385
PS 11 Adjusting Valve Lash��388
PS 38 Changing Automatic Transmission
PS 12 Using a Cooling System Pressure Fluid and Filter��1388
Tester��427
PS 39 Typical Procedure for Disassembling
PS 13 Performing a Voltage Drop Test��488 a Warner 13-56 Transfer Case��1441
PS 14 Soldering Two Copper Wires Together ��515 PS 40 Typical Procedure for Reassembling
PS 15 Conducting a Battery Load Test ��536 a Warner 13-56 Transfer Case��1443
PS 16 Parasitic Draw Testing��540 PS 41 Dismounting and Mounting a Tire on
PS 17 Voltage Drop Testing of a Starter a Wheel Assembly��1473
Circuit �� 568 PS 42 Measuring Front and Rear Curb
PS 18 Removing a Multifunction Switch ��632 Riding Height��1507
PS 19 Flashing a BCM��689 PS 43 Measuring the Lower Ball Joint
Radial Movement on a MacPherson
PS 20 Typical Procedure for Replacing a Strut Front Suspension ��1512
Power Window Motor ��721
PS 44 Removing and Replacing a
PS 21 Typical Procedure for Grid Wire Repair��729 MacPherson Strut ��1517
PS 22 Preparing a Snap-on scan tool to PS 45 Replacing Inner Tie-Rod on a Rack
Read OBD II Data ��767 and Pinion ��1567
PS 23 Diagnosis with a Scan Tool ��774 PS 46 Removing an Air Bag Module ��1602
PS 24 Testing an Oxygen Sensor��806 PS 47 Typical Procedure for Performing
PS 25 Using a Scope to Test a Distributorless Four-Wheel Alignment with a
Ignition System ��871 Computer Wheel Aligner��1620
PS 26 Removing a Fuel Filter on an EFI PS 48 Typical Procedure for Bench
Vehicle��941 Bleeding a Master Cylinder��1661
PS 27 Checking Fuel Pressure on a Fuel PS 49 Removing and Replacing Brake
Injection System ��946 Pads��1720
PS 28 Checking Current Ramping to the Fuel PS 50 Inspect/Test a Wheel-Speed
Pump��952 Sensor with Scope��1763
PS 29 Typical Procedure for Testing Injector PS 51 Evacuating and Recharging an A/C
Balance ��992 System with a Recycling and
Charging Station ��1833
Preface
About the Book

Manufacturers have made major and constant Regardless of the level of program accreditation, you
changes to the various systems of an automobile, will find the appropriate information in this book.
and the integration and codependence of those sys- The first section of chapters gives an overview of
tems have made becoming a successful technician the automotive industry, careers, working as a tech-
more challenging than ever. This book, Automotive nician, tools, diagnostic equipment, and basic auto-
Technology: A Systems Approach, was designed and motive systems. The content of these chapters has
written to prepare students for those challenges. The been updated and arranged to prepare students for
basic premise is “with students having so much to the responsibilities and demands of a career as an
learn in a short time, why fill the pages of a textbook automotive technician.
with information they do not need?” The emphasis of Chapter 1 explores the career opportunities in
this book is on those things that students need to the automotive industry. This discussion has been
know about the vehicles of today and tomorrow. expanded to include more information about ASE
This does not mean that the pages are filled with certification and testing. Chapter 2 covers work-
fact after fact. Rather, each topic is explained in a log- place skills and the ways to go about seeking and
ical way, slowly but surely. With more than 45 years of selecting a job in the automotive field. This chapter
combined teaching experience, we believe we have a goes through the process of getting a job and keep-
good sense of how students read and understand ing it. It also covers some of the duties common to
technical material. We also know what things draw all automotive technicians. This chapter has been
their interest into a topic and keep it there. These updated to include online resources.
things have been incorporated in the writing and fea- Chapter 3 covers the science and math principles
tures of the book. that are the basis for the operating principles of an auto-
This new edition of Automotive Technology: A Sys- mobile. Too often, we, as instructors assume that our
tems Approach represents the many changes that students know these basics. This chapter is included to
have taken place in the automotive industry over the serve as a reference for those students who want to be
past few years. With each new edition, the challenge of good technicians. To do that they need a better under-
what to include and what to delete presents itself. We standing of why things happen the way they do.
hope that we have made the right choices. of course, if Chapter 4 covers the basic systems of the auto-
we did, much of the credit is due to the feedback we mobile in a very basic approach and has been updated
have received from users of the previous edition and to include hybrid vehicles and alternative fuels. Chap-
those who reviewed this new edition while it was in the ters 5 through 7 cover very important issues regarding
making. They all did a fantastic job and showed that the use and care of hand tools, shop equipment, and
they are truly dedicated to automotive education. safety issues (including bloodborne pathogens).
Throughout these chapters, there is a strong emphasis
New to this Edition on safely working on today’s vehicles and the correct
tools required to do so. Chapter 6 gives a brief look at
This seventh edition is not the sixth edition with a new the special and diagnostic tools required for working in
cover and some new pictures. Although much of the each of the eight primary ASE certification areas. The
information from the previous edition was retained, tools discussed include all of the required tools for
each chapter has been updated in response to the each area as defined by the ASE Education Foundation
changing industry. In addition, there are some new (formerly NATEF).
features that should be helpful to students and their Chapter 8 covers the procedures involved in com-
instructors. We have made sure that all of the latest mon safety inspections and preventive maintenance
ASE program standards are covered in this text. programs. Because the industry has more hybrid
xiii
xiv P reface
vehicles than in previous years, basic maintenance for in today’s hybrid vehicles. There is a comprehensive
those vehicles has been included. look at torque vectoring systems, which are becom-
Section 2, which contains the chapters on engines, ing more common on all types of vehicles.
has been updated to include more coverage on the lat- The suspension and steering systems section
est engine designs and technologies. There is more has increased coverage on electronic controls and
coverage on the theory, diagnosis, and service to alloy systems. This includes the new designs of shock
engines and overhead camshaft engines. There are absorbers and four-wheel steering systems. Chap-
also discussions on the latest trends, including variable ter 49 has been updated to include the latest tech-
valve timing and lift and cylinder disabling systems. A niques for performing a four-wheel alignment.
discussion of light-duty diesel engines and those The Brakes section has also been updated to reflect
engines used in hybrid vehicles is also part of the entire current technology. This includes the latest antilock
section. brake, stability control, and traction control systems.
It is nearly impossible to work on modern cars and Heating and air-conditioning systems are cov-
trucks without a solid understanding of basic electric- ered in Section 9. The content in Chapters 54 and 55
ity and electronics as contained in Section 3. As a includes hybrid systems, R-1234yf components and
result, little has been deleted from those chapters while service, as well as future refrigerants.
new information has been added to keep up with cur-
rent technology. Coverage of all the major electrical
systems has been increased to include new technolo-
gies. This includes high-voltage systems, new exterior
Organization and
lighting systems, adaptive systems (such as cruise
control), semi-autonomous and autonomous driving
Goals of this Edition
technologies, and many new accessories. The rest of This edition is still a comprehensive guide to the ser-
the section has been brought up to date with addi- vice and repair of our contemporary automobiles. It is
tional coverage on body computers and the use of lab still divided into nine sections that relate to the spe-
scopes and graphing meters. cific automotive systems. The chapters within each
The entire Engine Performance section (Section 4) section describe the various subsystems and individ-
has been updated from the introductory chapters to ual components. Diagnostic and service procedures
those that deal with overall engine performance testing. that are unique to different automobile manufacturers
The layout represents the approach taken by most also are included in these chapters. Because many
experienced technicians. It is hoped that students will automotive systems are integrated, the chapters
be able to grasp a global look at these systems and can explain these important relationships in great detail. It
become better diagnosticians. The revision of the sec- is important to note that all of latest ASE Education
tion covers the individual engine performance systems, Alliance standards are addressed in this edition.
their operation, and how to test them with current diag- Effective diagnostic skills begin with learning to
nostic equipment. Added emphasis on diagnostics was isolate the problem. The exact cause is easier to pin-
the main goal of the revision of the rest of this section. point by identifying the system that contains the
Included in this section are three chapters that problem. Learning to think logically about trouble-
deal with some of the dynamic aspects of the auto- shooting problems is crucial to mastering this essen-
motive industry. Chapter 28 is dedicated to gasoline, tial skill. Therefore, logical troubleshooting techniques
diesel, and other fuels. It also covers the operation are discussed throughout this text. Each chapter
and service of light-duty diesel engines, including describes ways to isolate the problem system and
their injection and emission control systems. Due to then the individual components of that system.
the increasing number of hybrid and electric vehicles This systems approach gives the student import-
on the road, this edition has an entire chapter dedi- ant preparation opportunities for the ASE certifica-
cated to hybrid vehicles in addition to the information tion exams. These exams are categorized by the
that appears in various chapters. Chapter 36 focuses automobile’s major systems. The book’s sections
on currently available electric and fuel cell vehicles. are outlined to match the ASE test specifications
Sections 5 and 6 cover transmissions and drive- and competency task lists. The review questions at
lines. All of the chapters in these sections have been the end of every chapter give students practice in
updated to include more coverage on electronic con- answering ASE-style review questions.
trols. There is also more coverage on six-, seven-, and More importantly, a systems approach allows stu-
eight and ten-speed transmissions, automatic manual dents to have a better understanding of the total vehi-
transmissions, new differential designs, and electronic cle. With this understanding, they have a good chance
automatic transmissions and transaxles. In addition, for a successful career as an automotive technician.
there is complete coverage on the transmissions used That is the single most important goal of this text.
P reface xv
Acknowledgments
I would like to acknowledge and thank the following dedicated and knowledgeable educators
for their comments, criticisms, and suggestions during the review process:
Michael Abraham, Mahwah, NJ Philip Lowry, Lincoln Technical

Porter and Chester David Foster, Lincoln Technical Institute,
Institute, Austin Community Institute, Union, NJ
Woburn, MA College, Whitestone, NY Mike Sarver,
Donnie Ray Allen, Austin, TX Louis Luchsinger, WyoTech,
TTC at McMinnville, Gary R. Grote, Lincoln Technical Blairsville, PA
McMinnville, TN Porter and Chester Institute, Paul Schenkel,
Curt Andres, Institute, Union, NJ WyoTech,
Mid-State Technical Rockyhill, CT Larry Marshall, West Sacramento, CA
College, Carl L. Hader, Lawson State Commu- Terry Lynn Shaffer,
Marshfield, WI Grafton High School, nity College, Bates Technical College,
Wayne A. Barton, Grafton, WI Bessemer, AL Tacoma, WA
Porter and Chester Mark Hankins, Kevin McCurry, Michael Shephard,
Institute, Shoreline Community North Georgia Technical Lincoln Technical
Branford, CT College, College, Institute,
Arthur S. Bernier, Shoreline, WA Clarkesville, GA Union, NJ
Porter and Chester Matthew Herndon, James Melby, Timothy Shockley,
Institute, WyoTech, Porter and Chester WyoTech,
Woburn, MA West Sacramento, CA Institute, Sacramento, CA
Rick Bland, Roger Ito, Belchertown, MA Frank Spirig,
WyoTech, WyoTech, Brian Noel, Lincoln Technical
Blairsville, PA Sacramento, CA Cosumnes River College, Institute,
Alfred Blume, Ken Jefferson, Sacramento, CA Union, NJ
Lincoln Technical Southeast Community Paul O’Connell, Wendell Soucy,
Institute, College Lincoln, NE Riverside City College, Porter and Chester
Philadelphia, PA Igor Joffe, Riverside, CA Institute,
Dennis Blumetti, Lincoln Technical Joseph A. Oliva, Enfield, CT
Lincoln Technical Institute, Lincoln Technical Steven Struthers,
Institute, Mahwah, NJ Institute, Porter and Chester
Union, NJ David P. Jones, Whitestone, NY Institute,
Ronnie Bush, Lincoln College of Marvin Olson, Enfield, CT
Tennessee Technology Technology, Fort Peck Community James Taylor,
Center at Jackson, Melrose Park, IL College, WyoTech,
Jackson, TN Mike Keener, Poplar, MT Blairsville, PA
Arlen Crabb, WyoTech, Vernon Ouellette, Tom Velardi,
Lincoln College of Blairsville, PA Porter and Chester Lincoln Technical
Technology, John V. King, Institute, Institute,
Columbia, MD Lincoln College of Branford, CT Whitestone, NY
Eric Evensen, Technology, Douglas Peterson, James Warga,
WyoTech, Columbia, MD Lincoln Technical Lincoln Technical
West Sacramento, CA Joe Krystopa, Institute, Institute,
Jack Fetsko, Lincoln Technical Philadelphia, PA Mahwah, NJ
WyoTech, Institute, David Reynolds, Glen F. Weiss,
Blairsville, PA Philadelphia, PA Lincoln College of Lincoln Technical
Dave Fish, Calvin Lofton, Technology, Institute,
WyoTech, WyoTech, Indianapolis, IN Philadelphia, PA
Blairsville, PA Long Beach, CA Eric Rising, James M. Yetso,
Gary Forgotson, Jack Longress, WyoTech, Porter and Chester
Lincoln Technical WyoTech, Blairsville, PA Institute,
Institute, Laramie, WY Steven Russo, Branford, CT
xvi P reface
About the Author executive vice-president. Jack was also associated

with ATMC, SAE, ASA, ATRA, AERA, and other auto-
motive professional associations.
Jack Erjavec has become a fixture in the automotive
Rob Thompson started his teaching career as an
textbook publishing world. He has many years of
adjunct faculty member at Columbus State Commu-
experience as a technician, educator, author, and
nity College while still working full-time as a techni-
editor and has authored or coauthored more than
cian. Since 1995, he has taught the high school
forty automotive textbooks and training manuals.
automotive technology program that he himself grad-
Mr. Erjavec holds a Master of Arts degree in Voca-
uated from a long time ago. Rob has an associate of
tional and Technical Education from Ohio State Uni-
applied science degree in automotive technology,
versity. He spent 20 years at Columbus State
has been a board member and is a past-president of
Community College as an instructor and administra-
the North American Council of Automotive Teachers
tor and has also been a long-time affiliate of the
(NACAT). Rob has ASE Master and Advanced Level
North American Council of Automotive Teachers,
Technician certifications.
including serving on the board of directors and as
Features of the Text
Learning how to maintain and repair today’s automobiles can be a daunting
TEr
endeavor. To guide the readers through this complex material, we have built in a
10
ChaP
ENGINE
DISa SSEMBL
Y aND series of features that will ease the teaching and learning processes.
CLEaNING
and
removal
rs the
ter cove , it ends
this chap however made
ost of engine.
Objectives
M installatio
n of an
e of com
mon repa
irs that
in a vehi
can be
cle. it also
cov-
of
IVES with som it is still
general
cleaning
OBJECT e for removal. engi ne while and d so
le. to an bly pres ente
an engin a RWD vehic c disassem erial is g, but
Prepare e from a
FWD and
onents.
ers basi . the mat rebuildin
●●
an engin basic comp
ponents engine s when
a
Remove e into its od the com only to idual part disas-
●●
the engin priate meth lies not
Separate the appro that it app cem ent of indiv plete
●●
e parts using the repla y. com k and
Clean engin truction of the part. is also to necessar ne bloc
●● e while it ild is not the engi 12.
for the cons to an engin tota l rebu mbly of s 11 and
services
common and asse in chapter
Each chapter begins with the purpose of the chapter, stated in a list of objectives.
Perform sembly are covered
Engine
●●
le. head
in a vehic cylinder
ing an n it and theforarea
Remov the engine, clea
ice infor
mation
the
from a
removing the serv the engi
ne
Before , check all pre-
it Also e for removing adhere to
Both cognitive and performance objectives are included in the lists. The objec-
around you equip-
procedur Make sure tools and tools
correct le have the
r vehic to hand
particula Make sure you In addition an engi
ne
job
cautions ired for the will need
, you
ment reque special tools ) and a jack
and som re 10–1
crane (Figu
hoist or
Three Cs:
Concern,
Cause, Cor
MOTIV
E
rection
age : 89,110
REPAIR
RO: 144
ORDER
84 tives state the expected outcome that will result from completing a thorough
study of the contents in the chapters.
H AUTO inox Mile
el: Equ
ALL TEC Chevrol
et Mod ng oil
concern,
methods
0 Make: s engin
e is leaki s for this
ble cause
Year: 201 Custome
r state
a week
ago mine possi 275
: changed er to deter concern.
Concern Oil was in this chapt
you learn necessary to corre
ct the
History: use what be
concern, what steps will
customer and
Given this concern,
osing the
of diagn
SHOP TALK On som

of the
installed�
placed
in
e engines,
chai
compres n tensioner
sed befo
plunger a vise to sque

into the
re
the plun
To do this, it can be
the unit
ger
must be
is
eze the
CHAP
TER 1
connect
0 • E
ngin
the man the PCV, brak

Inspect ifold Install
covers
and
and clea
ifications install them
e Dis
as
e boos
the
sem
bly a
ter, and
n the seali ignition coil
ng surfa
nd Cl
eanin
EGR hose
g 293
s
assembli to
The Three Cs
the plun tens
ger is com ioner� After tightenin ces for the es
retaining and exha Now install g the bolts valve
pressed, ust man the
clip is a ifolds exhaust man to spec
New in the previous edition and updated for this edition is the feature called The
the plun insta ifold gask -
ger in plac lled to hold In-Line ets
tensione e� Once Eng
r ines Posi
ing clip is installed, the the piston
num tion the
is remo retain- sprocket ber 1 is at
ved� (s) acco TDC Then crankshaft
For engi
the timin rding to align the so that
engine nes adjust g chain or belt specifications camshaf
t
front covewith timing chai the
fold with valve clearancand tensione Now install
the cove r gasket ns, posi r
tightened new gaskets, e Install the If necessary,
Three Cs. The Three Cs, meaning the concern, cause, and correction, are used
r
new seals With clean engi onto the cove tion a new
ne oil, r, clamps to specificationsmaking sure intake mani-
install
the
for the
front lubricate then install and hose its
cone gask camshaft posi cover and cran and install Install brackets Install the wirin bolts are
key slot et and seala tion sensors kshaft Now ing, and the cylinder to the man g harness
head ifold
nt
appropria in the cranksha material into
Put som
e sili- ing harn the ignition coils cover, therm
ess, and Connect ostat hous
according te tool, insta ft pulley Thenthe woodruff cylinder insta ll the -
to spec ll the
pulley , usin and heat head Connect the harness engine’s wir-
to help technicians identify the concern or customer complaint, the underlying

Install ifications and tightg the er hose all disc clam
onnectedps to the
the acce the accessor en it s
ssory y coolant
valve sprin drive beltdrive belt idler All Cyli
nde
ers Mak gs and insta tensione pulle sor conn r Heads Con
ll r Com ys and the fuel ections Insta nect all disc
original e sure the follo the camshaf press
the feed hose ll the fuel onnected
locations wers are t rolle ing disc
Install reinstalle r follow- onnected to the rail Now rail(s) and connsen-
an uppe the intake man d in their cleaner
assembly vacuum lines connect all remaect
r and lowe ifold If nect the
reason or cause of the concern, and how to correct the problem. The chapter
gasket Install and insta in-
and front r intake man a V-type engi switch nega tive batte the drive ll the air
fold Then and rear ifold, posi ne has to the belt(
tighten , insta seals tion a new run for ON posi ry cable Turns) and recon-
them to ll the manifold for the lowe nect
about
2 seconds
tion to
allow the ignit
the uppe spec ’s retai r ions the fuel ion
r manifold ifications ning boltsmani- more timefor signs of Then chec pum
Install Now, do and s Corr leak k the fuel p to
the elec the wiring harn the sam
e for Now, ect all fuel age Repeat con-
trical conn ess brac ant, and refill the engi leak this two
ectors kets and bleed ne’s cool s before proc or
openers in Sections 2 through 9 each contain a Three Cs scenario where the

to the intak connect check the ing syst eeding
all air em with
e manifold
Now forming connections from the syst cool-
Three Cs: vary with the necessar
for leak
y re-le
s The
em Care
last step fully
Concern, the man
ufacturer arn procedur is per-
se, Correc Cau and engi
ne
es, thes
e
ALL TEC
H AUTO tion
Year: 201 MOTIV
reader is presented with a shortened repair order (RO) and customer concern.
0 Mak E
Concern e: Che
: Custome et Mod vrol
History: r states el: Equ REPAIR
engine inox Mile
After review Oil was
changed is leaki
ng oil age: 89,1 ORDER
was comin ing the vehicle a week 10
histor
tighten. g from the oil drain y, the techn
ago RO: 144
ician inspe 84
plug, the
Within the chapter, information regarding the concern’s possible causes and
Cause: technician cted the
tried to vehicle
tighten and confi
Correct Confirmed the plug. rmed
ion: oil leak, The plug the oil leak. Notin
Replaced found strip was notice g
oil pan ped drain ably loose that the leak
to corre plug and would
ct strip threads not
ped drain
plug threa
ds Refi
corrections are provided. Finally, at the end of the chapter, the cause and correc-
lled with
oil
in es
• Eng
ION 2
SECT
380
tion to the scenario are presented to the reader, with rationale notes about any
special considerations regarding the diagnosis and repair. In many of The Three
bolt
sure the
RTV, make
When applying
13–2 9
FIGU RE encircled.
on are
holes
material RTV
gasket ained in
of RTV er cont gets
a bead red rubb � If any
Applying The uncu the eyes
13–2 8
Cs scenarios, the details are taken from real-world situations. We hope this
FIGU RE Caution! irritates clean
. silicone gasketing flush with inues,
a valve cover (RTV) FIP silicone ediately cont
anizing ly used eyes, imm If the irritation
ture vulc t common nt, which in your
tempera are the mos eyewash�
Room bic seala RTV water or or�
products RTV is an aeropresence of air as
sealing ucts in the such see a doct
prod ens y parts
gasket cures or hard stationar It cann
ot
means
it seal two 8) and oil pansin fuel sys- locking
feature will be useful in providing a real-world look at how vehicles are presented
used to et or ings, and tion
can be re 13–2 te ves, bear h vibra
ps (Figu or exhaust gask rs that deno hold slee ect to muc between
water pum as a head in a variety
of colo ral purpose; used to subj be used not on
for gene red is for mostly places ded to
be used comes Black is nuts in are inten rigid castings
,
screw sealers
only
tems RTV application ons; and the cor- of sealants
er applicati Always use Anaerobichined surfaces anaerobic
the prop for special ne seala
nts
s Use
irements the mac
blue is perature requ RTV silico mely resis- stamping
ication flexible ified
to technicians and how customer concerns are resolved.

high-tem for the appl fluids, are extre re very well spec
t
and adhe when
rect type rvious to mos ds ls
flexibility, mpoun r meta
are impe have great ize Co dissimila ing This
tant to
oil, Antise prevent
pounds another and
seiz
t materials to use e com
to mos care ful not too Anti seiz with one
Be RTV� If ting
Warning! amounts of en up from reac
excessive it can loos where
applied, m
much is oil syste robic
, an anae tem-
into the passage and hardened
and get k an oil Once d high
it can bloc re engine dam
age� withstan robic
SHOP TALK bond can Different anae
Cautions and Warnings

seve �
cause ces are peratures specific -
pur-
ng surfa us are for
the mati a continuo sealants not readily inter
e sure ly the and
RTV, mak and oil App (preferably poses example,
To use se, only 9) le� For range
dirt, grea one surface re 13–2 t changeab king products
free of s (Figu abou gth antiv
ibra-
1 ∕ 8-inch
bead on rcle all bolt hole forms (in dry
thread-loc
ium-stren gth,
side) Enci e before a
skin with a from med to high stren
cover ss RTV ther Do agents
ds�
st the shap ve the exce toge tion ning compoun
Adju remo the parts disturb the retai the
te), then Press will weldlike use of
1 minu paper towel ther—this to the spec
ified vertent d make
l or toge g The inad coul
towe usin uct ssible�
616 the partsretaining bolts the steps in wrong
prod
bly impo
not slide S E all shows disassem
TightenC T I O Nence 3 •9 E future
bead Sequ
Photo lectri
Instructors often tell us that shop safety is their most important concern. C
autions
city
torque lace gaskets used for
form-in-p mate rials are are
lants
These eting
They
ic Sea as gask
Anaerob as well These
syste
locking and each ms are offer
thread ed by
However, call the syste many man
thing most of m by ufacturer
thes a diffe
and warnings appear frequently in every chapter to alert students to important

the basi
Some
have addie systems do rent nam s
c pack tional featu the same e
These age res in basi
ing rang systems prov addition c
e ide for to
from low of lighting a continuo
to high There usly chan
lamps grad beam is no g-
there is ually chan s The inten distinct trans
no ges sity and aim ition
provides traffic close as conditions
safety concerns.
of the
enough change
approach full high beam for glare When

beams ing vehicle or When the syste , the system
will a
headlamp turn off Mos vehicle’s tailla m detects an
s to adju t of mps, the
A cam st abou these syste high
FIGU RE module era and/or a t every 40 millisms allow the
system. 20–2 8 A photo (Figure
at the
front of
light sens econds
or
cell for
an autom light, its
20–29) the insid are located
The sens e rear in
atic lighti
ng between intensity and or analyzes view mirroa
High-Bea moveme the color of r
systems vehicle lights
cally turnsm Detectio are desi and othe nt to disti the
n sour nguish
according the high This system ces gned to r light
Shop Talk
ignore sour
referred to cond -beam head also automati non-vehic ces The
to as a itions lights - ular light
itors the camera) A light on or
When light in on the sensor (commonoff
it is front of rearview ly
high beam dark enough, the vehicle (Figumirror mon-
detects s on the syste re 20–2
the head They will stay m will
switc
8)
that time lights or on until h the
lights of , the high beam taillights of the sens
or
anot
The abse the other vehic s are switched her car At
switch nce of le are off until
back to those lights no longer dete the
the chan high beam causes
the syste cted
changes ge from low s The m to
to the light to high system also
These features are sprinkled throughout each chapter to give practical,

on the to fades
Delay road aheaprevent abru
Syst d pt
tems allow ems Som
the drive e auto
vehicle’s r to matic
headlamp FIGU RE
gers exit exterior lights set the leng rear view 20–2 9 A digita
will stay th of time sys-
can be the vehicle mirror. l camera
adjusted Normally, on after the pass the module
mounted
eral minu to keep the varia en- to a
the drive tes after the ignit the headlight ble switch
commonsense advice on service and maintenance procedures.

headlampr can turn off ion is turned
the dela
s on for
off Of sev- CUSTOMER If the cust
turned s will shut course,
off off as y syste
m and CARE equipped omer’s car is
soon as
the ignit the light cont with an auto
matic
Adaptiv ion is
the loca
rol syste
m, poin
e High-B holes or
tion of
the t out
Adaptive eam Ass slots� Warnperforated
adjust high -beam ist tomer
not the cus-
beams
the light
ing
assist
syste that may to place any
only exte range of the ms continuo sensor/am
block light items
allows nd to the headlamp usly from the
for Blockage plifier assembly
ing exce a maximum vehicle s so
ssive glare range of light ahead Doin the
Customer Care
tion of causes �
in the ing g so the erratic
opera-
eyes of without caus cell mus system� The
other drive - t always photo-
rs an outs be expo
ide sed to
properly� light to func
tion
Top view
ology 1/2-inch
Te c h n
om otive square
drive
• Aut
ION 1 hole
SECT
122
Creating a professional image is an important part of shaping a successful career

9/16 inch
flats
across
socket
9/16-inch
FIGU RE
5–34
Various
sizes of
line wren
ches
ches.
for signs of
9/16-inch
head bolt
in automotive technology. The customer care tips were written to encourage pro-
fessional integrity. They give advice on educating customers and keeping them
all wren across
Inspect Keep same
damage� g out 9/16 inch t is the
TOOL CARE wear or clean by wipin
wrenches ends with
a flats of the corre
The size head or nut.
ct socke
and box FIGU RE

of the
5–35 bolt
the open l� This will help ner the size half the
size as ets have
shop towe ing on a faste int sock Six-point sock or
ets
slipp , 6-po
prevent However socket rusted
use� socket of a 12-point that are
satisfied.
during to use
fasteners are available
positionstly used on e axle
d wren
ch sockets d bolts Som d
stable-en one fixed are mos Eight-point re-heade
re-heade
Wrench
An adju
ch) has ing can rounded nuts or squa mblies use squa
re
le-End cent wren open on squa mission asse that
Adjustab ly called a cres The wrench scre w that trans rese rvoir a squa re hole
This
able jaw and the fluid a socket has handle and
(common adjusting type
one mov ing a helical Because this it is plugs in side of socket
jaw and rotat , The top on the size of the hole indi-
sted by lower jaw s head re lug
a squa drive hole The , and so on)
be adju to teeth in the y grip a bolt’ ld be used
d firml shou accepts is the , ½ inch One han-
is mate does not le wrenches nece ssary re hole inch, 3 ⁄8 inch wrench r-quality
ch y squa et
of wren slip Adjustab it is absolutel sure on the lug (¼ of the sockset On bette
n handle drive size re drive
lug
likely to and only whe
Tool Care
ng pres in a
the turni cates the the sockets ball in the squa ball holds
carefully to put all of all This
dle fits a spring-loaded the socket nt of sock
et
Be sure in
handles, depression assortme
fixed jaw a le An
chets a fits into et to the hand n in Figure 5–36 called
Some,
s and Rat sockets combine
d with
ded in the sock handles is show are ratcheting swivel drive
Socket ic ld be inclu the
les
(ratchet) socket hand long arms with
a
and metr nsions shou to turn Not all , are simply
of US
A set le and exte et allows you in the other bars
ratchet
hand ratch and tighten breaker
set The with force you to
your tool one direction which allows resetting the
in ,
socket without force removing and y situations,
direction a bolt without d it In
man
easier
to
en have turne r, faster, and es it is
The Tool Care feature discusses proper use and care of common tools so that
or loos
after you h safe etim
wrench wrench is muc ch In fact, som
et of a
a sock any other wren work
that will consists ets
use than ch set
wrench et wren
sock
the only c sock el-shaped or nut
ral barr bolt
The basi le and seve nd a end
hand and arou ed like a box- ts ratchets.
ratch et over tment of
et fits it is shap 6, 8, or 12 poin An assor
they can remain functioning and usable for years to come.

The sock Inside, in oved FIGU RE
5–36
5–35) available walls and impr oint
(Figure Sockets are
stronger a normal 12-p
wrench socket has to
int pared
A 6-po a bolt com
grip on
xvii
xviii F eatures of t h e T e x t
CHAP
TER 2
3 • E
lect rical
Acce
n and diag
ssori
nostic
ophone
es
715
Using Service Information
Inspectio for the micr
es
USING procedur be found in
the
on�
Learning to use available service information is critical to becoming a successful

can informati
circuit
SERVICE vehicle’s
service
INFORMATION est, it
r’s requ such
d the drive tion,
understoothe desired func system
em has out radio
The
the syst by carrying on the near the
technician. The source of information varies from printed material to online mate-
responds stations located e up
ging the ophones can recogniz
as chan the micr em
through activation syst sequences
works e numeric to the
The voic power
driver commands and ceiver sends micro-
0 and the gation
to 2,00 atics trans mbly, navi
The telem ophone asse display and lays
micr to the r The disp
telephone s signals the transceive other using
rials. The gathering of information can be a time-consuming task but nonetheless

send gh
phone lay throu connected to
each
lines
disp al
module ophone are sign sig-
n detectioninto an electricalction,
and micr ne connectio d
erts soun romagnetic indu light
micropho ophone conv or
A micr nes use
elect ration,
ric gene into an
Mos t microphoge, piezoelect al vibrations ing,
nal ce chan mechanic ne has a housother
is extremely important. We have included a feature that points the student in the
capacitan n to change opho to
l A micr signals
modulatiovoltage signa ducer to send t the out-
electrical sensitive trans it to adap micro-
ronic circu A wireless
a vibration and an elect iver le,
nt, the rece mitter In a vehic nt
equipme transducer to ume
radio trans in the instr
l. put of the contains a locat ed asse mbly
steering
whee
phone
also may be the map light
ophone
right direction to find the right information.

on the l, or
controls the micr steering whee
Phone
23–3 3 directly panel, the ms
n Syste
FIGU RE operated
can be
io
Navigat
play /stop em, it satellites
such as assembly ainment syst basic tioning e
player, radio receiver al posi s Thes
the e to an infotvehicle The ems use glob l decision ematical
trave
from ect a phon with the n syst
Navigatio help drivers
make up a math the
To conn ed” ems set ons on
be “pair (GPS)
to ng syst radio stati be plot-
must first as follows: ent syst
em
positioni satellites and vehicle can
steps are infotainm global een the position of a em knows exac
tly
ng on the settings
list of grid betw t nna
te pairi Bluetooth The exac the syst A GPS ante r-
1. Initia select from the ground therefore, 4) dete
phone, system the grid; is (Figure 23–3 which
2. On the infot ainment ted on vehi cle cont rol unit, to latitude
ct the the the
3. Sele able devices where als for tion according sensor
cle the sign scope
avail the vehi ming collects cle’s loca and a gyro monitoring
sent by as strea the vehi
Performance Tips
tes, tion by
r the pin res such act informa- mines itude coordina data
4. Ente d, featu , cont cle’s direccompares the sen-
connecte and receiving available and long itors the vehi essor gyro
Once ing often that mon The proc llites and data
audio,
call send saging are velocity ng sate ory or to
text mes angular C glob H A Pal positioni d in its mem
tion, and from the informati
T E R on 4 6 store DVD exact
System for the sor to the a designated
CD s p e n s i rmine the
• S uor
deteo n S y ssimultane-
ivation ems allow used to are used
Voice Act
with tems
rol syst accessories found on ods are both the loca
-
1495
or cont e in addi
-
Two meth vehicle, and n which detects satellite
activation ation of som mands are a a
Voice
and oper e com activ ation is loca tion of GPS navigatio waves from g the
voic e is g radio ed by measurin
control mands
The Voic
but can
be
ously One vehicle usin
controls rmin
voice com al manual phone operation systems tion of the tion is dete
norm ation posi
tion to ly used for cell Voice activ ond with The curre
nt
can resp Once
This feature introduces students to the ideas and theories behind many perfor-
common othe r cont rols
on
Sway barr’s voice andr’s questions
used
e the drive
bushing
the drive
recogniz response to
FIGU RE ers in
answ46–1
bushings. 8 The
cente r sectio
n of a sway
bar rides
in
Bushin (A)
mance-enhancing techniques used by professionals.

gs
Bushings
control are used at the
arms stab
good susp , radius arms ilizer bars
ension , (Figu
of lubri
catio system and strut rods re 46–18),
pivots,
misalignm n points,
and minimize They make
the road ents Bushings allow for sligh the number
vehicle’s shock before are able t asse
fram the force to absorb sommbly
Suspensioe, or body is trans
ferred
e of
ber mate n bush to the
ings
are capa rial, common are typically
ble of ly made of
When compres an elastome a rub-
the r
their origi force is remosing in response Elastomers
shifting nal shape Theyved, elastome to a force
“Go To” Feature

of also allow rs return
moveme the parts they
nt moveme to
For exam depends on are between nt or
ple, cont the The amount
of the vehic rol arms design of the of
bushings le with rubb are attac
hed
bushing
er elast (B)
arms
During
become
the omeric to the frame
as the suspensiopivoting poin bushings The FIGU RE
control t for the (B) A comp46–1 9 (A) A
a sprin arm mov n travel, the control letely separ failing contr
g, es The bushings
arm back attempt to ated bush ol arm bush
into its untwist bushings, actin twist ing. ing.
vides original and push g like Noise
som the
while the e resistanc
e to
position
This actiocontrol may be may also resu
bush corrected lt from
This twist ings absorb suspension n pro- lubricant by lubri dry bush
erate heat ing and untw some of the movement used or a silico cating ings and
This feature is used throughout the chapters and tells the student where to go in
Rub ne-b them this
absorbers Rough road isting of the road shock with petro ber bushings ased lubricant Only rubber
condition bushings
than norm will cause the s gen- the bush leum-based should should
bushings al This caus suspensioand/or bad shoc ings to lubri not be be
es n to k deteriora cants Thes lubricated
to hard , shortening theirmore heat to move more te e will caus
e
en the life Exce buildup in
harder, rubb
they brea er and as ssive heat the Perform
Worn k, crac the
k, or fall bushings beco s
tend
ance
sion partssuspension
TIP
the text for prerequisite and additional information on the topic.
to bushings apart me Man y
can lead change technicia
positions may allow ns
tire wea to vibrations (Figure suspen- replace
stock
r, ,
ing nois and poor ride wheel alignmen46–19) This bushings
made of
rubber
bush
e
an indic when traveling handling
and t problems materials. high-grad with hard ings
Ofte , er
bushings
ation of
a worn on a rough surfan, a clunk- that rubb These bushings e polyuretha
bushing er do not ne
should
be repla Worn or
ce will
be handling, bushings do have the
ced steering and tend give
damaged These
bushings response, and to improve
steer on can ride cont
FWD vehic also help to rol.
les. reduce
torque
Photo Sequences
and bat-
r related man-
generato refer to the
DTCs: ys d
system related Alwa w its prescribe ,
ctric ity charging or follo t systems
• Ele more ent sens charts and
ION 3 orming tery curr s On mos a scan
SECT re perf wing r’s DTC e code d with
594 tion befo Use the follo d ufacture steps for thos be monitore e spec
ified
le solu ic
the simp edures is susp
ecte diagnost ge output can within the rang ns before
look for diagnostic proc n a problem the volta voltage is
not ectio
k all conn
involved n procedure whe tool If
the turer, chec em, the
inspectio es for man ufac tests syst
procedur by the g with other d charging g the duty
8 for the cing drive
Step-by-step photo sequences illustrate practical shop techniques. The photo

Chapter continuin -controlle by controllin change
repla al PCM r
and
checking pulleys� In a typic the generato PCM will also itions
rols
PCM cont field current
The ting cond
belts and the to exis battery current
rding
cycle of rates acco monitors
a
ated batt
ery
tem s charging 9) The PCM and the estim
d Sys shou ld
(Figure
19–3
ery volta
ge,
ntrolle nosis s the batt
PCM-Co trolled systemsnostic trouble code
, diag
sequences focus on techniques that are common, need-to-know service and

sensor,
s of
-con for diag possible type
With PCM check
with a there are two Fuse 18
continue 15A
Normally Under
dash Fuse 21
(DTCs)
fuse box 7.5A
maintenance procedures. These photo sequences give students a clean, detailed

od
Underho Gauges
fuse box
Indicator
100A
image of what to look for when they perform these procedures. This was a pop-
driver
A1 Warning
circuit
ELF it
unit ilizer circu
5V stab roller)
B+
A2
A3 (CAN cont
Fast CAN r
transceive
ular feature of the previous editions, so we now have a total of 51.

Battery
B– dash
Under
fuse box
E24
E11 CAN
/
E15 CAN low ECM
ELF high PCM
input L
FAR
C signal
signal
signal B10
B13
B18
Procedures
3 1 r
2 4 IG Generato
B
r
Rectifier Regulato
ing
Field wind
m.
ing syste
PhOT d charg
O SEQ -controlle
u c for a PCM
This feature gives detailed, step-by-step instructions for important service and
ENCE A schemati
398
19–3
Changing FIGU RE
automatic
Transm
ission flu
id and filt
er
maintenance procedures. These hands-on procedures appear frequently and are

P38–
working
1 Raise
the vehic
le
the lift. height and safel to a good
y positioned
on
P38– 2
pan undePlace a large-diam
r the trans
mission
eter oil
drain
given in great detail because they help to develop good shop skills and help to
meet competencies required for ASE certification.
pan. P38– 3
except Loosen all of the
three
some fluid at one end. pan bolts
to drain This will
out. allow
P38– 4
and remoSupport the pan
remove ve the remainingwith one hand
pan into the pan. Pour bolts P38–
Key Terms
the drain the fluid to 5 Inspe
indication ct the resid
pan. in the
Then remos of transmissi ue in the pan
for P38–
the pan ve the old pan on problems. 6 Unbo
clean with gaske lt the filter
a lint-free t and wipe mission. from the
rag. trans-
P38– 7
gasket Compare the repla
and
make sure filter with
for this
the
nts
cement
right ones the replaceme old ones to
applicatio are the
n.
P38– 8
tighten Install the new
the
tions. Then attaching filter and
bolts to
Each chapter ends with a list of the terms that were introduced in the chapter.
These terms are highlighted in the text when they are first used, and many are
sealing lay the specifica- P38– 9
new gaske
surface
of the pan. t over the mission. Install the pan
specificatiInstall and tightonto the trans
1388 -
and pour ons. Then loween the bolts
to
sion. Run new fluid into r the vehicle
new fluid the engine to the transmis-
vehicle. , then turn it circulate the
Check for off and
fluid leaks raise the
defined in the glossary.

.
ste m s 849
gniti on Sy
6 • I
TER 2
CHAP
OR DER
Correc tion REPAIR
Concer n, Cause, RO: 186
04
Three Cs: E : 132,148
Summary
MOTIV Mileage g
H AUTO Model:
Focus while drivin a P0351–
and finds re, and a
ALL TEC
it died
r states s for DTCs misfi
Ford Custome he check inder 1 of
8 Make: k no-start Using a
scan tool a P0301–cylall four coils; none he
d in, cran misfire,
Year: 200 Car towe but does
not start. dom cylinder s for spark
from
After locati
ng the fuse
: e cranks nction, a P0300–ranrelated, he checkthe same fuse.
Concern confirms the engin it malfu may be ignition red by n
ician ry circu art are powe coils) blow
The techn primary/seconda ing the no-st nds all four coils 29 (ignit
ion
ber 1 coil,
coil
ignition inder 3 misfire.
Think am he fi d and fuse onnected num Spark
wiring diagr 3 store
P0303–cyl . Examining a and P030 blew again
Disc internally
P0301, shorted
which spark P0300, engine and fused number 1 coil e
blown. P0351, ent, engin
finds it is Found fuse, cran
ked Foun res pres
e started No misfi
Replaced fuse and engin DTCs
Highlights and key bits of information from the chapter are listed at the end of
Cause: cleared
replaced original k plugs,
spar cally con-
plugs look 1 coil and electroni
number used in istor
Replaced normally hing device trans es
ion: operating switc is an NPN age surg it
Correct ●● The
systems high-volt circu
trolled it carries systems, the
y circu e ibutor,
secondar s On som gh a distr
●● The
spark plug ion coil, throu
each chapter. This listing is designed to serve as a refresher for the reader.
S
TERM to the the ignit tion of
KEY runs from k plugs to the posi s and
to the spar related
Air gap ) g is directly pulse generator ly used
-plug (COP ion timin ft Magnetic t wide elec-
Coil-over ●● Ignit ksha the mos an
(DIS) the cran t sensors are They generate kshaft
Coil pack system cran
ignition Hall-effec tion sensorstimes during c switch-
Direct engine
posi in troni
al at certa ers the elec
Dwell trical signThis signal trigg ion timing
e em
Heat rang tance rotation to control ignit with an EI systgns:
reluc ce
Inductive ing devi equipped different desi
nes are two
Misfiring y’s engi are primarily cylinder
it ●● Toda h there coil- per- r
Primary
circu
for whic ded coil and compute
ions, the Based on
Reach double-en d ignit
Review Questions
r-controlle s sensors optimum
e
Reactanc circuit ●● In
compute t from numerou rmines the
y inpu r dete ule to acti-
Secondar receives , the compute ignition mod ise time
spark
an prec
Waste this data and signals it at the
to the firing time secondary circu al
ARY ge
high voltaure in the vate the or sign
SUMM supplies needed
shaft sens the coils
system the air-fuel
mixt , the cam ence
ignition systems r when to sequ
●● The to ignit
e
●● In
some pute
plugs electri- the com ne
spark chambers onnected it informs ides engithe
● Poor bustion two intercsecondary circu injectors al prov
com grounds m has and fuel or sign information to
present can alsocircuit and a
on syste C H to the ft sens
● The
igniti
on thea primary allow low voltageA P Ttes E Ra 2 5 The cranksha kshaft position
●way its: referencesupplies EMI or •●● D e t cran ft
caltocircu
check Thisecrea
coilnois aidl e and cranksha
for circuit volta
A combination of short-answer essay, true or false, and multiple-choice ques-

to be spee d Dia
bined
● It
is impoprimary noisofe the ignitge
ionsign al puter g n o s i shave a n d aS com the cranksha
ft
●● The rtant
and ing is to use a lab The best
to unde
wind current
2 True com
or False ems e n s of
primt ary
wha it meafield the coil
in rstan d how
scopary
prim e a in ●the e EI ?systAn A/For at the front o r s 827
● Sens netic sures befo a sens and creating y
rupts ● Som sam e wayC sens ratio sens
mag
ors mea devi ce reinter
testi field or work ndar Multiple and SYN as an or can
teristics, switc sure
hingtemp netic
ng secos oxygen be teste
● A pressurepsing eratu the mag ignitition coil Choice sensor d
● Mos ● colla , speed,e inre, chem
the 1 Whic
t sensflow,ors-volt surg position, ical charac- h of
ohmmetehigh canagebe chec and soun nium oxygthe following
tions make up the end-of-chapter review questions. Different question types are
r, scan ked with d statemen
● Mos
t com winding tool,
lab scop a voltm a The
en sens
ors is not ts abou
mechani puter-controlle e, and eter, norm true? t zirco-
cal devi d actu
GMM between al operating
mands
from the ces that conv ators are elec b If the
0 and 1
volt
range
for an
These compute ert the tro- sens O2 S is
actu
switches, ators are r into mec output com and 500 or’s voltage togg
used hanical - millivolts, les
control it is oper between 0
nents,
and vacuum to open and action c The
voltage ating norm volts
tem’s requ operate valve flow to othe close sign
used to challenge the reader’s understanding of the chapter’s contents. The

should
irem s depe r com have seveal from an ally
● Mos ents nding on po- seconds n cros upstream
t syst
through ems allow
the sys- load at with the engi s counts with O2 S
a scan for testi 2,500 rpm ne runn in 5
● Whe tool ng of d Engine ing without
n chec the actu control a
can dicta king anything ator of the systems
O
reads infinte good and with an sor’s outp2 S and store monitor
the activ
ite, this bad read ohmmeter, logic 2 The ut is not a code
whe ity
on wha within
t you are means there ings If the mete catalyst the desi n the sen-
chapter objectives are used as the basis for the review questions.
be good measurin is an open reasons, monitor red rang
r except test may e
resistanc or bad The g acro Base a defe ___ fail for
e read same is ss, an open coul d ctive upst all of thes
e
would
indicate ings Across true for very d sensor
circuits
ream or
downstre
a some low-
ators can short
● Actu b a leak
things, am oxyg
scope be accu this ing exhaust en
rately c fuel
tested contamin
with a d ignit ants
REVI lab ion syst
EW Q 3 A defe em misf
UEST ctive IAT ire
Short IONS following sens
Answer problems or or circuit
a hard , except may caus
1 OBD engine ___ e the
II syst b rich starting
List three ems use seve or lean
of them ral mod c impr air-fu
2 List
the four es of oper oper conv el ratio
ation
Ase-Style Review Questions

can be ways d redu erter clutc
checked that individua 4 Whic
ced fuel
economy
h lockup
sor sign
al will toggA typical norm l components h of the
following
3 Expl le betw al a no-start
ain how
a bad een ___ oxygen sen- condition is the least
sensor’s circu and ___ a Faul ? likely caus
reference it grou volts ty CKP e of
4 Whe voltage nd can b Faul sensor
n an affect ty KS
from the engine is runn a
c Fuel
oxygen ing
5 List sensor lean, the volta or ignit
ion syst
six step will be d Faul
inspectio s involved ___ (low ge signal ty PCM em fault
s
n in perfo or high wiring
6 Man rming )
y control a visua ASE-
S
can be syste
accessed ms have oper
l QUES TYLE RE
operation with a ating mod TION VIEW
S
In any chapter that relates to one of the ASE certification areas, there are ten
two mos of an output scan tool to es that 1 Tech
t common What control nicia
True or modes are the names the a volta n A says that
for cont ge-produ an
False rolling outpof the that an cing sens oxygen sens
1 True uts? oxygen or Tech or can
Who is be
or correct? sensor is a nicia
increase False? A bad a Tech thermistorn B says
in the refer grou nician sensor
ence voltand can caus b Both A
ASE-style review questions that relate to that area. Some are quite challenging
ge to a e an A and
sensor c Tech B
nician
d Neith B
er A nor
B
and others are a simple review of the contents of the chapter.

t to e
eferred is necessary linder pr en Thread
s
ge high cy Center
e volta occur due to , like wide op - e
at
ages th load situatio secondary re e
ns sis electrod
y ed us Ground
ng heav and increas ases through ed or sid e
tion, re ce ark plu
g.
ccelera k plug gap inc ust always ex will ele ctr od e
a typ ica l sp
ar m misfire ents of
s the sp able voltage Compon
ail ignition voltage 26 –1 0 e
imum av ltage or t amount of FI GU RE distanc
fir ing vo fic ien th e spark r inc re ase the prevent
ed uf p,
uir
is an ins across the
ga insulato shell to help r The
f there on the the to
pu sh current r, on ly one cy linder Ribs terminal and of th e insula tio n,
le to tributo ula
n the outside the ins shell,
xix
y
th a dis the secondar
e
ill not fir n systems wi
itio
most ign ed The high tributor, to th
us
voltage
of
e vario
on e se

us
c-
betwee cing on the crimped over
el sp
ar
ar
ct ro
is
electric k plug shell on the lower en
de , e ce
d of the de
nter ele s
ctro F eatures of t h e T e x t
is dis is ste th de
n coil by the , there ound ele below electro
ected, erefore th and a gr ed directly een these two nt sizes and
ng is dir the system Th y changing pa cond- ion p betw many differe
se is posit
Metric Equivalents
in all
k plugs with a continu have a single distribu- an air ga in gines
it ms , There is plugs come e different en
ary circu butor syste changing path circuits, ar k od at
tri y y Sp
to acco
m m with a
While dis th a continuall ral secondar designs
ailable
are av and 18 mm
wi ve plugs
circuit have se th spark , 16 mm
,
older
stems ging pa tomotive 12 mm, 14 mm tly found on
less sy ch an Au when
an un Size r of mos seals,
ch with diamete k plugs are
P lu gs r ga p across spark
wh ich
thread
The 18 -m
an
m spar a tapered se
d have o a ta
at that
at in
pered se -mm plugs ca
the cylin n
der
Throughout the text, all measurements are given in UCS and metric increments.
Spark
ai es int in
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nc to th nter r- sig
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fro g of
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The Tech Manual offers students opportunities to strengthen their comprehen-

sion of key concepts and to develop their hands-on, practical shop experience.
Each chapter includes Concept Activities and Job Sheets, which are directly
correlated to ASE Education Foundation tasks. Service information report sheets
and review questions are also included to offer a rounded approach to each
lesson.
Instructor Resources
The Instructor Resources (on CD and companion website) for the seventh edition
include the following components to help minimize instructor prep time and
engage students:
●● PowerPoint—Chapter outlines with images, animations, and video clips for
each textbook chapter.
●● Computerized Test Bank in Cognero—Hundreds of modifiable questions for
exams, quizzes, in-class work, or homework assignments in an online platform.
●● Image Gallery—Access to hundreds of images from the textbook that can be
used to easily customize the PowerPoint outlines.
●● Photo Sequences—Each of the Photo Sequences from the textbook are pro-
vided within PowerPoint for easy classroom projection.
●● End-of-Chapter Review Questions—Word files of all textbook review ques-
tions are provided for easy distribution to students.
●● Instructor’s Manual—An electronic version of the Instructor’s Manual pro-
vides lecture outlines with teaching hints, answers to review questions from
the textbook, and answers to Tech Manual questions, as well as guidelines for
using the Tech Manual. A correlation chart to the current ASE Education
Foundation Standards provides references to topic coverage in both the text
and Tech Manual.
●● ASE Education Foundation Correlations—The current ASE Education
Foundation Automobile Standards are correlated to the chapter and page
numbers of the core text and all relevant Tech Manual job sheets.
●● Job Sheet Template—For instructors who develop their own job sheets, a
template is provided to help with their formatting.
Mindtap for Automotive

MindTap is a personalized teaching experience with relevant assignments that
guide students to analyze, apply, and improve thinking, allowing you to measure
skills and outcomes with ease.
xx F eatures of t h e T e x t
●● Personalized Teaching: Becomes YOURS with a Learning Path that is built

with key student objectives. Control what students see and when they see
it—match your syllabus exactly by hiding, rearranging, or adding you own
content.
●● Guide Students: Goes beyond the traditional “lift and shift” model by creating
a unique learning path of relevant readings, multimedia, and activities that
move students up the learning taxonomy from basic knowledge and compre-
hension to analysis and application.
●● Measure Skills and Outcomes: Analytics and reports provide a snapshot of
class progress, time on task, engagement and completion rates.
AUTOMOTIVE TECHNOLOGY SECTION 1
CHAPTER
1
CAREERS IN THE
AUTOMOTIVE INDUSTRY
OBJECTIVES The Automotive

Describe the various types of jobs available in the
Industry
●
automotive industry.
● Explain how computer technology has changed the Each year millions of new cars and light trucks are
way vehicles are built and serviced. produced and sold in North America (Figure 1–1).
● Explain why the need for qualified automotive The automotive industry’s part in the total economy
of the United States is second only to the food
technicians is increasing.
industry. Manufacturing, selling, and servicing these
● Describe the major types of businesses that employ vehicles are parts of an incredibly large, diverse, and
automotive technicians. expanding industry.
● List some of the many job opportunities available to Forty years ago, America’s “big three” automakers—
people with a background in automotive General Motors Corporation, Ford Motor Company,
and Chrysler Corporation—dominated the auto indus
technology.
try. This is no longer true. The industry is now a global
● Describe the different ways a student can gain industry (Table 1–1). Automakers from Japan, Korea,
work experience while attending classes. Germany, Sweden, and other European and Asian
● Describe the requirements for ASE certification as countries compete with companies in the United
States for domestic and foreign sales.
an automotive technician and as a master auto
Several foreign manufacturers, such as BMW,
technician. Honda, Hyundai, Mercedes-Benz, Nissan, Toyota,
and Volkswagen, operate assembly plants in the
United States and Canada. Automobile manufacturers
have joined together, or merged, to reduce costs
and increase market share. In addition, many smaller
1
2 S E C T I O N 1 • A u t o m o t i v e Te c h n o l o g y
auto manufacturers have been bought by larger

companies to form large global automobile compa
nies. Most often the ownership of a company is not
readily identifiable by the brand name.
This cooperation between manufacturers has
given customers an extremely wide selection of
vehicles to choose from. This variety has also cre
ated new challenges for automotive technicians,
based on one simple fact: Along with the different
models come different systems.
The Importance of Auto Technicians

The automobile started out as a simple mechani
FIGURE 1–1 Ford’s F-150 pickup has been the best-selling cal beast. It moved people and things with little
vehicle in America for many years. regard to the environment, safety, and comfort.
TABLE 1–1 FACTS ABOUT THE PASSENGER CARS AND LIGHT- AND MEDIUM-DUTY TRUCKS SOLD IN
NORTH AMERICA (ALL FIGURES ARE APPROXIMATE).
Country
Manufacturer Owned by Common Brands of Origin Annual Sales
BMW AG Shareholders 53% and BMW, Mini, and Germany 350 thousand
Family 47% Rolls-Royce
Chrysler Group Fiat 59% and UAW 41% Chrysler, Dodge, and Italy and 2.2 million
Ram North America
Daimler AG Aabar Investments 8%, Kuwait Bentley, Daimler Trucks Germany 478 thousand
Investments 7%, Renault-Nissan 3%, & Buses, Mercedes-
and Shareholders 81% Benz, and Smart
Fiat S.P.A. Family 30% and Abarth, Alfa Romeo, Italy 33 thousand
Shareholders 70% Chrysler, Ferrari, Fiat,
Lancia, and Maserati
Ford Motor Family 40% and Ford and Lincoln North America 2.4 million
Company Shareholders 60%
Fuji Heavy Ind. Ltd. Shareholders 81%, Toyota 16%, Subaru Japan 647 thousand
Suzuki 2%, and Fuji 1%
Geely Automotive Li Shu Fu 50% and Volvo China 81 thousand

Shareholders 50%
General Motors UAW Trust 10%, Canada DIC 9% Buick, Cadillac, North America 3 million
and Shareholders 81% Chevrolet, GMC, and
Holden
Honda Motor Co. Shareholders 80%, Japan Trustee Acura and Honda North America 1.5 million
Bank 8%, and Master Trust Bank and Japan
of Japan, Moxley & Co., and JP
Morgan Chase 4% each
Hyundai Motor Co. Shareholders 74%, Hyundai Hyundai and Kia Korea 1.3 million
Mobis 21%, and Chung
Mong-Koo 5%
CHAPTER 1 • Careers in the Automotive Industry 3
TABLE 1–1 (continued)
Country
Manufacturer Owned by Common Brands of Origin Annual Sales
Mazda Motor Corp. Shareholders 80%, Japan Trustee Mazda Japan 289 thousand
Bank and Chase Manhattan 5%
each, and Master Trust of Japan,
Mitori Bank Corp., and Ford
Motor Co. 4% each
Mitsubishi Motors Shareholders 71% and Mitsubishi Japan 103 thousand
Corp. 29%
Nissan Motor Corp. Shareholders 52%, Nissan and Infiniti Japan 1.6 million
Renault SA 44%, Nissan 1%,
and Daimler 3%
Porsche Auto Volkswagen AG Porsche Germany 55 thousand
Holding
Tata Motors Tata 35%, Indian Banks 14%, Jaguar, Rover, and India 128 thousand
and Shareholders 50% Tata
Toyota Motor Corp. Shareholders 85%, Toyota 9%, Daihatsu, Isuzu, Lexus, Japan 2.4 million
and Others 6% Scion, Telsa, and
Toyota
Volkswagen AG Porsche 54%, Lower Saxony 20%, Audi, Bentley, Bugatti, Germany 500 thousand
Qatar Holding 17%, and Lamborghini, and
Shareholders 10% Volkswagen
Through the years, these concerns have provided automobile. Because of these controls, today’s
the impetus for design changes. One area that has automobiles use less fuel, perform better, and run
affected automobile design the most is the same cleaner than those in the past. The number of elec
area that has greatly influenced the rest of our tronically controlled systems on cars and trucks
lives, electronics. Today’s automobiles are sophis increases each year. There are many reasons for the
ticated electronically controlled machines. To pro heavy insurgence of electronics into automobiles.
vide comfort and safety while being friendly to the Electronics are based on electricity and electricity
environment, today’s automobiles use the latest moves at the speed of light. This means the opera
developments of many different technologies— tion of the various systems can be monitored and
mechanical and chemical engineering, hydraulics, changed very quickly. Electronic components have
refrigeration, pneumatics, physics, and, of course, no moving parts, are durable, do not require periodic
electronics. adjustments, and are very light. Electronics also
An understanding of electronics is a must for all allow the various systems to work together, which
automotive technicians (Figure 1–2). The needed increases the efficiency of each system, and there
level of understanding is not that of an engineer; fore the entire vehicle.
rather, technicians need a practical understanding of The application of electronics has also led to the
electronics. In addition to having the mechanical success of hybrid and electric vehicles (Figure 1–3).
skills needed to remove, repair, and replace faulty or A hybrid vehicle has two separate sources of power.
damaged components, today’s technicians also Those power sources can work together to move
must be able to diagnose and service complex elec the vehicle or power the vehicle on their own.
tronic systems. Today’s hybrid vehicles are moved by electric motors
Computers and electronic devices are used to and/or a gasoline engine. Hybrid vehicles are com
control the operation of nearly all systems of an plex machines and all who work on them must be
properly trained. Advanced electronics has also led

to the resurgence of pure electric vehicles, with over
150,000 new electric vehicles sold in the United
States in 2016 alone.
The design of today’s automobiles is also influ
enced by legislation. Throughout history, automobile
manufacturers have been required to respond to
new laws designed to make automobiles safer and
cleaner running. In response to these laws, new sys
tems and components are introduced. Anyone
desiring to be a good technician and have a suc
cessful career must regularly update his or her skills
to keep up with the technology.
Legislation has not only influenced the design of
gasoline-powered vehicles, it has also led to a wider
use of diesel engines in passenger vehicles. By man
dating cleaner diesel fuels, the laws have opened the
door for clean burning and highly efficient diesel
engines. Many states have laws that require owners
to have their vehicles exhaust tested on an annual
basis. Some states require automobiles to pass an
annual or biannual inspection.
FIGURE 1–2 An understanding of electronics is a must for

all automotive technicians.
FIGURE 1–3 A charging station at a new car dealership.

The Need for Quality Service The Need for Ongoing Service
The need for good technicians continues to grow. Electronic controls have not eliminated the need for rou
Currently there is a great shortage of qualified tine service and scheduled maintenance (Figure 1–5).
automotive technicians. This means there are, and In fact, they have made it more important than ever.
will be, excellent career opportunities for good But electronic systems can automatically make adjust
technicians. Good technicians are able to diag ments to compensate for some problems, a computer
nose and repair problems in today’s automobiles cannot replace worn parts. A computer cannot tighten
(Figure 1–4). loose belts or change dirty coolant or engine oil. Simple
Car owners demand that when things go wrong, problems such as these can set off a chain of unwanted
they should be “fixed right the first time.” The events in an engine control system. Electronic controls
primary reason some technicians are unable to fix a are designed to help a well-maintained vehicle operate
particular problem is simply that they cannot find efficiently. They are not designed to repair systems.
the cause of the problem. Today’s vehicles are Electronic systems are based on the same princi
complex and a great amount of knowledge and
ples as a computer. In fact, these systems rely on
understanding is required for good diagnostic skills. computers to control the operation of a component or
Today’s technicians must be able to identify and system. Instead of a keyboard, automotive electronic
solve problems the first time the vehicle is brought systems rely on sensors or inputs. These send infor
into the shop. mation to the computer. The computer receives the
inputs and through computer logic causes a compo
nent to change the way it is operating. These con
trolled outputs are similar to your computer screen or
printer.
Each automobile manufacturer recommends that
certain maintenance services be performed accord
ing to a specific schedule. These maintenance pro
cedures are referred to as preventive maintenance
(PM) because they are designed to prevent prob
lems. Scheduled PM normally includes oil and filter
changes; coolant and lubrication s ervices; replace
ment of belts and hoses; and replacement of spark
plugs, filters, and worn electrical parts (Figure 1–6).
If the owner fails to follow the recommended
maintenance schedule, the vehicle’s warranty might
FIGURE 1–5 Regular preventive maintenance (PM) is

FIGURE 1–4 Good technicians are able to follow specific important for keeping electronic control systems operating
manufacturers’ diagnostic charts and interpret the results correctly. A common part of PM is changing the engine’s oil
of diagnostic tests. and filter.
5,000 MILES OR 6 MONTHS 30,000 MILES OR 36 MONTHS

●● Replace engine oil and oil filter (Same as 5,000 miles and 6 months) Plus:
●● Reset service reminder indicator display ●● Replace cabin filter
●● Rotate tires ●● Rotate tires and reset TPMS
●● Visually inspect brake linings and ●● Replace engine air filter
fluid level ●● In addition, inspect the following:
●● Inspect wiper blades ■■ Brake lines and hoses
●● Check windshield washer fluid level and ■■ Differential oil
system ■■ Engine coolant
●● Check tires and spare wheel for pressure ■■ Exhaust pipes and mountings
and wear
■■ Fuel lines and connections, fuel tank
Additional items for special operating band and fuel tank vapor system hoses
conditions
■■ Fuel tank cap gasket
●● Rotate tires and reset TPMS
■■ Radiator core and condenser
●● Inspect ball joints and dust covers
■■ Steering gear box
●● Inspect drive shaft boots
■■ Steering linkage and boots
●● Inspect air filter
■■ Transmission fluid or oil
●● Inspect steering linkage and boots
Additional items for special operating
●● Re-torque drive shaft bolt conditions
●● Tighten nuts and bolts on chassis (Same as 5,000 miles and 6 months)
15,000 MILES OR 18 MONTHS 45,000 MILES OR 54 MONTHS

(Same as 5,000 miles and 6 months) Plus: (Same as 15,000 miles and 18 months)
●● Inspect battery and cables Additional items for special operating
●● Check and replenish coolant level conditions
●● Clean or replace cabin air filter (Same as 6,000 miles and 6 months)
●● Replace fuel filter 60,000 MILES OR 72 MONTHS

●● Lubricate hinges (Same as 15,000 miles and 18 months) Plus:
●● Rotate tires and reset TPMS ●● Inspect:
●● Inspect the following: ■■ Drive belts
■■ Engine for leaks ■■ Engine valve clearance
■■ Exhaust for leaks Additional items for special operating
■■ Transmission for leaks conditions
■■ Final drive(s) for leaks (Same as 6,000 miles and 6 months) Plus:
■■ Drive belts ●● Replace differential oil
■■ All lighting ●● Replace transmission oil or fluid
■■ Horn operation
75,000 MILES OR 84 MONTHS
■■ Ball joints and dust covers (Same as 15,000 miles and 18 months) Plus:
■■ Drive shaft boots ●● Check power-steering fluid
■■ Drive axle play ●● Inspect:
■■ Water drain for A/C ■■ Drive belts
■■ Engine air filter ■■ Engine valve clearance
■■ Steering linkage and boots Additional items for special operating
■■ Re-torque drive shaft bolt conditions
■■ Tighten nuts and bolts on chassis (Same as 6,000 miles and 6 months)
FIGURE 1–6 A typical preventive maintenance schedule.

not cover problems that result. For example, if the ● Fuel evaporative control
engine fails during the period covered by the war ● Emission control system sensors
ranty, the warranty may not cover the engine if the
owner does not have proof that the engine’s oil was The Federal Emissions Performance Warranty
changed according to the recommended schedule covers the catalytic converter(s) and engine control
and with the correct oil. module for a period of 8 years or 80,000 miles
(129,000 km). If the owner properly maintains the
Warranties A new car warranty is an agreement by
vehicle and it fails an emissions test approved by
the auto manufacturer to have its authorized dealers
the Environmental Protection Agency (EPA), an
repair, replace, or adjust certain parts if they become
authorized service facility will repair or replace the
defective. This agreement typically lasts until the vehi
emission-related parts covered by the warranty
cle has been driven 36,000 miles (58,000 km), and/or
at no cost to the owner. Some states, such as
has been owned for 3 years. However, some manu
California, require the manufacturers to offer addi
facturers offer warranties that cover some systems as
tional or extended warranties.
long as 100,000 miles (161,000 km) or 10 years.
The manufacturers of hybrid vehicles typically
The details of most warranties vary with the man
have a warranty on the vehicle’s battery that covers
ufacturer, vehicle model, and year. Most manufac
8 to 10 years and up to 100,000 miles (161,000 km).
turers also provide a separate warranty for the
This is important because the batteries may cost
powertrain (engine, transmission, and so on) that
thousands of dollars.
covers these parts for a longer period than the basic
All warranty information can be found in the vehi
warranty. There are also additional warranties for
cle’s owner’s manual. Whenever there are questions
other systems or components of the vehicle.
about the warranties, carefully read that section in
Often, according to the terms of the warranty, the
the owner’s manual. If you are working on a vehicle
owner must pay a certain amount of money called
and know that the part or system is covered under a
the deductible. The manufacturer pays for all repair
warranty, make sure to tell the customer before pro
costs over the deductible amount.
ceeding with your work. Doing this will save the cus
Battery and tire warranties are often prorated, which
tomer money and you will earn his or her trust.
means that the amount of the repair bill covered by the
warranty decreases over time. For example, a battery
with a 72-month warranty fails after 60 months. The Career Opportunities
original price of the battery is divided by 72 and the
Automotive technicians can enjoy careers in many
cost per month is then multiplied by the months remain
different types of automotive businesses (Figure 1–7).
ing in the warranty period. Some warranties are held by
Because of the skills required to be a qualified techni
a third party, such as the manufacturer of the battery or
cian, there are also career opportunities for those who
tires. Although the manufacturer sold the vehicle with
do not want to repair automobiles the rest of their
the battery or set of tires, their warranty is the responsi
lives. The knowledge required to be a good techni
bility of the maker of that part.
cian can open many doors of opportunity.
There are also two government-mandated war
ranties: the Federal Emissions Defect Warranty and
Dealerships New car dealerships (Figure 1–8) serve
the Federal Emissions Performance Warranty. The
as the link between the vehicle manufacturer and the
Federal Emissions Defect Warranty ensures that the
customer. They are privately owned businesses. Most
vehicle meets all required emissions regulations and
dealerships are franchised operations, which means
that the vehicle’s emission control system works as
the owners have signed a contract with particular
designed and will continue to do so for 2 years or
auto manufacturers and have agreed to sell and ser
24,000 miles. The warranty does not cover problems
vice their vehicles.
caused by accidents, floods, misuse, modifications,
The manufacturer usually sets the sales and ser
poor maintenance, or the use of leaded fuels. The
vice policies of the dealership. Most warranty repair
systems typically covered by this warranty are:
work is done at the dealership. The manufacturer
● Air induction then pays the dealership for making the repair. The
● Fuel metering manufacturer also provides the service department
● Ignition at the dealership with the training, special tools,
equipment, and information needed to repair its
● Exhaust
vehicles. The manufacturers also help the dealer
● Positive crankcase ventilation ships get service business. Often, their commercials
5
YEAR
NEW VEHICLE
5 YEARS
LIMITED WARRANTY
6 0,0 0 0
7
YEAR
7 YEARS ANTI-PERFORATION
WARRANTY
UN L I M I T ED
10
YEAR
10 YEARS POWERTRAIN
LIMITED WARRANTY*
1 0 0,0 0 0
HYBRID BATTERY
WARRANTY*
L I F E T I ME
FIGURE 1–7 An example of different warranties all on one vehicle.
stress the importance of using their replacement Independent Service Shops Independent shops
parts and promote their technicians as the most (Figure 1–9) may service all types of vehicles or
qualified to work on their products. may specialize in particular types of cars and
Working for a new car dealership can have many trucks, or specific systems of a car. Independent
advantages. Technical support, equipment, and the shops outnumber dealerships by six to one. As the
opportunity for ongoing training are usually excellent. name states, an independent service shop is not
At a dealership, you have a chance to become very associated with any particular automobile manu
skillful in working on the vehicles you service. How facturer. Many independent shops are started by
ever, working on one or two types of vehicles does not technicians eager to be their own boss and run
appeal to everyone. Some technicians want diversity. their own business.
FIGURE 1–9 Full-service gasoline stations are not as

common as they used to be, but they are a good example of
FIGURE 1–8 Dealerships sell and service vehicles made by an independent service shop.
specific auto manufacturers.
FIGURE 1–11 Independent repair shops are often affiliated

with a large business. In these arrangements, the shops are
still run independently.
Some independent shops may look like they are

part of a franchise but are actually independent.
FIGURE 1–10 A bay in an independent service shop.
Good examples of this type of shop are the NAPA
service centers (Figure 1–11). These centers are not
An independent shop may range in size from a
controlled by NAPA, nor are they franchises of NAPA.
two-bay garage with two to four technicians to a
They are called NAPA service centers because the
multiple-bay service center with twenty to thirty
facility has met NAPA’s standards of quality and the
technicians. A bay is simply a work area for a com
owner has agreed to use NAPA as the primary source
plete vehicle (Figure 1–10). The amount of equip
of parts and equipment.
ment in an independent shop varies; however, most
are well equipped to do the work they do best.
Working in an independent shop may help you Store-Associated Shops Other major employers
develop into a well-rounded technician. of auto technicians are the service departments of
Specialty shops specialize in areas such as department stores. Many large stores that sell auto
engine rebuilding, transmission overhauling, and air motive parts often offer certain types of automotive
conditioning, brake, exhaust, cooling, emissions, services, such as brake, exhaust system, and wheel
and electrical work. A popular type of specialty and tire work.
shop is the “quick lube” shop, which takes care of
the PM of vehicles. It hires lubrication specialists Fleet Service and Maintenance Any company
who change fluids, belts, and hoses in addition to that relies on several vehicles to do its business
checking certain safety items on the vehicle. faces an ongoing vehicle service and PM problem.
The number of specialty shops that service and Small fleets often send their vehicles to an indepen
repair one or two systems of the automobile have dent shop for maintenance and repair. Large fleets,
steadily increased over the past 10 to 20 years. however, usually have their own PM and repair facil
Technicians employed by these shops have the ities and technicians (Figure 1–12).
opportunity to become very skillful in one particular Utility companies (such as electric, telephone, or
area of service. cable TV), car rental companies, overnight delivery
services, and taxicab companies are good examples
Franchise Repair Shop A great number of jobs of businesses that usually have their own service
are available at service shops that are run by large departments. These companies normally purchase
companies such as Firestone, Goodyear, and Midas. their vehicles from one manufacturer. Technicians
These shops do not normally service and repair all of who work on these fleets have the same opportuni
the systems of the automobile. However, their cus ties and benefits as technicians in a dealership.
tomers do come in with a variety of service needs. In fact, the technicians of some large fleets are
Technicians employed by these shops have the authorized to do warranty work for the manufacturer.
opportunity to become very proficient in many areas Many good career opportunities are available in this
of service and repair. segment of the auto service industry.
Service Technician
A service technician (Figure 1–13) diagnoses vehicle
problems, performs all necessary tests, and compe
tently repairs or replaces faulty components. The
skills to do this job are based on a sound understand
ing of auto technology, on-the-job experience, and
continuous training in new technology as it is intro
duced by auto manufacturers.
Individuals skilled in automotive service are called
technicians, not mechanics. There is a good reason
for this. Mechanic stresses the ability to repair and
service mechanical systems. While this skill is still
very much needed, it is only part of the technician’s
FIGURE 1–12 Large fleets usually have their own overall job. Today’s vehicles require mechanical
preventive maintenance and repair facilities and knowledge plus an understanding of other techno
technicians.
logies, such as electronics, hydraulics, and pneu
matics.
Job Classifications A technician may work on all systems of the
car or may become specialized. Specialty tech
The automotive industry offers numerous types of nicians concentrate on servicing one system
employment for people with a good understanding of the automobile, such as electrical, brakes
of automotive systems. (Figure 1–14), or transmission. These specialties
FIGURE 1–13 A service technician troubleshoots problems, performs all necessary diagnostic tests, and competently repairs
or replaces faulty components.
foremen have a good deal of experience and excel

lent diagnostic skills.
Service Advisor
The person who greets customers at a service cen
ter is the service advisor (Figure 1–15), sometimes
called a service writer or consultant. Service advi
sors need to have an understanding of all major sys
tems of an automobile and be able to identify all
major components and their locations. They also
must be able to describe the function of each of
those components and be able to identify related
components. A good understanding of the recom
mended service and maintenance intervals and pro
cedures is also required. With this knowledge they
are able to explain the importance and complexity
of each service and are able to recommend other
services.
A thorough understanding of warranty policies
FIGURE 1–14 Specialty technicians work on only one
vehicle system, such as brakes. and procedures is also a must. Service advisors
require advanced and continuous training in that

particular field.
In many automotive shops, the technician also
has the responsibility for diagnosing the concerns of
the customer and preparing a cost estimate for the
required services.
Often individuals begin their career as a techni
cian in a new car dealership by performing new car
preparation, commonly referred to as “new car prep.”
The basic purpose of new car prep is to make a vehi
cle ready to be delivered to a customer. Each dealer
ship has a list of items and services that are performed
prior to delivery. Some of the services may include
removing the protective plastic from the vehicle’s
exterior and interior and installing floor mats. At times,
new car prep includes tightening certain bolts that
may have been intentionally left loose for shipping.
New car prep is a great way for a new technician
to become familiar with the vehicles sold at the
dealership.
Shop Foreman
The shop foreman is the one who helps technicians
with more difficult tasks and serves as the quality
control expert. In some shops, this is the role of the
lead tech. For the most part, both jobs are the same.
Some shops have technician teams. On these
teams, there are several technicians, each with a dif
ferent level of expertise. The lead tech is sort of the FIGURE 1–15 A service advisor’s main job is to record the
shop foreman of the team. Lead techs and shop customer’s concerns.
must be able to explain and verify the applicability of Service Director

warranties, service contracts, service bulletins, and
campaign/recalls procedures. Large new car dealerships often have a service
Service advisors also serve as the liaison between director who oversees the operation of the service
the customer and the technician in most dealerships. and parts departments as well as the body shop.
They have responsibility for explaining the custom The service director has the main responsibility
er’s concerns and/or requests to the technician plus of keeping the three departments profitable. The
keeping track of the progress made by the technician service director coordinates the activities of these
so the customer can be informed. At times, automo separate departments to ensure efficiency.
tive technicians or students of automotive service Many service directors began their career as
programs desire a change in career choices but want technicians. As technicians they demonstrated a
to stay in the service industry. Becoming a service solid knowledge of the automotive field and had out
writer, advisor, or consultant is a good alternative. standing customer relations skills and good busi
This job is good for those who have the technical ness sense. The transition from technician to director
knowledge but lack the desire or physical abilities to typically involves promotion to various other mana
physically work on automobiles. gerial positions first.
Many of the requirements for being a successful
technician apply to being a successful service con Parts Counterperson
sultant. However, being a service consultant requires
A parts counterperson (Figure 1–16) can have dif
greater skill levels in customer relations, internal
ferent duties and is commonly called a parts per
communication and relations, and sales. Service
son or specialist. Parts specialists are found in
consultants must communicate well with custom
nearly all automotive dealerships and auto parts
ers, over the telephone or in person, in order to sat
retail and wholesale stores. They sell auto parts
isfy their needs or concerns. Most often this involves
directly to customers and hand out materials and
the completion of a repair order, which contains the
supplies to technicians working in automotive ser
customer’s concerns and information and a cost
vice facilities and body shops. A parts counterper
estimate.
son must be friendly, professional, and efficient
Accurate estimates are not only highly appreci
when working with all customers, both on the
ated by the customer, but they are also required by
phone and in person.
law in nearly all states. Writing an accurate estimate
Depending on the parts store or department,
requires a solid understanding of the automobile,
duties may also include delivering parts, purchas
good communications with the technicians, and
ing parts, maintaining inventory levels, and issuing
good reading and math skills.
parts to customers and technicians. Responsibilities
Most shops use computers to generate the repair
include preparing purchase orders, scheduling deliv
orders and estimates and to schedule the shop’s
eries, assisting in the receipt and storage of parts
workload. Therefore, having solid computer skills is
a must for service advisors.
Service Manager
The service manager is responsible for the operation
of the entire service department at a large dealership
or independent shop. Normally, customer concerns
and complaints are handled by the service manager.
Therefore, a good service manager has good people
skills in addition to organizational skills and a solid
automotive background.
In a dealership, the service manager makes sure
the manufacturers’ policies on warranties, service
procedures, and customer relations are carried out.
The service manager also arranges for technician
training and keeps all other shop personnel informed FIGURE 1–16 A parts counterperson has an important role
and working together. in the operation of a store or dealership.
and supplies, and maintaining contact with vendors. Warehouse distributors serve as large distribu
An understanding of automotive terminology and tion centers. WDs sell and supply parts to parts
systems and good organizational skills are a must wholesalers, commonly known as jobbers.
for parts counterpersons. Jobbers sell parts and supplies to shops and
This career is an excellent alternative for those do-it-yourselfers. Jobbers often have a delivery
who know about cars but would rather not work on service that gets the desired parts to a shop shortly
them. Much of the knowledge required to be a tech after it ordered them. Some parts stores focus
nician is also required for a parts person. However, a on individual or walk-in customers. These busi
parts specialist requires a different set of skills. Most nesses offer the do-it-yourselfers repair advice,
automotive parts specialists acquire the sales and and some even offer testing of old components.
customer service skills needed to be successful pri Selling good parts at a reasonable price and offer
marily through on-the-job experience and training. ing extra services to their customers are the
They may also gain the necessary technical knowl characteristics of successful parts stores. Many
edge on the job or through educational programs jobbers operate machine shops that offer another
and/or experience. To better understand the world source of employment for skilled technicians. Job
of the parts industry refer to Figure 1–17, which bers or parts stores can be independently owned
defines the common terms used by parts personnel. and operated. They can also be part of a larger
national chain (Figure 1–19). Auto manufacturers
have also set up their own parts distribution sys
Parts Manager tems to their dealerships and authorized service
The parts manager is in charge of ordering all replace outlets. Parts manufactured by the original vehicle
ment parts for the repairs the shop performs. The manufacturer are called original equipment man-
ordering and timely delivery of parts is extremely ufacturer (OEM) parts.
important for the smooth operation of the shop. Opportunities for employment exist at all levels
Delays in obtaining parts or omitting a small but cru in the parts distribution network, from warehouse
cial part from the initial parts order can cause frus distributors to the counter people at local jobber
trating holdups for both the service technicians and outlets.
customers.
Most dealerships and large independent shops
keep an inventory of commonly used parts, such as
Marketing and Sales
filters, belts, hoses, and gaskets. The parts manager Companies that manufacture equipment and parts
is responsible for maintaining this inventory. for the service industry are constantly searching for
knowledgeable people to represent and sell their
products. For example, a sales representative work
Related Career ing for an aftermarket parts manufacturer should
have a good knowledge of the company’s products.
Opportunities The sales representative also works with WDs, job
bers, and service shops to make sure the parts are
In addition to careers in automotive service, there being sold and installed correctly. They also help
are many other job opportunities directly related to coordinate training and supply information so that
the automotive industry. everyone using their products is properly trained
and informed.
Parts Distribution
The aftermarket refers to the network of businesses
Other Opportunities
(Figure 1–18) that supplies replacement parts to Other career possibilities for those trained in auto
independent service shops, car and truck dealer motive service include automobile and truck recy
ships, fleet operations, and the general public. clers, insurance company claims adjusters, auto
Vehicle manufacturers and independent parts body shop technicians, and trainers for the various
manufacturers sell and supply parts to approximately manufacturers or instructors for an automotive train
a thousand warehouse distributors throughout the ing or educational program (Figure 1–20). The latter
United States. These warehouse distributors (WDs) two careers require solid experience and a thorough
carry substantial inventories of many part lines. understanding of the automobile. It is not easy being
ACCOUNTS Money due from a customer. PERPETUAL A method of keeping a continuous

RECEIVABLE INVENTORY record of stock on-hand through
sales receipts and/or invoices.
BACK ORDER Parts ordered from a supplier that PHYSICAL The process whereby each part is
have not been shipped to the store INVENTORY manually counted and the number
or shop because supplier has none on-hand is written on a form or
in their inventory. entered into a computer.
BILL OF LADING A shipping document acknowledging PROFIT The amount received for goods or
receipt of goods and stating terms of services above the shop’s or store’s
delivery. cost for the part or service.
CORE CHARGE A charge that is added when a PURCHASE A form giving someone the authority
customer buys a remanufactured ORDER to purchase goods or services for a
part. Core charges are refunded to company.
the customer when he or she returns
a rebuildable part.
DEALERS The jobber’s wholesale customers, REMANUFAC A part that has been reconditioned
such as service stations, garages, TURED PART to its original specifications and
and car dealers, who install parts in standards.
their customers’ vehicles.
DISCOUNT The amount of savings being offered RESTOCKING The fee charged by a store or
to a customer, this is normally FEE supplier for having to handle a
expressed as a percentage. returned part.
DISTRIBUTOR A large volume parts stocking RETAIL Selling merchandise to “walk-in”
business that sells to wholesalers. trade (do-it-yourselfers).
FREIGHT A charge added to special order RETURN A policy regarding the return of
CHARGE parts to cover their transportation to POLICY unwanted and unneeded parts.
the store. Return policies may include
restocking fees or prohibit the return
of certain parts.
GROSS PROFIT The selling price of a part minus its SELLING The price at which a part is sold.
cost (called referred to the margin). PRICE This price will vary according to the
type of customer (retail or wholesale)
that is purchasing the part.
INVENTORY The parts a store or shop has in its SPECIAL An order placed whenever a
possession for resale. ORDER customer purchases an item not
normally kept in stock.
INVENTORY A method of determining amounts of STOCK A process by which the store orders
CONTROL merchandise to order based on ORDER more stock from its suppliers in
supplies on-hand and past sales of order to maintain its inventory.
the item.
INVOICE The record of a sale to a customer. STOCK Selling the older stock on-hand
ROTATION before selling the newer stock.
LIST PRICE The suggested selling price for an TURNOVER The number of times each year that
item. a business buys, sells, and replaces
a part.
MARGIN Same as gross profit. VENDOR The supplier.
MARK-UP The amount a business charges for a WARRANTY A defective part returned to the
part above the actual cost of the RETURN supplier due to failure during its
part. warranty period.
NO-RETURN A store policy that certain parts WAREHOUSE The jobber’s supplier who is the link
POLICY cannot be returned after purchase. It DISTRIBUTOR between the manufacturer and the
is common to have a no-return policy jobber.
on electrical and electronic parts.
ON-HAND The quantity of an item that the store WHOLESALE The business’ price to large volume
or shop has in its possession. PRICE customers.
FIGURE 1–17 Some of the common terms used by parts personnel.

Raw materials
Independent Auto/truck
part manufacturers manufacturers
Warehouse Retail auto part Zone/regional

distributors chain distributors warehouses
Independent Mass Retail auto Franchised

jobbers merchandisers parts store dealerships
Industrial Fleet Professional

accounts accounts installers
The final user/customers
FIGURE 1–18 The auto parts supply network.
FIGURE 1–19 Many parts stores are part of a national

corporation with stores located across the country.
FIGURE 1–20 A career possibility for an experienced
technician is that of a trainer for the various manufacturers
an instructor or trainer; however, passing on knowl or instructors for an automotive program.
edge can be very rewarding. Undoubtedly, there is
no other career that can have as much impact on the Job Shadowing Program In this program you fol
automotive service industry as that of a trainer or low an experienced technician or service writer. The
instructor. primary objective is to expose you to the “real
world,” to see what it takes to be a successful tech
Training for a Career nician or service writer. By job shadowing, you will
also become familiar with the total operation of a
in Automotive Service service department.
Those interested in a career in auto service can Mentoring Program This program is not the most
receive training in formal school settings—secondary, common program, but it can be one of the most
postsecondary, and vocational schools; and techni valuable. In a mentoring program, you experience
cal or community colleges, both private and public. the duties and responsibilities of a technician while
you have someone who is successful to use as an
expert. Your mentor has agreed to stay in contact
Student Work Experience with you, to answer questions, and to encourage
There are many ways to gain work experience while you. When you have a good mentor, you have
you are a student. You may already be involved in someone who may be able to explain things a little
one of the following; if not, consider becoming differently than the way things are explained in
involved in one of these programs. class. A mentor may also be able to give real life
examples of why some of the things you need to postsecondary schools. Students in the program
learn are important. apply what they learned in their 2-year program and
learn to diagnose and service BMW products. BMW
Cooperative Education and Apprenticeship says this program is the most respected and intense
Programs These programs are typically 2 years in training program of its kind in the world. For more
length. One year is spent in school and the other in information go to http://www.bmwstep.com.
a dealership or service facility. This does not mean
that 1 solid year is spent in school; rather in a coop
erative program you spend 8 to 12 weeks at school, The Need for Continuous Learning
and then work for 8 to 12 weeks. The switching Training in automotive technology and service does
back and forth continues for 2 years. Not only do not end with graduation nor does the need to read
you earn an hourly wage while you are working, you end. A professional technician constantly learns and
also earn credit toward your degree or diploma. keeps up to date. In order to maintain your image as
Your work experiences are carefully coordinated a professional and to keep your knowledge and skills
with your experiences at school; therefore, it is up to date, you need to do what you can to learn
called a cooperative program—industry cooperates new things. You need to commit yourself to lifelong
with education. Examples of this type of program learning.
are the Chrysler CAPS, Ford ASSET, GM ASEP, and There are many ways in which you can keep up
Toyota T-Ten (in Canada these are called T-TEP) with the changing technology. Short courses on
programs. specific systems or changes are available from the
An apprenticeship program combines work manufacturers and a number of companies that offer
experiences with education. The primary difference formal training, such as Federal Mogul, NAPA, AC
between the two programs is that in an apprentice Delco, and local parts jobbers. There are also many
ship program students attend classes in the evening online sources available, from companies like those
after completing a day’s work. During this rigorous listed above to many that specialize in technician
training program, you receive a decent hourly wage training. It is wise to attend update classes as soon
and plenty of good experience. You start the pro as you can. If you wait too long, you may have a
gram as a helper to an experienced technician and difficult time catching up with the ever-changing
can begin to do more on your own as you progress technologies.
through the program. In both cases, while you work In addition to taking classes, you can learn by
you get a chance to practice what you learned in reading automotive magazines or the newest edi
school. tions of automotive textbooks. A good technician
takes advantage of every opportunity to learn.
Part-Time Employment The success of this expe
rience depends on you and your drive to learn.
Working part-time will bring you good experience,
some income, and a good start in getting a great
ASE Certification
full-time position after you have completed school. The National Institute for Automotive Service
The best way to approach this is to find a position Excellence (ASE) has established a voluntary certi
and service facility that will allow you to grow. You fication program for automotive, heavy-duty truck,
need to start at a right level and be able to take on and auto body repair technicians along with parts
more difficult tasks when you are ready. The most specialist certifications. In addition to these pro
difficult challenge when working part-time is to keep grams, ASE also offers individual testing in the areas
up with your education while you are working. Many of automotive and heavy-duty truck parts, service
times work may get in the way, but if you truly want consultant, alternate fuels, advanced engine perfor
to learn, you will find a way to fit your education mance, and a variety of other areas. This certification
around your work schedule. system combines voluntary testing with on-the-job
experience to confirm that technicians have the skills
Postgraduate Education A few manufacturer pro needed to work on today’s more complex vehicles.
grams are designed for graduates of postsecondary ASE recognizes two distinct levels of service
schools. These programs train individuals to work capability—the automotive technician and the mas
on particular vehicles. For example, BMW’s Service ter automotive technician. The master automotive
Technician Education Program (STEP) is a scholar technician is certified by ASE in all major automotive
ship program for the top graduates of automotive systems.
To become ASE certified, a technician must pass Systems, Light Vehicle Diesel, Engine Machining,
one or more tests that stress system diagnosis and Alternative Fuels, Collision Repair, or as a Parts
repair procedures. The eight basic certification areas Counterperson or a Service Consultant. Go to: www.
in automotive repair follow: ase.com for more information.
1. Engine repair As mentioned, ASE certification requires that you
have 2 years of full-time, hands-on working experi
2. Automatic transmission/transaxle ence as an automotive technician. You may receive
3. Manual transmissions and drive axles credit toward this 2-year experience requirement by
4. Suspension and steering completing formal training in one or a combination
5. Brakes of high school or post–high school education, short
technical courses, and cooperative or apprentice
6. Electrical systems ship programs.
7. Heating and air conditioning In 2012, ASE began offering ASE Student Certifi
8. Engine performance (driveability) cation tests. These are computer-based tests avail
able in the spring and fall each year for students
After passing at least one exam and providing
enrolled in any automotive technology program. Tests
proof of 2 years of hands-on work experience, the
are available for automotive, collision repair and refin
technician becomes ASE certified. Retesting is nec
ishing, and medium/heavy-duty truck. Each certifica
essary every 5 years to remain certified. A technician
tion is valid for 2 years from the date taken.
who passes one examination receives an automo
tive technician shoulder patch. The master automo
tive technician patch is awarded to technicians who
pass all eight of the basic automotive certification ASE Tests
exams (Figure 1–21).
ASE also offers advanced-level certification in ASE tests are designed to check your understanding
some areas. The most common advanced certifica of how automotive systems and components oper
tion for automobile technicians is the L1 or Advanced ate as well as your ability to diagnose problems and
Engine Performance. Individuals seeking this certifi determine the correct repairs. Certification tests
cation must be certified in Electricity and Engine Per contain between 40 and 75 multiple-choice ques
formance before taking this exam. Another advanced tions. Question types include the following:
certification is the Electronic Diesel Engine Diagnosis ● Direct, most likely, or completion questions
Specialist (L2). To receive this certification, a techni
cian must be currently certified in one of the ASE ● Technician A/Technician B questions
Diesel Engine areas and one of the ASE Electrical/ ● Except or least likely questions
Electronic Systems areas.
The questions are written by a panel of technical
ASE also offers specialist certifications. For exam
service experts, including domestic and import vehi
ple, you can become certified in Undercar–Exhaust
cle manufacturers, repair and test equipment and
parts manufacturers, working automotive technicians,
and automotive instructors. All questions are pre
tested and quality checked on a national sample of
technicians before they are included in the actual test.
Many test questions force the student to choose
between two distinct repair or diagnostic methods.
Examples of these questions are included at the end
of each chapter.
When taking ASE-style tests, first read the entire
question to determine what the subject or intent of
the question is about. Next, try to eliminate possible
choices based on your knowledge and experience
and choose the answer that seems the most likely.
Technician A/Technician B questions can be treated
FIGURE 1–21 ASE certification shoulder as two separate True/False questions; is Technician
patches worn by (left) automotive technicians A correct? Yes or No. Is Technician B correct? Yes or
and (right) master automotive technicians. No. Once you have answered all the questions, you
can go back and review your answers before sub

mitting the test. Be careful to not overthink and talk
yourself out of an answer by thinking of all possible
exceptions to the question.
ASE Education
Foundation Program
Accreditation
While each automotive program is different, most
share some similarities. Many high school pro
grams and many post-secondary schools have
been evaluated and are accredited by the ASE
Education Foundation. To become accredited by
the ASE Education Foundation, a program must
show documentation of what is covered in the
program and the amount of time spent in each of FIGURE 1–22 A sign showing an automotive program is
the ASE areas. The programs must also pass an ASE certified.
onsite evaluation. Accredited programs display
the sign shown in Figure 1–22. This means the standardization, all of the core skills taught in each
school is teaching the competencies and to the and every certified program is the same. More
standards prescribed by ASE. Because of this information can be found at www.asealliance.org.
KEY TERMS other businesses are in great need of qualified

service technicians.
Aftermarket ● A solid background in auto technology may be
Automotive Service Excellence (ASE) the basis for many other types of careers within
Deductible the industry. Some examples are parts manage
Jobbers ment, collision damage appraisal, sales, and
Original equipment manufacturer (OEM)
marketing positions.
Preventive maintenance (PM) ● Training in auto technology is available from many
types of secondary, vocational, and technical
Service advisor
schools. Auto manufacturers also have coopera
Shop foreman tive programs with schools to ensure that gradu
Warehouse distributors (WDs) ates understand modern systems and the
equipment to service them.
SUMMARY ● The National Institute for Automotive Service
Excellence (ASE) actively promotes professional
● The auto industry is a global industry involving vehi ism within the industry. Its voluntary certification
cle and parts manufacturers from many countries. program for automotive technicians and master
● Electronic controls are found in most auto sys automotive technicians helps guarantee a high
tems, including engines, transmissions, brakes, level of quality service.
steering systems, and suspensions. Preventive ● The ASE certification process involves both written
maintenance is extremely important in keeping tests and credit for on-the-job experience. Testing
today’s vehicles in good working order. is available in many areas of auto technology.
● New car dealerships, independent service shops,
specialty service shops, fleet operators, and many
REVIEW QUESTIONS 5. Which of the following is typically included in a

scheduled preventive maintenance program?
Short Answer a. Oil and filter changes
1. List at least five different types of businesses b. Coolant and lubrication services
that hire technicians. Describe the types of work c. Replacement of filters
these businesses handle and the advantages
d. All of the above
and disadvantages of working for them.
6. In a large new car dealership, the individual who
2. Name the different ways to gain work experi
oversees the operation of the service depart
ence while you are a student.
ment, parts department, and body shop is the
3. Explain the implied difference between some ___.
one who is called a mechanic and one who is
a. service manager
called an automotive technician.
b. service director
4. Explain the basic requirements for becoming a
successful automotive technician. c. shop foreman
d. parts manager
Multiple Choice
7. Repair work performed on vehicles still under
1. Which of the following have had a significant the manufacturer’s warranty is usually performed
impact on the automotive industry? by ___.
a. Emission laws a. independent service shops
b. Electronics b. dealerships
c. New technologies c. specialty shops
d. All of the above d. Either A or B
2. Individuals often begin a career as an automotive 8. Which of the following businesses perform work
technician in a new car dealership by ___, which on only one or two automotive systems?
is a good way for a new technician to become a. Dealerships
familiar with the vehicles sold at the dealership.
b. Independent service shops
a. working at the parts counter
c. Specialty shops
b. performing new car prep
d. Fleet service departments
c. being a service advisor
9. Normally, whose job is it to greet the customer
d. serving as the lead tech and complete the repair or work order?
3. Technician A says a hybrid vehicle uses two dif a. Service manager
ferent power sources. Technician B says a hybrid
b. Parts manager
vehicle may use either a gas engine or electric
motor to drive the wheels. Who is correct? c. Automotive technician
a. Technician A d. Service advisor
b. Technician B 10. Technician A says that all an individual needs to
do in order to become certified by ASE in a par
c. Both A and B
ticular area is to pass the certification exam in
d. Neither A nor B that area. Technician B says that the questions
4. The government-mandated warranty that spe on an ASE exam often force the test taker to
cifically covers the catalytic converter(s) and choose between two distinct repair methods.
engine control module is the ___. Who is correct?
a. Federal Emissions Defect Warranty a. Technician A
b. Federal Powertrain Warranty b. Technician B
c. Federal Emissions Performance Warranty c. Both A and B
d. Extended Federal Exhaust Warranty d. Neither A nor B
11. To be successful, today’s automotive technician 14. Technician A says battery warranties are often
must have ___. prorated. Technician B says some warranties
a. an understanding of electronics have a deductible. Who is correct?
b. the ability to repair and service mechanical a. Technician A
systems b. Technician B
c. the dedication to always be learning some c. Both A and B
thing new d. Neither A nor B
d. All of the above 15. Wholesale auto parts stores that sell aftermar
12. A technician must have a minimum of ___ ket parts and supplies to service shops and the
year(s) of hands-on work experience to get ASE general public are called ___.
certification. a. warehouse distributors
a. 1 b. mass merchandisers
b. 2 c. jobbers
c. 3 d. freelancers
d. 4 16. Ongoing technical training and support is avail
13. An experienced technician who passes all eight able from ___.
basic ASE automotive certification tests is certi a. aftermarket parts manufacturers
fied as a(n) ___.
b. auto manufacturers
a. automotive technician
c. online resources
b. master automotive technician
d. All of the above
c. service manager
d. parts manager
CHAPTER
WORKPLACE SKILLS
2
T
OBJECTIVES his chapter gives an overview of what you
should do to get a job and how to keep it. The
● Develop a personal employment plan.
basis for this discussion is respect—respect for
● Seek and apply for employment.
yourself, your employer, fellow employees, your
● Prepare a resume and cover letter.
customers, and everyone else. Also included in
● Prepare for an employment interview.
this discussion are the key personal characteris-
● Accept employment.
tics required of all seeking to be successful auto-
● Understand how automotive technicians are
motive technicians and employees.
compensated.
Understand the proper relationship between
Seeking and Applying
●
an employer and an employee.

● Explain the key elements of on-the-job
communications.
for Employment
● Be able to use critical thinking and problem-solving Becoming employed, especially in the field in
skills. which you want a career, involves many steps. As
with many things in life, you must be adequately
● Explain how you should look and act to be regarded prepared before taking the next step toward
as a professional. employment. This discussion suggests ways you
● Explain how fellow workers and customers should can prepare and what to expect while taking these
be treated. steps.
Employment Plan
An employment plan is nothing more than an honest
appraisal of yourself and your career hopes. The plan
should include your employment goals, a timetable
for reaching those goals, and a prioritized list of
potential employers or types of employers. You may
need to share your employment plan with someone
while you are seeking employment, so make sure it is
complete. Even if no one else will see it, you should
be as thorough as possible because it will help keep
you focused during your quest for employment.
Think about the type of job you want and do
some research to find out what is required to get that
21
job. Evaluate yourself against those requirements. If ● Solving puzzles or problems

you do not meet the requirements, set up a plan for ● Studying or reading
obtaining the needed skills. Also, consider the work- ● Doing experiments or researching a topic
ing conditions of that type of job. Are you willing and
● Expressing yourself through writing
able to be a productive worker in those conditions?
If not, find a job that is similar to your desires and Personal skills are also called soft skills and are
pursue that career. things that are part of your personality. These are
things you are good at or enjoy doing, such as:
Self-Appraisal To begin the self-appraisal part of ● Working with people
your employment plan, ask yourself:
● Caring for or helping people
● Why am I looking for a job? ● Working as a member of a team and independently
● What specifically do I hope to gain by having a ● Leading or supervising others
job?
● Following orders or instructions
● What do I like to do?
● Persuading people
● What am I good at?
● Negotiating with others
● Which of my skills would I like to use in my job?
● What skills do I currently have that would make By identifying these skills, you will have created
me employable? your personal skills inventory. From the inventory
you should match your skills and personality to the
By honestly answering these questions, you needs and desires of potential employers. The inven-
should be able to identify the jobs that will help you tory will also come in handy when marketing your-
meet your goals. If you are just seeking a job to pay self for a job, such as when preparing your resume
bills or buy a car and have no intention of turning and cover letter and during an interview.
this job into a career, be honest with yourself and
your potential employer. If you are hoping to begin
a successful career, realize you will probably start
Identifying Job Possibilities
at the bottom of the ladder to success. You must One of the things you identified in your employ-
also realize that how quickly you climb the ladder ment plan was your preferred place to work. This
is your responsibility. An employer’s responsibility may have been a specific business or a type of
is merely to give you a fair chance to climb it. business, such as a new car dealership or inde-
pendent shop. Now your task is to identify the
Identifying Your Skills Honestly evaluate yourself companies that are looking for someone. There are
and your life to determine what skills you have. Even many ways of doing this, including the following:
if you have never had a job, you still have skills and
● Checking your school’s job posting board or with
talents that can make you a desirable employee.
a placement coordinator
Make a list of all of the things you have learned from
your school, friends, and family and through televi- ● Searching job websites, such as monster .com
sion, volunteering, books, hobbies, and so on. You and indeed.com
may be surprised by the number of skills you have. ● Checking the employment web pages of local
Identify these skills as being either technical or per- business for job openings (Figure 2–1)
sonal skills.
Technical skills include things you can do well You can also ask people you know who already
and enjoy, such as: work in the business. If there is nothing available in
the business you prefer, look for openings in the type
● Using a computer
of business that was second on your priority list.
● Working with tools, machines, or equipment Do not limit your job search to just looking at
● Doing math problems help wanted ads or websites. If you are interested in
● Maintaining or fixing things working at a particular shop, visit the shop and talk
to people who work there. Speak with the manager
● Figuring out how things work
about being in an automotive program and about
● Making things with your hands current or forthcoming job openings. If a job is not
● Working with ideas and information currently available, you may be able to intern in the
CHAPTER 2 • Workplace Skills 23
FIGURE 2–1 Check the employment or career sections of websites for businesses that are looking for technicians.
shop, without pay, but as a way to gain experience

and to be ready when the next opening occurs.
Preparing Your Resume
Carefully look at the description of the job. Make Your resume and cover letter are your own per-
sure you meet the qualifications for the job before sonal marketing tools and may be an employer’s
you apply. For example, if you have a drug problem first look at you. Although not all employers require
and the ad states that all applicants will be drug a resume, you should prepare one for those that
do. Preparing a resume also forces you to look at
tested, you should not bother applying and should
your qualifications for a job. That alone justifies
concentrate on breaking the habit. Even if the ad
having a resume.
says nothing about testing for drug use, you should Keep in mind that although you may spend hours
know that there is no place for drugs at work and writing and refining your resume, an employer may
continued drug use will only jeopardize your career. only take a minute or two from his or her busy sched-
ule to look it over. With this in mind, put together a
Driving Record Your driving record is something resume that tells the employer who you are in such
you must also be aware of, and you probably are. If a way that he or she wants to interview you.
you have a poor record, you may not be considered A resume normally includes your contact infor-
for a job that requires operating a vehicle. In the mation, career objective, skills and/or accomplish-
same way that a driving record affects your personal ments, work experience, education, and a statement
car insurance, the employer’s insurance costs can about references. There are different formats you
also increase because of your poor driving record. A can follow when designing your resume. If you have
bad driving record or the loss of a driver’s license limited work experience, make sure the resume
can get in the way of getting or keeping a job. emphasizes your skills and accomplishments rather
Also, if you have been convicted or have been than work history. Even if you have no work experi-
arrested, be prepared to let the employer know what ence, you can sell yourself by highlighting some of
happened and what you learned from the experi- the skills and attributes you identified in your employ-
ence. If you have been convicted of a felony, the ment plan.
employer must know. Failure to disclose this will When listing or mentioning your attributes and
cost you the job. skills, express them in a way that shows how they
relate to the job you are seeking. For instance, if you them in a resume, and tell them to your potential
practice every day at your favorite sport so that you can employer. Do not put the responsibility of figuring
make the team, you may want to describe yourself out who you are on the employers—tell them.
as being persistent, determined, motivated, and Figure 2–2 is an example of a basic resume for
goal-oriented. Another example is if you have ever an individual seeking an entry-level position as a
pulled an all-nighter to get an assignment done on technician.
time, it can mean that you work well under pressure
and always get the job done. Another example would Putting Together an Effective Resume Follow
be if you keep your promises and do what you said these guidelines while preparing and writing your
you would do, you may want to describe yourself as resume:
reliable, a person who takes commitment seriously.
● Make sure your resume is neat, uncluttered, and
Identifying your skills may be a difficult task, so
easy to read.
have your family and/or friends help you. Keep in
mind that you have qualities and skills that ● Use quality white paper.
employers want. You need to recognize them, put ● Keep it short—one page is best.
Jack Erjavec
1234 My Street
Somewhere, OZ 99902
123-456-7890
Performance oriented student, with an excellent reputation as a responsible and hard-working

achiever, seeking a position as an entry-level automotive technician in a new car dealership.
Skills and Attributes

●● People oriented ●● Honest ●● Creative problem-solver
●● Motivated ●● Reliable ●● Good hand skills
●● Committed
Work Experience
2015–2017 Somewhere Soccer Association (Assistant coach)
●● Instructed and supervised junior team
●● Performed administrative tasks as the Coach required
2013–2017 Carried out various odd jobs within the community
●● Washing and waxing cars, picking up children from school, raking leaves, cutting grass
Education
Somewhere Senior High School, graduated in 2017
Somewhere Community College, currently enrolled in the Automotive Technology Program
Extracurricular Activities
2014–2017 Active member of the video game club
2016–2017 Member of the varsity soccer team
Hobbies and activities

Reading auto-related magazines, going to races, doing puzzles, working on cars with family
and friends.
References
Available upon request.
FIGURE 2–2 A sample of a resume for someone who has little work experience.
Another random document with
no related content on Scribd:
Where that Æaean isle forgets the main....
or the yellow sands of Prospero’s island where the elves curtsy, kiss
and dance, or Sindbad’s cave, or those others “measureless to man”
rushed through by Alph the sacred river to where we
see the children sport upon the shore,

And hear the mighty waters rolling evermore.
IV
No: I am not talking fantastically at all. Let us be sober-serious,
corrugating our brows upon history: and at once see that these
Cambridge men of Thackeray’s generation—FitzGerald (to whom he
was “old Thack”), Tennyson, Brookfield, Monckton Milnes, Kinglake
—all with the exception of Arthur Hallam (whom I sadly suspect to
have been something of a prig) cultivated high fooling and carried it
to the nth power as a fine art. Life, in that Victorian era of peace
between wars, was no lull of lotus-eating for them—the England of
Carlyle, Newman, Ruskin admitted no lull of the young mind—but a
high-spirited hilarious game. As one of them, Milnes, wrote of “The
Men of Old”:
They went about their gravest deeds

As noble boys at play.
A plenty of English writers—some of them accounted highly serious

writers—had indulged in what I may call similar “larks” before them.
Swift, for example, has a glorious sense of the high-nonsensical;
Cowper has it, of course. I regret to say that I even suspect Crabbe.
Canning had it—take, for example, a single stage-direction in The
Rovers:
Several soldiers cross the stage wearily, as if returning from

the Thirty Years’ War.
Lamb of course had it; and in his letters will carry it to a delirium in
excelsis. But this Cambridge group would seem to have shared and
practised it as a form, an exercise, in their free-masonry. Take for a
single instance James Spedding’s forehead. James Spedding,
afterwards learned editor of Bacon, and a butt in that profane set,
had a brow severe and high, of the sort (you know) that tells of moral
virtue with just a hint of premature baldness. It was very smooth; it
rose to a scalp all but conical. His admiring friends elected to call it
Alpine. Now hear FitzGerald upon it, in a letter:
That portrait of Spedding, for instance, which Lawrence has

given me: not swords, nor cannon, nor all the Bulls of Bashan
butting at it, could, I feel sure, discompose that venerable
forehead. No wonder that no hair can grow at such an altitude:
no wonder his view of Bacon’s virtue is so rarefied that the
common consciences of men cannot endure it. Thackeray and I
occasionally amuse ourselves with the idea of Spedding’s
forehead: we find it somehow or other in all things, just peering
out of all things: you see it in a milestone, Thackeray says. He
also draws the forehead rising with a sober light over Mont
Blanc, and reflected in the lake of Geneva. The forehead is at
present in Pembrokeshire, I believe: or Glamorganshire: or
Monmouthshire: it is hard to say which. It has gone to spend its
Christmas there.
And later, May 22, 1842:
You have of course read the account of Spedding’s forehead

landing in America. English sailors hail it in the Channel,
mistaking it for Beachy Head.
I have quoted this just to enforce my argument that, to understand
Thackeray’s work, you must understand just what kind of a man he
was in his upbringing and the way of his early friendships. And when
I add that his gift for nursery folly was expended upon a widowed
and desolate home—on a home from which his heart drove him to
flee, no matter how ambitiously he rebuilt and adorned it, to scribble
his novels on Club paper or in hotels, you may get (I hope) a little
closer to understanding his generous, but bitter and always sad
heart.
V
I must dwell on another point, too. The Thackerays (or
Thackwras—which I suppose to be another form of Dockwras) had
for some generations prospered and multiplied as Anglo-Indians in
the service of the old East India Company. Their tombs are thick in
the old graveyard of Calcutta, and I would refer anyone who would
ponder their epitaphs, or is interested in the stock from which
Thackeray sprang, to a little book by the late Sir William Hunter
entitled The Thackerays in India and some Calcutta Graves (Henry
Frowde, London: 1897). Thackeray himself was born at Calcutta on
the 18th of July, 1811, and, according to the sad fate of Anglo-Indian
children, was shipped home to England at the age of five, just as
Clive Newcome is shipped home in the novel; and when he pictured
the sad figure of Colonel Newcome tottering back up the ghaut, or
river-stairs, Thackeray drew what his own boyish eyes had seen and
his small heart suffered. Turn to the “Roundabout Paper” On Letts’s
Diary and you will read concerning that parting:
I wrote this, remembering in long, long distant days, such a

ghaut, or river-stair, at Calcutta, and a day when down those
steps, to a boat which was in waiting, came two children, whose
mothers remained on the shore. One of those ladies was never
to see her boy more.... We were first cousins; had been little
playmates and friends from the time of our birth; and the first
house in London to which I was taken was that of our aunt, the
mother of his Honour the Member of Council.
This young cousin and playmate returned in time, as Thackeray

never did, to the shore they were leaving; and died Sir Richmond
Shakespeare (no vile nomen!), Agent to the Governor-General for
Central India. The news of his death gave occasion to the tender
little essay from which I have been quoting.
On the passage their ship touched at St. Helena, and their black
servant took them a long walk over rocks and hills “until we reached
a garden, where we saw a man walking. ‘That’s he,’ said the black
man: ‘that is Bonaparte! He eats three sheep every day, and all the
little children he can lay hands upon.’”—After which terrible vision no
doubt the youngsters resumed their Odyssey—as Homer would put
it—
ἀκαχήμενοι ἦτορ,
ἄσμενοι ἐκ θανάτοιο.
“Stricken at heart yet rejoicing to have escaped perdition.” They

reached London to find it plunged in mourning (and, for many
reasons, in very genuine mourning) by the death of the Princess
Charlotte: and young Thackeray proceeded to Chiswick, to the
charge and care of his aunt Mrs. Ritchie. One day she caught the
child trying on his uncle’s large hat, and, finding to her alarm that it
accurately fitted him, swept him off to the fashionable physician, Sir
Charles Clark: “Reassure yourself, madam,” the doctor is reported
as saying: “he has, to be sure, an abnormal head; but I think there’s
something in it.” He was put to school first at a young gentlemen’s
academy at Chiswick, maybe next door to Miss Pinkerton’s
Seminary for Young Ladies through the portals of which (if you
remember, and into the garden) Miss Rebecca Sharp hurled back
her “leaving copy” of Dr. Johnson’s “Dixonary.” The master would
seem to have been a Dr. Swishtail, compounded of negligence and
tyranny, as so many “private schoolmasters” chose to be even to
days of my own experience. But here is the child’s first letter, dated
February 18, 1818, to his mother in India and composed in a round
hand between ruled lines:
My dear Mama—I hope you are quite well. I have given my

dear Grandmama a kiss. My aunt Ritchie is very good to me. I
like Chiswick, there are so many good boys to play with. St.
James’s Park is a very nice place. St. Paul’s Church, too, I like
very much. It is a finer place than I expected. I hope Captain
Smyth is well: Give my love to him and tell him he must bring
you home to your affectionate little son.
William Thackeray.
The separating sea was wide: but what a plucky little letter!
VI
I shall lay stress on it for a moment because, as it seems to me,
if we read between the childish lines, they not only evince the pluck
of the child, and not only breathe a waft of the infinite pathos of
English children, Indian born: but because I hold that no one who
would understand Thackeray can afford to forget that he was of
Anglo-Indian stock, bone and marrow.
Now I want, avoiding so much of offence as I may, to say a word
or two (and these only as a groping through private experience, to
illustrate Thackeray) about the retired Anglo-Indian as he has come
within the range of a long experience at an English town by the
seashore. On the whole I know of no human being more typically
pathetic. His retirement may be happier in some places such as
Cheltenham, where he has a Club in which he can meet old Indian
cronies or men from “the other side,” and tell stories and discuss the
only politics which interest them. But in any odd angle of this capital
yet most insular isle his isolation is horrible and fatal. Compared with
it, the sorrows of a British child “sent home” (as conveyed, and to the
very heart, in Mr. Kipling’s Wee Willie Winkie, for example) are
tragically insignificant. Youth is elastic and can recover. But this
grown man, through the “long, long Indian days,” has toiled and
supported himself upon a hope, to end in England with fishing or
shooting and a share of that happy hospitality which (God knows) he
has earned.
What happens? The domestic servant question (always with us),
cold rooms, dinner-parties at which stories about Allahabad are
listened to patiently by ladies who confuse it with Lahore, polite men
who suggest a game of “snooker pool” as a relief, hoping for not too
many anecdotes in the course of it. And for this your friend and his
admirable wife have been nursing, feeding themselves on promise
for, maybe, thirty years and more, all the time and day after day—
there lies the tragedy—dutifully giving all their best, for England, in
confidence of its reward.
It is not altogether our fault. It is certainly not our fault that the
partridges do not rise on the stubble or the salmon leap up and over
the dams in such numbers as the repatriated fondly remember. To
advise a lady accustomed to many Indian servants upon tact with a
couple or three of English ones—post-War too—is (as Sir Thomas
Browne might say) to bid her sleep in Epicurus his faith, and
reacclimatise her notion. But, to be short, they talk to us politics
which have no basis discoverable in this country.
Yet, withal, they are so noble! So simple in dignity! Far astray
from any path of progress as we may think him; insane as we may
deem his demand to rule, unreasonable his lament over the lost
England of his youth which for so long he has sentimentalised, or
domestic his interest in his nephews, the Anglo-Indian has that key
of salvation which is loyalty. He is for England: and for that single
cause I suppose no men or women that ever lived and suffered on
earth have suffered more than those who lie now under the huddled
gravestones of Calcutta.
VII
I am coming to this: that those who accuse Thackeray of being a
snob (even under his own definition) should in fairness lay their
account that he came of people who, commanding many servants,
supported the English tradition of rule and dominance in a foreign
land.
I believe this to explain him in greater measure than he has
generally been explained or understood. Into a class so limited, so
exiled, so professional in its aims and interests—so borné and
repugnant against ideas that would invade upon the tried order of
things and upset caste along with routine—so loyal to its own
tradition of service, so dependent for all reward upon official
recognition (which often means the personal caprice of some
Governor or Secretary of State or Head of Department), some
Snobbery—as we understand the word nowadays—will pretty
certainly creep; to make its presence felt, if not to pervade. But I am
not going to discuss with you the question, “Was Thackeray that
thing he spent so much pains, such excessive pains, in
denouncing?”—over which so many disputants have lost their
tempers. It is not worth our while, as the whole business, to my
thinking, was not worth Thackeray’s while. When we come to it—as
we must, because it bulks so largely in his work—we shall quickly
pass on.
To me it seems that Thackeray’s geniture and early upbringing—
all those first impressions indelible in any artist—affected him in
subtler ways far better worth our considering. Let me just indicate
two.
VIII
For the first.—It seems to me that Thackeray—a social
delineator or nothing—never quite understood the roots of English
life or of the classes he chose to depict; those roots which even in
Pall Mall or Piccadilly or the Houses of Parliament ramify
underground deep and out, fetching their vital sap from the
countryside. Walter Bagehot, after quoting from Venus and Adonis
Shakespeare’s famous lines on a driven hare, observes that “it is
absurd to say we know nothing about the man who wrote that: we
know he had been after a hare.” I cannot find evidence in his works
that this child, brought from Calcutta to Chiswick, transferred to the
Charterhouse (then by Smithfield), to Cambridge, Paris, Fleet Street,
Club-land, had ever been after a hare: and if you object that this
means nothing, I retort that it means a great deal: it means that he
never “got off the pavement.” It means that he is on sure ground
when he writes of Jos. Sedley, demi-nabob, but on no sure ground at
all when he gets down to Queen’s Crawley: that in depicting a class
—now perhaps vanishing—he never, for example, got near the spirit
that breathes in Archdeacon Grantly’s talk with his gamekeeper:
“I do think, I do indeed, sir, that Mr. Thorne’s man ain’t

dealing fairly along of the foxes. I wouldn’t say a word about it,
only that Mr. Henry is so particular.”
“What about the foxes? What is he doing with the foxes?”
“Well, sir, he’s a trapping on ’em. He is, indeed, your
reverence. I wouldn’t speak if I warn’t well nigh mortial sure.”
Now the archdeacon had never been a hunting man, though
in his early days many a clergyman had been in the habit of
hunting without losing his clerical character by doing so; but he
had lived all his life among gentlemen in a hunting county, and
had his own very strong ideas about the trapping of foxes. Foxes
first, and pheasants afterwards, had always been the rule with
him as to any land of which he himself had had the
management.... But now his heart was not with the foxes,—and
especially not with the foxes on behalf of his son Henry. “I can’t
have any meddling with Mr. Thorne,” he said; “I can’t and I won’t
... I’m sure he wouldn’t have the foxes trapped.”
“Not if he knowed it, he wouldn’t, your reverence. A
gentleman of the likes of him, who’s been a hunting over fifty
year, wouldn’t do the likes of that; but the foxes is trapped ... a
vixen was trapped just across the field yonder, in Goshall
Springs, no later than yesterday morning.” Flurry was now
thoroughly in earnest; and, indeed, the trapping of a vixen in
February is a serious thing.
“Goshall Springs don’t belong to me,” said the archdeacon.
“No, your reverence; they’re on the Ullathorne property. But
a word from your reverence would do it. Mr. Henry thinks more
of the foxes than anything. The last word he told me was that it
would break his heart if he saw the coppices drawn blank....”
“I will have no meddling in the matter, Flurry.... I will not have
a word said to annoy Mr. Thorne.” Then he rode away....
But the archdeacon went on thinking, thinking, thinking. He
could have heard nothing of his son to stir him more in his favour
than this strong evidence of his partiality for foxes. I do not mean
it to be understood that the archdeacon regarded foxes as better
than active charity, or a contented mind, or a meek spirit, or than
self-denying temperance. No doubt all these virtues did hold in
his mind their proper places, altogether beyond contamination of
foxes. But he had prided himself on thinking that his son should
be a country gentleman.... On the same morning the archdeacon
wrote the following note:—
Dear Thorne,—My man tells me that foxes have been
trapped on Darvell’s farm, just outside the coppices. I know
nothing of it myself, but I am sure you’ll look to it.—
Yours always,
T. Grantly.
Absurd? Very well—but you will never understand the politics of the
last century—that era so absurdly viewed out of focus, just now, as
one of mere industrial expansion—unless you lay your account with
it better than Thackeray did. As you know, he once stood for
Parliament, as Liberal candidate for the City of Oxford: and it is
customary to rejoice over his defeat as releasing from party what
was meant for mankind. In fact he never had a true notion of politics
or of that very deep thing, political England. Compare his sense of it
—his novelist’s sense—with Disraeli’s. He and Disraeli, as it
happens, both chose to put the famous-infamous Marquis of Hertford
into a novel. But what a thing of cardboard, how entirely without
atmosphere of political or social import, is Lord Steyne in Vanity Fair
as against Lord Monmouth in Coningsby!
IX
The late Herman Merivale, in a very brilliant study, interrupted by
death and left to be completed by Sir Frank Marzials, finds the two
key-secrets (as he calls them) of Thackeray’s life to be these—
Disappointment and Religion. I propose ten days hence to examine
this, and to speak of both. But I may premise, here and at once, that
Thackeray was a brave man who took the knocks of life without
flinching (even that from young Venables’ fist, which broke his nose
but not their friendship), and that to me the melancholy which runs
through all his writing—the melancholy of Ecclesiastes, the eternal
Mataiotes Mataioteton—Vanity of Vanities, all is Vanity—was drawn
by origin from the weary shore of Ganges and brought in the child’s
blood to us, over the sea.
“Vanity of vanities,” saith the Preacher—Thackeray was before
all else a Preacher: and that is the end of it, whether in a set of
Cornhill verses or in his most musical, most solemn, prose—
How spake of old the Royal Seer?

(His text is one I love to treat on.)
This life of ours, he said, is sheer
Mataiotes Mataioteton ..., etc.
And now hear the burden of it on that famous page telling how Harry
Esmond walked home after breaking the news of Duke Hamilton’s
duel and death:
As Esmond and the Dean walked away from Kensington

discoursing of this tragedy, and how fatal it was to the cause
which they both had at heart, the street-criers were already out
with their broadsides, shouting through the town the full, true,
and horrible account of the death of Lord Mohun and Duke
Hamilton in a duel. A fellow had got to Kensington, and was
crying it in the square there at very early morning, when Mr.
Esmond happened to pass by. He drove the man from under
Beatrix’s very window, whereof the casement had been set
open. The sun was shining, though ’twas November: he had
seen the market-carts rolling into London, the guard relieved at
the palace, the labourers trudging to their work in the gardens
between Kensington and the City—the wandering merchants
and hawkers filling the air with their cries. The world was going
to its business again, although dukes lay dead and ladies
mourned for them, and kings, very likely, lost their chances. So
night and day pass away, and to-morrow comes, and our place
knows us not. Esmond thought of the courier now galloping on
the North road, to inform him who was Earl of Arran yesterday
that he was Duke of Hamilton to-day; and of a thousand great
schemes, hopes, ambitions, that were alive in the gallant heart,
beating a few hours since, and now in a little dust quiescent.
A heavy passage, Gentlemen—and commonplace? Ah! as you grow

older you will find that most of the loveliest, most of the most sacred
passages in literature are commonplaces exquisitely turned and
tuned to catch and hold new hearts.
THACKERAY (II)
I
I LEFT off, Gentlemen, upon a saying of Herman Merivale’s that the
two key-secrets of Thackeray’s life were Disappointment and
Religion, and I proposed, examining this to-day, to speak of both.
Well, for the first, I have already (I think) given full room in the
account to that domestic sorrow which drove him, great boon
favourite of the nursery, to flee from his grand new house in
Kensington Gardens—
Cedes coemptis saltibus et domo

Villaque—
to write his novels anywhere rather than at home. In the words of

Barnes’ beautiful lament, which I here make free to divorce from its
native dialect—
Since now beside my dinner-board

Your voice does never sound,
I’ll eat the bit I can afford
Afield upon the ground;
Below the darksome bough, my love,
Where you did never dine,
And I don’t grieve to miss you now
As I at home do pine.
II
But those who stress this Disappointment in Thackeray go on to
allege other causes, additional causes, for it: as that he lost a
comfortable patrimony early in life, and that, conscious of great
powers, he felt them for many years unappreciated, and, when
appreciated, partially eclipsed by the popularity of his great rival,
Dickens. Now I don’t deny that one disappointment may accumulate
upon another on a man: but I ask you to consider also that in
criticism one nail may drive out another, and that in ordinary one
explanation is better than two, almost always far better than three:
the possible conclusion being that not one of the three—not even the
first—is the right one.
Actually, then, Thackeray as a young man lost his patrimony by
flinging the hazard quite gallantly and honourably, as a young man
should; foolishly perhaps, as a young man will, but having been just
as young and foolish I am even now not turned Cato enough to
condemn a boy for that. Let us see just what happened.
From the Charterhouse he came up here, to Trinity. His means
have been variously computed: but you may put it down pretty safely
at £500 a year—a very pretty sum indeed for an undergraduate.
What he did with it you may find for yourselves in those brilliant
chapters in Pendennis—perhaps the very best written on University
life—which treat of Pen’s career at Cambridge.
(For it is Cambridge, of course, though he calls it Oxbridge. And
here may I parenthetically drop a long-hoarded curse upon that trick
of the Victorian novelists of sending up their young heroes to
Oxbridge or Camford, entering them usually at the College of St.
Boniface, head of the river or just about to be head. If, from the
pages of Victorian fiction, a crew could be mustered to unmoor and
paddle down the dear old ’Varsity barge, in the early June twilight,
past the Pike and Eel to Iffley, there to await the crack of the rifle that
loosens the tense muscles,—heavens! what a crew!—or, as Matthew
Arnold would say, “what a set!”—all so indifferent to the rules of
training, so like in appearance to young Greek gods, so thirsty!—
and, on the run of it, what laurels for dear old St. Boniface!... I don’t
know why these hermaphrodite names “Oxbridge” and “Camford”
have always been so peculiarly repugnant to me: but they always
have been, and are. I feel somehow as if to be a graduate of either
were to offend against the Table of Forbidden Degrees. But
Thackeray achieved one success in the blending—when he
combined “scout” and “gyp” into “skip.”)
Oxbridge, then, in Pendennis is Cambridge. Thackeray came up
in February, 1829—in the Lent term, that is, instead of in the
previous October—I cannot discover for what reason. It made him,
however, by the rules then prevailing, a non ens or non annus man
for that year: and being also a non-reading man, he decided after
two years of genially unprofitable residence, to refuse the Tripos and
a degree, and retire on London, and took chambers at Hare Court in
the Temple. His age was twenty.
III
Sainte-Beuve—I have read reasonably in his voluminous works,
but without as yet happening on the passage which, quoted by
Stevenson in his Apology for Idlers, really needs no verification by
reference, being just an opinion dropped, and whoever dropped it
and when, equally valuable to us—Sainte-Beuve, according to
Stevenson, as he grew older, came to regard all experience as a
single great book, in which to study for a few years before we go
hence: and it seemed all one to him whether you should read in
Chapter XX, which is the Differential Calculus, or in Chapter XXXIX,
which is hearing the band play in the gardens. Note well, if you
please, that I am not endorsing this as a word of advice for Tripos
purposes. I am but applying it to Thackeray, who never sat for his
degree, but left Cambridge to write Vanity Fair, Pendennis, Esmond,
sundry other great stories, with several score of memorable trifles—
ballads, burlesques, essays, lectures, Roundabout Papers, what-not.
If I may again quote from Sir Walter Raleigh, “there are two Days of
Judgment, of which a University examination in an Honours School
is considerably the less important.” The learning we truly take away
from a University is (as I conceive) the talent, whatever it be, we use
(God helping), and turn to account. Says Mr. Charles Whibley of
Thackeray’s two years here:
The friendships that he made ended only with his life, and he
must have been noble, indeed, who was the friend of Alfred
Tennyson and of Edward FitzGerald. Moreover, Cambridge
taught him the literary use of the university, as the Charterhouse
had taught him the literary use of a public school. In a few
chapters of Pendennis he sketched the life of an undergraduate,
which has eluded all his rivals save only Cuthbert Bede. He
sketched it, moreover, in the true spirit of boyish extravagance,
which he felt at Cambridge and preserved even in the larger
world of London; and if Trinity and the rustling gown of Mr.
Whewell had taught him nothing more than this, he would not
have contemplated them in vain.
As a matter of fact, of course, the Charterhouse and Cambridge had

taught him much more, even of scholarship. “Scholarship,” is, to be
sure, a relative term which, if lifted to the excellent heights—to scorn
lower degrees of comparison—(as heaven forbid it should not be)
will exclude all who have so learnt their Horace at school that in after
life merely to rehearse and patch together from memory an Ode of
his, long ago learnt for “repetition,” brings comfort to the soul and
can steel it, Romanly, under the stars even on Himalayan outposts.
But if there be aught worthy the name of scholarship to have that
one author bred into your bones—why, then, I challenge that
Thackeray did carry away a modicum of scholarship (and a very
pure modicum, too) from school and university. I shall come to his
prose cadences by and by, and will say no more of them here than
that—in Esmond especially, but in general and throughout his prose
—they are inconceivable by me save as the cadences of a writer
early trained upon Greek and Latin. For blunter evidence, you will
find the Roundabout Papers redolent—in quotation, reminiscences,
atmosphere—of Horace on every page; and for evidence yet more
patent take his avowed imitation of Horace (Odes i. 38), the two
famous, jolly Sapphic stanzas beginning Persicos odi. Turn to your
Conington (say) and you will find them most neatly and adequately
rendered: and then take your Thackeray—
But a plain leg of mutton, my Lucy,

I prithee get ready at three;
Have it smoking and tender and juicy,
And what better meat can there be?
And when it has feasted the master,

’Twill amply suffice for the maid:
Meanwhile I will smoke my canaster,
And tipple my ale in the shade.
Years ago, I discoursed, standing here, on the Horatian Model in

English Verse, attempting to show you how this man and that man—
Andrew Marvell, for example, and Matthew Prior, had attempted it
here and there and how nearly achieved it: of Milton, again, how he
tried to build his Sonnet, redeeming it from the Petrarcan love-
business upon the model of the Horatian Ode; how some sonnets of
his (familiar or political—that To Mr. Lawrence for instance, as a
specimen in one mode, or those To the Lady Margaret Ley, or On
the Late Massacre in Piedmont as specimens in another) are
deliberately, experimentally Horatian; and how narrowly—how very
narrowly—William Cowper, by deflection of religious mania, missed
to be our purest Horace of all. But Thackeray is of the band. To alter
a word of Carlyle’s, “a beautiful vein of Horace lay struggling about
him.”
IV
But, to return upon the first of the two “key-secrets”—
Disappointment and Religion—and to leave Religion aside for a
moment—I cannot find that, save in his domestic affliction,
Thackeray can rightly be called a disappointed man. There is of
course a sense—there is of course a degree—in which every one of
us, if he be worth anything, arrives at being a disappointed man. We
all have our knocks to bear, and some the most dreadful
irremediable wounds to bind up and hide. But whatever Thackeray
spent or owed at Cambridge (to pay in due time), he took away, with
his experience, a most gallant heart. He went to London, lost the rest
of his money in journalistic adventures, and fared out as a random
writer, without (as they say) a penny to put between himself and
heaven. What does he write later on in reminiscence to his mother,
but that these days of struggle were the jolliest of all his life?—
Ye joys that Time hath swept with him away,

Come to mine eyes, ye dreams of love and fun;
For you I pawned my watch full many a day,
In the brave days when I was twenty-one.
That is good gospel. “Fall in love early, throw your cap over the mill;
take an axe, spit on your hands; and, for some one, make the chips
fly.”
V
But (say the critics) he was disappointed, soured because—
conscious of his powers of “superior” education and certain gifts only
to be acquired through education, he felt that Dickens—whom
certain foolish people chose to talk of endlessly as his rival—was all
the time outstripping him in public favour. Now, as for this, I cannot
see how Thackeray, in any wildest dream, could have hoped to catch
up with Dickens and pass him in popularity. To begin with, he came
to fruition much later than Dickens: in comparison with the precocity
of Pickwick Thackeray was in fact thirty-seven before he hit the
target’s gold with Vanity Fair. His earlier serious efforts—Catherine,
Barry Lyndon, The Book of Snobs—are sour and green stuff, call
them what else you will. They deal with acrid characters and (what is
more) deal with them acridly. But even supposing them to be
masterpieces (which title to two of the three I should certainly deny)
where was the audience in comparison with that to which Dickens
appealed? Where, outside a few miles’ radius of Club-land, did men
and women exist in any numbers to whom Thackeray’s earlier work
could, by any possibility, appeal? The dear and maiden lady in
Cranford, Miss Jenkyns, as you remember, made allowances for
Pickwick in comparison with Dr. Johnson’s Rasselas. “Still perhaps
the author is young. Let him persevere, and who knows what he may
become, if he will take the Great Doctor for his model.” But what—
what on earth would she have made of Barry Lyndon? And what
would good Captain Brown himself have made of it? I can almost
better see the pair, on the sly, consenting to admire Tristram Shandy.
Now Dickens and Thackeray were both thin-skinned men in their
sensitiveness to public approbation. On at least one occasion each
made a fool of himself by magnifying a petty personal annoyance
into an affair of the world’s concern. As if anybody mattered to that
extent!—
Hi motus animorum atque haec certamina tanta

Pulveris exigui jactu compressa quiescunt.
But in literary London there are always (I regret to say) busybodies

who will estrange great men if they can; and, the cause of quarrel
once set up, I still more regret to say that the great men quite as
often as not come most foolishly out of it. Thackeray’s estrangement
from Dickens happened over an article by a young journalist of
twenty-seven—Mr. Edmund Yates, afterwards Editor of The World, a
society newspaper—and Thackeray’s foolish insistence, in the teeth
of remonstrances by Dickens and Wilkie Collins, that young Yates
should be expelled from the Garrick Club. A week before
Thackeray’s death, he and Dickens met on the steps of the
Athenæum, passed, turned, and looked at each other. Thackeray
held out a hand, which Dickens did not refuse.
Now may I put in here, Gentlemen, and in parenthesis, a word of
which I have often wanted to unburden myself?... Some of you—
some of the best of you, I hope—may leave Cambridge for Fleet
Street, a street which I too have trodden. It is a street of ambitions;
but withal the centre of our English Republic of Letters, in the motto
of which, though there can be no “Equality,” let us neither exclude
the “Liberty” that Milton fought for, nor the “Fraternity” of elder and
younger brethren. I remember this plea for Fraternity being put up by
an eminent man of letters, still with us; and being so much
impressed by it that it outlasted even the week-after-next, when I
found him taking off the gloves to punish a rival scribe. But these two
were musical critics, arguing about music: and I have sometimes,
pondering, thought that there must really be something naturally akin
between music and prosody (arts of which I know so little), seeing
that the professors of both pelt each other in terms of insult so
amazingly similar and with a ferocity the likeness of which one has to
recognise even while murmuring, “Come, come! What is this all
about, after all?” I suppose the average Musical Review in the
weekly papers to contain more mud to the square inch than even
The Dunciad! And you must acknowledge, Gentlemen, The Dunciad,
for all its wit, to be on the whole a pretty wearisome heap of bad
breeding. It kicks: but as they say in the country, there is “plenty hair
on the hoof.” What I plead is that all we engaged in literature take
some warning from the discourtesies of the past, and that you, at
any rate, who pass out into literary practice from this Tripos of ours,
shall pass out as a confraternity of gentlemen. Consider, if you will,
that Literature, our mistress, is a goddess greater than any of us.
She is Shakespeare and Ben Jonson too; Milton and Dry den; Swift,
Addison, Steele; Berkeley and Goldsmith; Pope and John Gay;
Johnson, Gibbon, Burke, Sheridan; Cowper and Burns; Blake and
Wordsworth and Coleridge; Landor, Scott, Keats, Shelley and Byron;
Carlyle, Ruskin, Tennyson, Browning, all, says the Preacher, “giving
counsel by their understanding and declaring prophecies.” I name
but a few of the procession, but all were her knights; and each, in his
time, fought for his ideal of her—
Blue is Our Lady’s colour,

White is Our Lord’s:
Tomorrow I will make a knot
Of blue and white cords;
That you may see it where I ride
Among the flashing swords.
Or let me lower the key and put it thus—addressing you as plain

apprentices and setting the ground no higher than an appeal for the
credit of our craft. I once wrote of Robert Louis Stevenson, and with
truth, that he never seemed to care who did a good piece of work so
long as a good piece of work got itself done. Consider, on top of this,
the amount of loss to the world’s benefit through those literary broils
and squabbles. You are expected, for example, to know something,
at least, of The Dunciad in your reading for the English Tripos: and I
dare say many of you have admired its matchless conclusion:
Lo! thy dread empire c h a o s is restor’d:

Light dies before thy uncreating word:
Thy hand, great Anarch, lets the curtain fall.
But turn your admiration about and consider what a hand capable of
writing so might have achieved in the long time it had wasted, turning
over an immense buck-basket of foul linen. No, Gentlemen—take
the example of poor Hazlitt—contemporary misunderstandings,
heart-burnings, bickerings make poor material for great authors. I
cannot find that, although once, twice or thrice, led astray into these
pitfalls, Thackeray (and this is the touchstone) ever really envied
another man’s success.
“Get David Copperfield,” he writes in a familiar letter: “by jingo,
it’s beautiful; it beats the yellow chap (Pendennis) of this month

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Automotive Technology: A Systems

Approach 7th Edition Jack Erjavec

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Cengage products are represented in Canada by Nelson Education, Ltd.

To learn more about Cengage platforms and services, register or

Notice to the Reader

Printed in the United States of America

Secti on 1 AUTOMOTIVE TECHNOLOGY 1

CHAPTER 5 Air- Conditioning Tools 173 | Key Terms 175 |

CHAPTER 21 Electronic Circuits and Components 688 | Key

Section 4 ENGINE PERFORMANCE 742

CHAPTER 28 Systems 1017 | Turbochargers 1019 |

Fuel Injection System CHAPTER 35

CHAPTER 36 Honda Fit Ev 1164 | Basic Diagnosis 1165 | Fuel Cell

Section 5 MANUAL TRANSMISSIONS AND TRANSAXLES 1184

Section 6 AUTOMATIC TRANSMISSIONS AND TRANSAXLES 1300

CHAPTER 42 Hydraulic and Vacuum Control Systems 1398 |

Secti on 7 SUSPENSION AND STEERING SYSTEMS 1449

CHAPTER 49 Wheel Alignment Equipment 1616 | Alignment

Section 8 BRAKES 1633

Section 9 PASSENGER COMFORT 1769

About the Book

Michael Abraham, Mahwah, NJ Philip Lowry, Lincoln Technical

About the Author executive vice-president. Jack was also associated

SHOP TALK On som

plunger a vise to sque

the man the PCV, brak

to help technicians identify the concern or customer complaint, the underlying

openers in Sections 2 through 9 each contain a Three Cs scenario where the

to technicians and how customer concerns are resolved.

Cautions and Warnings

and warnings appear frequently in every chapter to alert students to important

These features are sprinkled throughout each chapter to give practical,

­commonsense advice on service and maintenance procedures.

Creating a professional image is an important part of shaping a successful career

and box FIGU RE

they can remain functioning and usable for years to come.

Learning to use available service information is critical to becoming a successful

rials. The gathering of information can be a time-consuming task but nonetheless

right direction to find the right information.

mance-enhancing techniques used by professionals.

“Go To” Feature

Step-by-step photo sequences illustrate practical shop techniques. The photo

sequences focus on techniques that are common, need-to-know service and

maintenance procedures. These photo sequences give students a clean, detailed

ular feature of the previous editions, so we now have a total of 51.

maintenance procedures. These hands-on procedures appear frequently and are

defined in the glossary.

Three Cs: E : 132,148

A combination of short-answer essay, true or false, and multiple-choice ques-

used to challenge the reader’s understanding of the chapter’s contents. The

Ase-Style Review Questions

and others are a simple review of the contents of the chapter.

The Tech Manual offers students opportunities to strengthen their comprehen-

Mindtap for Automotive

●● Personalized Teaching: Becomes YOURS with a Learning Path that is built

OBJECTIVES The Automotive

auto manufacturers have been bought by larger

The Importance of Auto Technicians

Geely Automotive Li Shu Fu 50% and Volvo China 81 thousand

TABLE 1–1 (continued)

properly trained. Advanced electronics has also led

FIGURE 1–2 An understanding of electronics is a must for

Secti on 1 AUTOMOTIVE TECHNOLOGY 1

Section 4 ENGINE PERFORMANCE 742

commonsense advice on service and maintenance procedures.

foremen have a good deal of experience and excel

can go back and review your answers before sub