03 AURTTA121 S2 Student Assessment Pack v2.02 Final

STUDENT ASSESSMENT
PACK (Summative)
AURTTA 121 D I A G N O S E C O M P L E X S Y S T E M F A U L T S
AUR40216 Certificate IV in Automotive Mechanical Diagnosis
AUR – Automotive Retail, Service and Repair Training Package (Release 5.0)
Vikram jit Singh 12583924

Student first name: Student Id:
Student last name:

©2021 Durban International College Pty Ltd trading as Durban International
College Cover images © Bigstock www.bigstockphoto.com
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AURTTA121 S2 Student Assessment Pack v2.0
© Durban International College Pty Ltd ABN 73127947326
RTO ID: 40268 CRICOS ID: 02915G
Contents
Assessment Overview..................................................................................................................................................5
Assessment Submission Instructions.......................................................................................................................8
Assessment Plan..........................................................................................................................................................9
Assessment Cover Sheet – Assessment Task 1.....................................................................................................10
Assessment Task 1: Written questions...................................................................................................................11
Assessment Evaluation Tool – Assessment Task 1...............................................................................................31
Assessment Cover Sheet - Assessment Task 2...........................................................................................................33
Assessment Task 2: Job Safety Analysis................................................................................................................34
Assessor Feedback Sheet – Assessment Task 2...................................................................................................39
Assessment Task 3: Practical Observations – Complex System Faults...............................................................41
Assessment Evaluation Tool– Assessment Task 3................................................................................................65
Assessment Task 4: Work Placement Logbook and Supervisor Report...............................................................71
Assessor Feedback Sheet – Assessment Task 4...................................................................................................72
Student Notes............................................................................................................................................................. 73
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Assessment Overview
This Student Assessment Pack includes all your tasks for assessment of the following unit/s of competency:
 AURTTA121 Diagnose Complex System Faults
This unit requires that you complete Four (4) assessment tasks to demonstrate competency in this unit.
Assessment Task About this task
Assessment Task 1: Written You must correctly answer ALL the questions to show that you
questions understand the knowledge required for this unit.
Assessment Task 2: Job Safety This task is designed to develop your skills in identifying Workplace
Analysis Health and Safety (WHS) issues relating to:
 Standard automotive workplace practices
 Diagnosing complex system faults.
You will need to conduct/participate in a risk assessment using the Job

Safety Analysis (JSA) Form provided.
Assessment Task 3: Practical You will be observed by your Assessor while participating in practical
Observations – Complex System observation activities designed to show that you are able to,
Faults demonstrate the required skills for diagnosing complex system faults.
There are three job cards in total, you will need to complete.
You are required to diagnose complex system faults on three different

vehicles, machinery or vessels in which the work must involve one of the
following complex faults, on a different vehicle, piece of machinery or
vessel.
 one fault in a complex system which integrates two or more
automotive systems
 one fault which incorporates three or more mechanical,
hydraulic, pneumatic, electrical or electronic sub-systems.
You are also required to develop a testing strategy to diagnose the

cause of each complex faults in the work outlined above.
Your trainer/ assessor will observe you during all practical observations
using the assessment evaluation tool.
Assessment Task 4: Work Placement You are to request a workplace supervisor to complete and sign the
Logbook and Supervisor’s Report supervisor report in your work placement logbook. Submit both the
completed logbook and the report to your assessor.
Visit www.training.gov.au for further information about the competency requirements of this unit.
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Assessment Cover Sheet
At the beginning of each task in this Pack, you will find an Assessment Cover Sheet. Please fill it in for each
task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task and will write it on the Assessor
Feedback Sheet at the end of each task.
How your assessments will be marked

When the assessor marks your assessment tasks, the outcome will be either Satisfactory or Not Satisfactory:
Satisfactory (S) Your responses to the assessment task have met the required unit assessment criteria.
 Your responses to the assessment task have not met the required assessment
criteria. Additional learning or practice is required.
Not Satisfactory (NS)
 Your assessor will make arrangements to conduct a further assessment of this task
once you have undertaken additional practice/learning.
You must achieve a ‘Satisfactory’ result for all assessment tasks to be deemed competent for this unit.
Assessment Appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to
your Student Handbook for more information about our appeals process.
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Reasonable Adjustment
Reasonable adjustment is available to all students for assessments and must be requested in writing, using
the Reasonable Adjustment form – this includes extensions which must be requested 1 week prior to the
assessment task due date. Reasonable Adjustment forms are available from your trainer.
On receipt of your completed Reasonable Adjustment form, your trainer/assessor will consider your request
and advise whether it is approved and what action will be taken.
Recognition of Prior Learning (RPL)

RPL is a formal process that recognises skills developed through previous training, work or life experience,
which match a unit of competency in a training course. If you believe you already have the skills covered in this
unit of competency, discuss this with your trainer, who will provide you with instructions for applying for RPL.
National Recognition / Credit Transfer

Qualifications or statements of attainment issued by other Registered Training Organisations are recognised by
the College. Where this unit of competency is equivalent to a unit of competency previously completed with
another provider, credit transfer will be offered and the course length adjusted accordingly. It is the
responsibility of the student to provide the relevant evidence of qualifications or statements of attainment
issued by other Registered Training Organisations, which will be verified by the College prior to credit transfer
being applied.
Support Services
Your trainer/assessor is able to clarify any aspect of an assessment task prior to it being administered. This
may include clarifying: knowledge and skills covered during the training program; the meaning of written
assessment questions; performance standards for practical assessments; and marking criteria.
Once the assessment process has commenced however, the assessor is not able to provide any intervention
or guidance, unless it is to prevent an unsafe act from being performed.
Please ask for help when you need it, as your trainer/assessor may not be aware that you have not
understood aspects of the training program, or are not feeling confident enough to engage in assessment
activities.
Plagiarism
Plagiarism is using the words or ideas of others and presenting them as your own. Plagiarism is a type of
intellectual theft. It can take many forms, from deliberate cheating to accidentally copying from a source
without acknowledgement. In your assessments you must come up with your own ideas, however, at times you
may need to make reference to work that has been conducted by others. Important points to be aware of:
 Know what plagiarism is – refer to http://www.plagiarism.org/ for more information

 Reference your work / acknowledge all of your sources
“All of the following are considered plagiarism:
 turning in someone else's work as your own

 copying words or ideas from someone else without giving credit
 failing to put a quotation in quotation marks
 giving incorrect information about the source of a quotation
 changing words but copying the sentence structure of a source without giving credit
 copying so many words or ideas from a source that it makes up the majority of your work, whether
you give credit or not...”
Where a student plagiarises, the student will need to resubmit their work and will be given a first and
final warning for misconduct. If a student plagiarises a second time, their CoE may be cancelled
immediately for serious misconduct.
iParadigms. 2014. What is Plagiarism?. [ONLINE] Available at: http://www.plagiarism.org/plagiarism-101/what-is-plagiarism. [Accessed 17

April 2016].
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Assessment Submission Instructions
How to submit your assessments

When submitting an assessment task, please adhere to the following:
 A completed Assessment Cover Sheet must be attached to the front of all work submitted for assessment.
 Written assessment tasks must be submitted using the recommended format for written submissions
(see below), or they may be hand written. Please ensure that your hand writing is clear and legible.
 When answering questions associated with an assessment task, ensure that you use your own words
(plagiarism will not be tolerated) and reference where appropriate, using the Harvard Referencing
Guide https://www.citethisforme.com/harvard-referencing, or the Harvard Generator
http://www.harvardgenerator.com/
 Ensure that your assessment task is submitted on or before the due date specified by
your trainer/assessor.
When you have completed each assessment task you will need to submit it to your assessor.
Further instructions about submission can be found at the beginning of each assessment task.
Make sure you photocopy your written activities before you submit them – your assessor will put the documents
you submit into your student file. These will not be returned to you.
Once your submitted assessment task has been assessed, your assessor will provide you with feedback and
the assessment outcome.
Format for written submissions

When you are using a word processing program, such as Microsoft Word, to prepare your written assessment
task, please adhere to the following guidelines:
1. Completed Assessment Cover Sheet
2. Title of the task

 Arial, Size 14 pt., Bold
3. Headings
 Arial, Size 12 pt., Bold
4. Text
 Arial, Size 11 pt.
5. Table Content
 Arial, Size 10 pt.
6. Line Spacing
 1.5
7. Length
 The number of words are specified in the task description for each individual
assessment method, where applicable.
8. Presentations are to be created using presentation software, such as Microsoft PowerPoint.

Resources such as a data projector, whiteboard markers, speakers, pen pointers and presentation
screens will be provided.
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Assessment Plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all
tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Requirements Due date
1. Written Questions
2. Job Safety Analysis
3. Practical Observations: Complex System Faults
4. Logbook and Supervisor’s Report
AGREEMENT BY THE STUDENT

Read through the assessments in this booklet before you complete and sign the agreement below.
Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?  Yes  No
Do you understand the requirements of this assessment?  Yes  No

Do you agree to the way in which you are being assessed?  Yes  No
Do you have any special needs or considerations to be made for this assessment?  Yes  No
If yes, what are they?
Do you understand your rights to appeal the decisions made in an assessment?  Yes  No
Student Name: Vikram jit Singh
Student Signature: Date:
AGREEMENT BY THE ASSESSOR

Has the student completed their formative activities/assessments satisfactorily?  Yes  No
Do you agree that this student is ready to undertake the summative assessment?  Yes  No
Assessor Name:
Assessor Signature: Date:
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Assessment Cover Sheet – Assessment Task 1
Students:
 Please complete this cover sheet clearly and accurately.
 Make sure you have kept a copy of your work.
Student Id: 12583924 Date of submission:
Unit:
Assessment Task 1:
Written questions
STUDENT DECLARATION
I declare the following:
 The purpose and outcomes of assessment have been explained

 The re-assessment and appeals process have been explained to me
 Recognition of Prior Learning (RPL) and Credit Transfer (CT) have been explained to me
 DIC has informed me about Language Literacy Numeracy (LLN) assistance available to me
 I understand that assessments can either be given to the trainer or emailed to them
 That completed assessment tasks are my own work
 None of this work has been completed by any other person.
 I have not cheated or plagiarized the work or colluded with any other student/s.
 I have correctly referenced all resources and reference texts throughout these assessment tasks
 I understand that if I am found to be in breach of policy, disciplinary action may be taken against me
 I have made a photocopy or have kept an electronic copy of my completed assessment tasks, which
can be produced for the assessor when asked for
 I understand that for resubmissions, a cost of $100 – per practical assessment and $50 – per
theory assessment will be charged to me.
Student Signature:
Please Note: The above must be completed in full before your assessment work is assessed.
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Assessment Task 1: Written questions
TASK SUMMARY:
 This is an open book test – you can use the Internet, online portal, textbooks and other documents to
help you with your answers, if required.
 You must answer ALL questions correctly.
 Write your answers in the space provided.
 Email your completed document to your assessor for assessment
 Your assessor will provide feedback on any incorrect answers and will allow you to resubmit
RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK
 Access to textbooks and other learning materials

 Access to workplace policies and procedures
 Access to a computer, printer and the Internet (where applicable)
WHEN AND WHERE SHOULD THE TASK BE COMPLETED?

 This assessment will be done in your own time as homework. Refer to your study guide for reference.
 Your assessor will provide you with the final due date for this assessment.
WHAT NEEDS TO BE SUBMITTED?
 Your answers to these questions.
INSTRUCTIONS
Answers the questions below:
Question 1a: Describe the importance of following WHS procedures when diagnosing complex faults.
It goes without saying that workplace safety and health are crucial. If you prioritise profit over the health of your
employees, you might get into a lot of problems. Even worse, if a mishap happens while at work, the employer may
be held liable.
WHS favours and efforts to guarantee the avoidance of mistakes and additional occurrences at the workplace.
Companies and even labourers may maximise their energy and time by doing this. In simple terms, WHS is crucial
as it increases production and reduces effort.
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Question 1b. List five (5) important items of PPE you would need to consider wearing to avoid accidents/ injury
when diagnosing complex system faults. when diagnosing complex faults on vehicles?
1. Earmuffs
2. Safety shoes
3. Hi vis clothes
4. Safety glasses
5. Safety gloves
Question 2: Name three (3) workplace procedures you would need to have access when diagnosing complex
system faults and provide a brief explanation covering the key points for each one.
Visual perception
Check the hoses, pipes, and wires with your naked eye for physical flaws such as cracks, scratches, alignment
issues, corrosion, and more.
Tool for scanning

An electronic device called an automobile scan tool (scanner) is used to communicate with, diagnose, and
occasionally reprogram car control modules.
A service manual
A workshop handbook provides a thorough explanation of how to fix a car and how to disassemble, examine, and
reassemble its parts.
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Question 3: List the steps (at least 8) you would take to prepare for conducting work which involves diagnosing
complex system faults in light vehicles In your answer you should cover what information will be required including
where it is located and any inspections/ checks you will need to make on the resources you will use to conduct the
work.
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1. VERIFY THE PROBLEM
Ensure there is an issue before devoting any time to diagnosis. The car's driver is quite knowledgeable
about it and how to drive it. Always ask questions about the vehicle condition.
2. A COMPLETE VISUAL INSPECTION AND ESSENTIAL TESTS SHOULD BE DONE

The most crucial component of diagnosis is the visual examination! Most experts concur that a
comprehensive visual check alone may identify between 10% and 30% of all engine performance issues.
3. RECOVER THE DTCs (diagnostic trouble codes)

If a DTC is stored in the computer's memory, it may be shown by the malfunction indication lamp (MIL),
which is frequently captioned "check engine" or "service engine soon." A pending code is any code or codes
that appear on a scan tool when the MIL is off.
4. CHECK FOR TECHNICAL SERVICE BULLETINS (TSBS)

Look through technical service bulletins (TSBs) for fixes or repair instructions that address the problems. Up
to 30% of cars may be fixed by following the advice, recommendations, or replacement components
contained in a service bulletin, according to research conducted by automakers.
5. CAREFULLY CONSIDER DATA FROM SCAN TOOL

Manufacturers of vehicles have been providing the technician with an increasing amount of information via a
scan tool linked to the data link connector (DLC).
6. NARROW THE ISSUE TO A SYSTEM OR A VEHICLE

The most challenging aspect of the entire diagnostic process is focusing on a specific system or particular
cylinder.
7. FIX THE PROBLEM AND IDENTIFY THE Root CAUSE

Following the manufacturer's instructions and making sure the problem's main cause has been identified, the
repair or part replacement must be done. also adhere to the specified repair techniques and procedures by
the manufacturer.
8. CLARIFY ANY STORED DTCS AND VERIFY THE REPAIR.

Test-drive to make sure if the initial issue has been resolved. Check to make sure no new issues arose
throughout the fixing procedure. Look for any diagnostic issue codes, then erase them all. (This step assures
that the computer won't make any adjustments based on a stored DTC, but it shouldn't be done if the car is
going to be put through an emissions test because every monitor will need to run and pass.) Give the
customer their car back.
Question 4: Fill the table below:
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Tool/ Equipment When is the tool/ equipment used for including, safety precautions you
would take?
Scan Tool A scan tool is a diagnostic instrument for automobiles that has a variety of
characteristics. Code readers, the capacity to display and organise real-time data,
and some kind of knowledge base are frequently included in scan tools.
DMM Digital Multimeter: A measuring device or VOM with a digital display that
measures variables such as voltage, resistance, and current.
Oscilloscope Oscilloscopes (or scopes) analyse and show voltage readings as waveforms,
which are pictures of how voltage changes as time passes. Signal variations are
depicted onto a graph by the signals, which is displayed. The horizontal (X) axis
indicates time, while the vertical (Y) axis shows voltage measurement.
Test light When testing outlets or other electrical devices, test lights are typically used to
detect whether voltage is present in a circuit (the circuit is energised). The test
light bulb turns on when the outlet is powered up when it is being tested.
Vernier Caliper A measuring tool which is used to measure linear dimensions is known as a
vernier calliper. With the aid of the measuring jaws, it is additionally utilised to
determine the circumference of circular objects.
Multimeter The main electrical quantities that may be measured using a digital multimeter are
voltage (volts), current (amps), and resistance (ohms). For skilled workers
working in the automotive and electronic sectors, it is a typical diagnostic tool.
Question 5: What is an Electronic Stability Program system (ESP)?
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ESC is intended to electronically assist in stabilising your vehicle if it notices a brief loss of control, such as when you
approach a turn too quickly. It comes on as soon as you start your automobile and turns on whenever it senses that
you could be losing control.
Question 6: List three (3) ways the PCM reduces torque to the drive wheels when the Traction Control System
(TCS) system is in traction control mode?
1) Applying braking pressure to any or all wheels
2) Spark pattern modification or decreased to any number of cylinders.
3) The supply of fuel being restricted to one or more cylinders
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Question 7: What is the principal function of the OBD-II system?
OBD-II scanners are used by auto mechanics and owners to interpret the data the system collects. In addition to
engine RPM, it may offer information on your car's air temperature, coolant, crankshaft and camshaft position, as
well as its road speed and throttle.
Question 8: What is the purpose of an OBD-II monitor and give an example of what it can monitor?
OBD2 Readiness Monitors are straightforward yet effective self-check procedures. They offer understanding to the
vehicle's self-diagnostics. The emission control systems of the automobile are self-tested by readiness monitors.
Emissions Monitors is another name for the devices. As their name suggests, they keep an eye on how the systems
that control emissions in cars operate.
Up to 11 system tests or procedures can be carried out by cars. These assessments are referred to as readiness
monitors. Whether the tests were successfully performed by the car's computer is shown by the output of readiness
monitors.
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Question 9: What is the difference between a closed loop and an open loop engine operation?
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Open Loop
The engine works in a "Open Loop" when the engine is cold and is started or when there is an issue with the engine.
This means that the Engine Control Module (ECM) will disregard the majority of sensor readings and use predefined
parameters set by the factory to control the engine, more specifically the engine's air/fuel mixture.
Closed Loop
When operating in closed loop mode, the ECU will calculate the proper quantity of fuel to inject into the engine
based on information from the lambda sensor in the exhaust. On the basis of the actual outcome of the combustion,
the ECU can then change the air/fuel ratio. The ECU injects less gasoline when the lambda sensor indicates that the
mixture is rich.
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Question 10: Briefly explain the OBD-II trip and OBD-II drive cycle?
OBD II trip: -
Although there are a few exemptions, the OBD II system uses "two-trip" identification reason, with the additional
conditions that the coolant temperature is above a minimum prescribed level and that the ECU is in closed loop
communication with the emission control system components/sensors. A trip is defined in this context as a period
during which the vehicle is in operation.
OBD-II drive cycle: -

The OBD-II Drive Cycle may be used to operate and set both component and emission system monitors, also
known as readiness monitors, on the vehicle by driving it in a certain way.
Readyness monitors include, for instance:

• EGR, or exhaust gas recirculation
• Air injection secondary (AIR)
• EVAP, or evaporative emission
• Misfires
• Delivery of fuel
• O2S (oxygen sensor)
• CAT (catalytic converter)
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Question 11: What is the function of the EVAP system monitor? You may like to provide a diagram to assist you
with your answer.
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The EVAP system stops gasoline vapours from escaping from the fuel tank and into the atmosphere. As shown in
the diagram, the EVAP system collects gasoline vapours from the fuel tank and temporarily stores them in the
charcoal canister. The purge valve in contemporary vehicles is an electrically driven solenoid that is managed by the
engine computer.
The EVAP system is composed of six crucial elements.
Can of Charcoal
Delete Valve
Vent Solenoid for EVAP
Fuel Cap
Sensor for Fuel Tank Pressure
Hoses & Lines for EVAP Systems
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Question 12: Write down (in the form of a flow chart) the steps involved. in carrying out the diagnosis of complex
system faults including the steps you would take to solve the problem.
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Question 13: Complete the following statement about logical diagnosis using the following words?
Words: Available, Approach, Attention, Causes, Critical, Define, Diagnostic, Evident, Good, Happens,
Information, Isolate, Knowledge, Obvious, Original, Pinpoint, Present, Problem, Repair, Symptoms,
System, Test, Verify, Visual
When Diagnostic aids are not available or prove to be ineffective, most good technicians conduct a good Visual
inspection and then take a logical Approach to finding the cause of the problem. This relies on Critical thinking
skills as well as system knowledge. Logical diagnosis follows these steps:
1 Gather Information about the problem. Find out when and where the problem
Happens and what exactly happens.
2 Verify that the problem exists. Take the vehicle for a road test and try to duplicate the problem, if
possible.
3 Thoroughly define what the problem is and when it occurs. Pay strict attention to the conditions
present when the problem happens. Also, pay attention to the entire vehicle; another problem may
be evident to you that was not evident to the customer.
4 Research all available information to determine the possible causes of the problem. Try to
match the exact problem with a symptoms chart or think about what is happening and match a
system or some components to the problem.
5 Isolate the problem by testing. Narrow down the probable causes of the problem by checking
the obvious or easy-to-check items.
6 Continue testing to pinpoint the cause of the problem. Once you know where the problem should
be, test until you find it!
7 Locate and repair the problem, then verify the repair. Never assume that your
work solved the original problem. Make sure the problem is history before returning it to the
customer.
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Question 14: Complete the following statement about diagnosis aids using the following words?
Words: Aids, Based, Causes, Charts, Combination, Diagnostic, Focus, Manual, Offer, Problems, Process,
p, Symptom, Questions
In service manual, there are diagnostic aids given for many different problems. These are either
symptom based or flow charts.
Flow charts or decision trees guide you through a step-by-step process. As you answer the questions given at
each step, you are told what your next step should be. Symptom- based diagnostic charts focus on a definition
of the problem and offer a list of possible causes of the problem.
Sometimes the diagnostic aids are a combination of the two, a flow chart based on clearly defined symptoms.
Question 15: Explain the following terms, in relation to the key features and limitations of a scan tool?
One of the primary uses for OBD2 scanners is live data.
Live data It offers data from the car's computer, including engine
RPM, ltft, stft, and other things. These real-time
characteristics, in addition to diagnostic trouble codes
(DTCs), are essential for auto diagnosis.
When a failure occurs, frozen frame data is a snapshot

Freeze frame data of the engine's data. The freeze frame information can
be utilised to decipher a DTC and assist in determining
the root of an emissions system issue.
A snapshot is a picture of the data that a control module

Snapshot on the vehicle was receiving at the time the snapshot
was taken. To study the data while a vehicle state is still
active, a snapshot may be employed. Every snapshot
may only include one data list.
Diagnostic Trouble Codes is what they are called. A

DTC DTC code is a group of diagnostic issue codes that a
car's onboard diagnostics (OBD) system uses to notify
you when anything is wrong with it. Different DTC codes
identify particular issues with your car.
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Question 16: Complete the following statement about diagnostic trouble codes using the following words?
Words: Body, Character, Chassis, Codes, Condition, Describe, DTCs, Fault, Five-character, Four, Indicate,
Mandated, Manufacturers, Modes, More, Network communications, Numbers, Powertrain, Second,
Sensor, Set, Special, Specific, System, Tests, Various, Vehicle, Where
OBD-II codes are standardised, which means that most DTC`smean the same thing regardless of the vehicle
. However, vehicle and scan tool Manufacturers can have additional DTCs and add more data streams,
report modes, and diagnostic tests . DTCs are designed to indicate the circuit and the system where a fault
has been detected.
An OBD-II DTC is a Five-character code with both letters and numbers. This is called the alphanumeric
System.
The first character of the code is a letter. This defines the system where the code was
set.
Currently there are Four possible first character codes:
P: Powertrain
B: Body
C: Chasis
U: Network communicating
The second character is a number. This defines the code as being a mandated code or a special
manufacturer code. A “0” code means that the fault is defined or mandated by OBD-II. A “1” code means
the code is manufacturer specific.
The third through fifth characters are numbers. These describe the fault. The third character indicates
where the fault occurred. The remaining two characters describe the exact condition that set the code.
The numbers are organised so that the various codes
related to a particular sensor or system are grouped together.
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Question 17: Complete the following statement about testing actuators with an oscilloscope using the following
words?
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Words: Action, Bad, Basically, Beginning, Circuits, Downward, Conditions, Devices, Downward, Energises,
Evidence, Frequency, Measured, Modulated, Noise, Observe, Off, Oscilloscope, Pulse, Shape, Solenoids,
Spikes, Test, Turning, Watching, Waveforms, Width
Most computer-controlled circuits are ground-controlled circuits.
The PCM energizes the actuator by providing the ground.
On an Oscilloscope trace, the on-time pulse is the Downward pulse. On positive-feed circuits, where the is
supplying the voltage to turn a circuit on, the on-time computer is the upward pulse.
One complete cycle is measured from one on-time pulse to the beginning of the next on-time pulse.
To test an actuator, you need to know what it basically is. Most actuators are
solenoids. The computer controls the action of the solenoid by controlling the pulse
width of the control signal. You can see the turning on and off the solenoid by
watching the control signal. The voltage spikes are caused by the discharge of the coil in the solenoid. Some
actuators are controlled pulse-width modulated signals. These signals show a changing pulse width.
These devices are controlled by varying the pulse width, signal frequency, and voltage levels. Both waveforms
should be checked for amplitude, time, and shape. You should also
Observe changes to the pulse width as operating conditions change.
A bad waveform will have noise, glitches, or rounded corners. You should be able to
see evidence that the actuator immediately turns off and on according to the commands of the computer.
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Question 18: A technician is setting up an oscilloscope to measure a sensor? Choose the correct answer below, by
placing a tick (√) alongside it.
A. The vertical voltage scale must be adjusted in relation to the expected voltage signal
B. The trigger slope must be set to positive if the trace begins with a rising voltage
C. None of these answers are correct
D. Both A and B are correct
Question 19: Describe what is meant by the term, ‘waveform library’.
The 91,049 waveforms, scan data pictures, component shots, and other vehicle-specific images, documents, and films that
have been posted to iATN may all be easily searched for using the waveform library, which is exclusively accessible to
premium users.
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Question 20: Complete the following statement about compression testing using the following words?
Words: Accurate, All, Battery, Button, Comparison, Compression, Consistent, Cylinders, Four, Fuel,
uges, Hole, Increase, Install, Observe, Reading, Recorded, Remote, Revolution, Screw-in, Spark, Starter,
st, Warm, Wide-open
1 Before conducting a compression test, disable the ignition and the fuel injection system. Most
manufacturers recommend that the engine be warm when testing.
2 Prop the throttle plate into a wide-open position to allow an unrestricted amount of air to enter the
cylinders during the test.
3 Remove all of the engine’s spark plugs.
4 Connect a remote starter button to the starter system.
5 Many types of compression are available. The gauges type tends to be the most screw-in and
easiest to use.
6 Carefully install the gauge into the spark plug hole of the first cylinder.
7 Connect a battery charger to the car to allow the engine to crank at consistent and normal speeds
needed for accurate test results.
8 Depress the remote starter button and observe the gauge’s reading after the first engine
revolution.
9 Allow the engine to turn through four revolutions, and observe the reading after the fourth. The
reading should increase with each revolution.
10 Readings observed should be recorded. After all cylinders have been tested, a
Comparison of cylinders can be made.
Page 32 of 86
Question 21: Complete the following statement about oil pressure testing using the following words?
Words: Adapters, Clearances, Contaminated, Faulty, Engine, Gauge, High-pressure, Hose, kPa, Low,
Manufacturer’s, Much, Oil, Operating, Pressure, Problems, psi, Reading, Relief, Run, Running, Screen,
Sensor, Test, Viscosity,
An oil pressure tester is a gauge with a high-pressure hose attached to it. The scale of the
Gauge typically reads from 0 to 100 psi (0 to 690 kpa).
Using the correct fittings and adapters, the hose is connected to an oil passage in the
Engine block. The test normally includes the following steps:
1 Remove the oil pressure sensor and tighten the threaded end of the gauge’s hose
into that bore.
2 Run the engine until it reaches normal operating temperature.
3 Observe the gauge reading while the engine is running at about 1,000 rpm and at 2,500 rpm (or the
specified engine speed).
4 Compare the readings to the manufacturer`s specifications.
Excessive bearing clearances are not the only possible causes for low oil pressure readings; others are
oil pump-related problems, a plugged oil pickup screen, weak or broken oil pressure relief valve, low oil
level, contaminated oil, or low oil viscosity.
Higher than normal readings can be caused by too much oil, cold oil, high oil
viscosity, restricted oil passages, and a faulty pressure regulator.
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Question 22: Complete the following statement about cylinder leakage testing using the following words?
Words: Adaptor, Applies, Air, Crankshaft, Compressed, Compression, Escaping, Filler, Gauge, Leakage,
asure, Operating, Pressure, Radiator, Source, Spark, TDC, Test, Through
If a compression test shows that any of the cylinders are leaking, a cylinder leakage test can be performed to
measure the percentage of compression lost and to help locate the
Source of leakage. A cylinder leakage tester applies compressed air to a cylinder
Through the spark plug hole. The test normally includes the following steps:
1 Make sure the engine is at operating condition.
2 Remove the radiator cap, oil filter cap, dipstick tube, air filter cover, and all spark
plugs.
3 Rotate the crankshaft with a remote starter button so that the piston of the tested cylinder is at
TDC on its compression stroke. This ensures that the valves of that cylinder are closed.
4 Insert the threaded adapter on the end of the tester’s air pressure hose into the spark plug hole.
5 Allow the compressed air to enter the cylinder.
6 Observe the gauge reading.
7 Listen and feel to identify the source of any escaping air.
Question 23: What is the difference between “cause” and “effect” as far as a problem is concerned?
Effect is the end of a cause or the result of a series of connected occurrences, whereas cause is the motivation
behind an action or a natural phenomenon. In everything we do, a cause and an effect are there. A continuous chain
of events that logically follow one another is known as cause and effect. There are always effect(s) when there
is/are a cause.
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Question 24: Complete the following statement about documenting you’re diagnostic finding on the job card using
the following words?
Words: Clear, Defective, Diagnostic, Documentation, Equipment, Found, Job, Multimeter, Operations,
oblem, Sensor, Technician, Trouble, Write
The service technician must document the job card. This means that the service technician must write
(or type) what all was done to the vehicle including documenting defective components or conditions
that were found in the course of the diagnostic.
The documentation is often called “telling the story”And should include the following:
 The test equipment was used to diagnose the problem. For example: Used a scan tool to retrieve
P2102 Throttle Actuator Control Motor Circuit Low diagnostic trouble code.
 Used a digital multimeter to determine if a Throttle Actuator Control Motor sensor was defective.
 List what parts or service operations were performed. For example: Replaced the Throttle Actuator
Control Motor. Used a scan tool to clear the diagnostic trouble codes and verify
that the system operated correctly.
Question 25: Why is it very important to keep a record of each customer’s request and subsequently the work
conducted? Where would you record all relevant information?
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You can better understand your firm by keeping thorough client records. You may examine their purchasing habits and identify
trends. You'll find this knowledge useful for your next company choices and marketing endeavours.
The success of your firm depends on maintaining client records. But you need to set up an efficient system in order to store them.
You should design a user-friendly system. It should also provide the details you require about your clients.
Question 26: Briefly explain the customer questioning techniques and methods you would consider using for
gathering key information to obtain a full overview of the customer’s complex system fault (s)? Provide two (2)
examples of general questions you would ask.
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1. Gathering data on the issue, figuring out when and where it occurs, and what precisely takes place.
2. By driving the car and attempting to reproduce the issue to confirm that it really does exist. if at all feasible.
3. Clearly define the issue and the time it happens. Pay close attention to the circumstances that exist when
the issue occurs.
4. Examine all the facts at your disposal to identify any potential root causes of the issue. Try to connect a
system or a few components to the problem by thinking about what is happening or by trying to match the
precise problem with a symptoms chart.
5. Use testing to pinpoint the issue. Check the apparent or simple items to help narrow down the likely sources
of the issue.
6. Keep conducting tests to identify the issue's root cause. Test till you identify the issue once you know where
it should be!
7. Don't presume that the initial issue was resolved by your efforts. Check the issue, fix it, and then confirm the
fix. Before returning the car to the customer, be sure the issue has been resolved.
Page 37 of 86
Assessment Evaluation Tool – Assessment Task 1
Unit Code & Unit Name AURTTA121 Diagnose complex system faults
Assessment Type Written Questions
Assessment Name AT 1
Student’s name & ID
Assessment date/s
Is Student able to demonstrate the following: Performance

Criteria[2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.4, 4.1] Yes No
(2.4) Tests are identified and selected from range of available options, and testing
sequence isestablished
(2.5) Testing equipment is obtained and prepared according to manufacturer specifications

andworkplace procedures
(2.6) Tools, equipment and materials required to support the diagnostic process are
identified,selected and prepared for use
(2.7) Hazards associated with the work are identified and risks are managed according to
workplaceprocedures and safety requirements
(3.1) Tests are applied systematically and efficiently to gather precise data on system operation
according to manufacturer specifications, workplace procedures, and safety and
environmentalrequirements
(3.2) Test results are compared with manufacturer specifications and conclusions are drawn
and documented according to workplace procedures, including recommendations for
necessaryrepairs
(3.4) Conclusions are provided to appropriate personnel or customer to confirm further action to
betaken
(4.1) Vehicle or machinery is presented ready to be repaired or returned to the customer
Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3, 4, 5, 6, 7] Yes No
(1) Work health and safety (WHS) and occupational health and safety (OHS) requirements
relatingto diagnosing complex system faults in vehicles, vessels or machinery, including
working safelywith the systems being tested, including procedures for:
 selecting and using personal protective equipment (PPE)
 using tools and equipment
(2) Types, application and operation of complex systems, including:

 systems that integrates two or more automotive systems
 systems that incorporate three or more mechanical, hydraulic,
pneumatic, electrical orelectronic sub-systems
(3) Diagnostic procedures for complex systems, including stages within the diagnostic procedure
(4) Methods of gathering information on complex system faults, including customer questioning
techniques
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(5) Types and applications of diagnostic flow charts
(6) Types, applications, limitations and operation of diagnostic tools, including:

 multimeters
 scan tools, including:
 diagnosis trouble codes (DTC) and the conditions that caused the code to be set
 live data
 snap shots
 oscilloscopes
 mechanical, hydraulic and pneumatic test equipment
(7) Methods of differentiating between fault symptoms and fault cause
Comments/feedback to Student
Outcome: Satisfactory Unsatisfactory
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I
have providedappropriate feedback. I also declare that I have undertaken the indicated assessment integrity
checks
Google check for plagiarism Yes No
Check for Copying/Collusion Yes No
Check for Authenticity (own work) Yes No
Cheating or use of model answers Yes No
Assessor name:
Assessor signature:
Page 39 of 86
Students:
Unit:
Assessment Task 2:
Job Safety Analysis
STUDENT DECLARATION

 I have not cheated or plagiarised the work or colluded with any other student/s.
Student Signature:
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Assessment Task 2: Job Safety Analysis
TASK SUMMARY:
This task is designed to develop your skills in identifying WH&S hazards/risks relating to the diagnosis of
complex system faults.
A Job Safety Analysis (JSA) is a procedure which helps integrate accepted workplace health and safety
principles and practices into a particular task or job to eliminate or reduce the risks or hazards to as low as is
reasonably practical.
Conducting a JSA will allow you to identify all potential hazards associated with a task(s) or job and to put in
place control measures to manage the risks to ensure the task or job is completed safely.
The benefits of conducting a Job Safety Analysis (JSA) include:

 Meet WHS standards
 keeping people safe ie. protect anybody working and visiting from injury or illness.
 complying with national safety regulations
 protecting the organisation from legal and financial penalties.
 Access to textbooks and other learning materials

 Access to workshop WHS policies, procedures and work instructions
 Access to a computer, printer and the Internet (where applicable)

 This assessment will be done in the automotive training workshop.
 Your assessor will provide you with the final due date for this assessment.
 A completed Job Safety Analysis Form
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Assessment Task 2: Job Safety Analysis
INSTRUCTIONS
You will be required to follow the steps below to conduct a risk assessment of your work area to identify if
there are any hazards associated with the work you will complete before commencing any practical
assessment tasks described in this student assessment pack (ie. Assessment Task 3).
Steps:
1. Consider the tasks/ job you will complete for any potential hazards.
2. Conduct a risk assessment (to determine the level of risk) of each hazard you have identified using the
RISK Matrix.
3. Record them on the JSA form (provided).
4. Continue to complete the JSA form.
5. Record the level of risk as: 12-25 (Extreme), 7-11 (Moderate to High), 4-6 (Low to Moderate), or
1-3 (Low) by using the RISK Matrix to determine the level of risk.
6. Once you have completed the JSA form, discuss the outcome of the hazard analysis, ie
recommended control measures with your assessor.
Any hazards identified will then need to be assessed to determine their level of risk and to put in place
control measures to manage the risk.
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Job Safety Analysis
RISK MATRIX
IMPACT
LIKELIHOOD 1 2 3 4 5
1 1 2 3 4 5
2 2 4 6 8 10
3 3 6 9 12 15
4 4 8 12 16 20
5 5 10 15 20 25
Outcome Action to be taken by the Student
1-3 Low Risk If an incident were to occur, there would Ok for now. Record and review if any
be little likelihood that an injury would equipment/people/materials/work processes or
result. procedures change.
4–6 Low – If an incident were to occur, there would Control evaluation and monitoring should occur.
Moderate be some chance that an injury requiring
Risk first aid would result.
7–11 Moderate If an incident were to occur, it would be Control evaluation and monitoring should occur with
– High likely that an injury requiring medical assessor.
Risk treatment would result.
NB – There is a threshold risk level of 12, at or above which

immediate action must be taken
12- Unaccept If an incident were to occur, it be likely Immediate action required – assessor to be notified
25 able Risk that a permanent, debilitating injury or and all work should be stopped.
death would result.
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Job Safety Analysis
Job Safety Analysis

Job Safety Analysis Risk Rating Control Residual
Describe W/O Control Measures Risk
Sr. the
TASK YES NO
No hazard
Do you understand the scope of the task?
Y N/A 3 N/A N/A
1
Are there references such as SOP’s or

Y N/A 3 N/A
Manufacturer’s Manuals available?
2
Have you selected the tools, equipment and are

Y N/A 3-5 N/A
they in good safe working order??
3
Do you have the correct PPE for the job?

Y N/A 5-7 N/A
4
RISKS
Are you exposed to sharp objects, pinch or crush 3-5 Use PPE
Y Sharp objects
points?
5
Is there a requirement for heavy manual handling Y Heavy parts 5-7 Use equipments
or awkward positioning?
6
Is anything needed to be isolated or disabled? N
Is there a risk of heat, gas, fumes or stored N

energy?
8
Are there any fluids under pressure? N
Is there a possibility of explosion or fire from dust, N

combustible product or vapors?
10
Can equipment be damaged, is a spotter Y Scan tool 7-8 Inspect before

use
required?
11
Is there a risk of working at heights, tripping or

12 slipping?
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Will you require hand tools in restricted spaces? Y N/A 3-5 N/A
13
Is any other authorisation needed or additional Y Proper 5-7 Ask trainer
14 skills required? diagnose
Is there a risk of spill or pollution to waterways, N

15 ground or air?
Is there a risk of falling objects from overhead? Y Vehicle can 7-8 WSM for hoist
16
Are there other activities in the immediate area N

17 that could impact this task?
Is there a risk of uncontrolled movement? N
18
Is there mobile plant, equipment or other vehicles Y Mechanic 5-7 Make a distance
19 working in the area? might hit
Are there any hazardous materials in use? N

20
Are there extremes of hot or cold associated with N
21 the task?
If any risk is marked YES, Identify the hazard and N

22 any control measures taken to mitigate the
risk and report to your assessor
All control Measures are identified and N

23 implemented, if applicable
24 Other -
25 Other -
NAME: DATE: Signature:

Vikram jit singh
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Assessor Feedback Sheet – Assessment Task 2
Assessors: Please complete and return this feedback sheet to the student with their results and feedback.
A copy must be supplied to the office and kept in the student’s file with the assessment evidence.
Was this a
Assessment Task 2 Result Date
resubmission?
☐ Satisfactory (S)
Job Safety Analysis ☐ Yes ☐ No
☐ Not Satisfactory (NS)
Is Resubmission required? ☐ Yes ☐ No Resubmission Due Date:
ASSESSOR FEEDBACK
Assessor Signature:
Assessor Name: Date:
Page 46 of 86
Students:
Unit:
Assessment Task 3:
Practical observations: Complex System Faults
STUDENT DECLARATION

Student Signature:
Page 47 of 86
Assessment Task 3: Practical Observations – Complex System Faults
TASK SUMMARY:
You will be observed by your Assessor while participating in practical observation activities designed to show
that you are able to, demonstrate the required skills for diagnosing complex system faults.
You are required to diagnose complex system faults on three different vehicles, machinery or vessels in which
the work must involve one of the following complex faults, on a different vehicle, piece of machinery or vessel.
 one fault in a complex system which integrates two or more automotive systems
 one fault which incorporates three or more mechanical, hydraulic, pneumatic, electrical or electronic
sub- systems.
You are also required to develop a testing strategy to diagnose the cause of each complex faults in the work
outlined above.
There are three job cards in total, you will need to complete.
Your trainer/ assessor will observe you during all practical observations using the assessment evaluation tool.
For each practical observation activity, your trainer/ assessor will:

 observe you using the assessment evaluation tool provided as a guide
 place a tick (√) – satisfactory performance or cross (x) – unsatisfactory performance in the box provided
against each assessment criteria in the assessment evaluation tool
 identify any areas you may be underperforming in and provide you with feedback
 advise you if you need to be re-assessed, i.e. have been deemed Not Yet Satisfactory and will inform
you of the date and time this will take place.
You will be required to satisfactorily complete all three (3) job cards satisfactorily, before you receive your final
result for this unit.
Assessment will be conducted over time.

 Access to workplace policies, procedures and documentation
 Supervisor, work colleagues and customers with whom to communicate in verbal and written exchange
 Job Cards (provided)
 Workplace instructions
 Manufacturer system specifications
 Three different light vehicles, vessels or machinery that have the complex system faults specified in the
task summary
 Tools, equipment and materials appropriate for diagnosing complex system faults in vehicles, vessels
or machinery
 Assessment Evaluation Tools (provided)
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 This is a simulated workplace task to be completed in the automotive training workshop.
 All Assessment Evaluation Tools must be completed satisfactorily

 Both Job Cards
Page 49 of 86
Assessment Task 3: Practical Observations – Complex System Faults
INSTRUCTIONS
Upon completion of this task, you should be able to demonstrate how to diagnose complex system faults in light
vehicles.
Student instructions:
You must diagnose complex systems faults in three (3) different vehicles that you have been given by your
Trainer/Assessor.
The above diagnosis must involve the following complex faults; each one chosen on a separate vehicle:
 one fault that is in a complex system that integrates two or more automotive systems
 one fault that incorporates three (3) or more mechanical, hydraulic, pneumatic, electrical or
electronic sub-systems.
You must also develop a testing strategy to diagnose the cause of the complex faults in the work outlined
above.
Tools and Materials

 Three (3) different light vehicles
 Workshop manuals (WSM) for vehicles (must be used)
 Scan tool (must be used)
 Digital Multimeter (DMM)
 Micrometer
 Vernier caliper
 Inspection light
Personal Protective Equipment (PPE):
 Safety goggles or glasses with side shields

 Steel-toed shoes
 Tight fitted clothing
 Vehicle protection
Trainer / Assessor Notes:
1. The, Student must diagnose complex faults in light vehicle diagnose complex systems faults in three
(3) different vehicles that you have given the Student.
The above diagnosis must also include two (2) of the following complex faults:
 one (1) fault that is in a complex system that integrates two (2) or more automotive systems
 one (1) fault that incorporates three (3) or more mechanical, hydraulic, pneumatic, electrical
or electronic sub-systems.
2. The student must also develop a testing strategy to diagnose the cause of each complex
fault described in point 1, above.
3. The Trainer / Assessor must verify performance evidence through oral questioning to ensure
correct interpretation and application of knowledge.
4. The Trainer/ Assessor must observe the student performing each step in the assessment
evaluation tool.
Page 50 of 86
Job Card 1: Diagnose complex system faults
Upon completion of this task, you should be able to demonstrate how to diagnose a complex system fault in a
light vehicle that integrates two or more automotive systems.
Tools and Materials

 One (1) light vehicle
 Digital Multimeter (DMM)
 Workshop hand tools

Customer Complaint:
The customer is complaining that the ABS-TCS warning indicator, Brake failure indicator and Traction-off
warning are displayed on in the instrument cluster.
Procedure:
1. Obtain tools and equipment from your trainer.

2. Ask your Trainer/Assessor to direct you to a vehicle to work on.
3. Answer the questions between the Job Card.
4. Identify the nature of the fault or problem. Write the fault on the front of the Job Card. You must carry
out your diagnosis on that fault using the diagnosis as specified in the vehicles workshop manual.
5. Report the fault. You must report your findings to the customer by filling in the Recommendations for
the repair of the vehicle on the back of the Job Card. The customer can be your Trainer/Assessor,
record the conversation with the customer on the back of the Job Card.
6. Clean-up work area.
7. Tools and equipment are stowed away in their appropriate area.
8. Finalise Job Card documentation by filling in the Customers Fault, the Cause of the Fault,
the Rectification to repair the vehicle and the Parts used on the back of the Job Card.
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Job Card 1
Customer Details
Customer: Ray hanson Contact (H) (M)

Details:
Address: 2 Forster Rd City: Adelaide State: SA Post 5000
code:
Vehicle Details (Must fill in the vehicle details) If simulated environment used, please tick 
Make: Suzuki Model: Swift Colour: White License S983HTY

No:
VIN No: HJY7884KHH98809 Odometer 98399
Reading:
Engine No: JK70698KH132 Engine Petrol Trans Auto
Type: Type:
Customer Concern
The customer is complaining that the ABS-TCS warning indicator, Brake failure indicator and Traction-off
warning are displayed on in the instrument cluster.
Declaration by The Customer

Please execute at my cost and as soon as you conveniently can repair the listed items above, and also any work
considered essential. The vehicle, its accessories and contents are at my risk entirely whether theft or loss
thereof or damaged thereto arises from any want of care on the part of yourself or your contractors or servants
or from any cause whatsoever. Any claims for faulty workmanship is to be raised within seven (7) working days
after the vehicle is returned to me. I agree such claim is limited solely to the rectification free of cost of the faulty
work. No claim for loss consequential or otherwise being admissible.
X / /
Signature of Owner Date (Fill in the date)
Page 52 of 86
1. Understand and Verify the Customer's Concern: The first part of this step is to obtain as much
information as possible from the customer. Are there aftermarket accessories on the vehicle?
When does the condition occur? Where does the condition occur? How long does the condition
last? How often does the condition occur?
Note your findings on the back of the Job Card.
2. Vehicle Operating as Designed: This condition exists when the vehicle is found to operate
normally. The condition described by the customer may be normal. Compare with another like
vehicle that is operating normally under the same conditions described by the customer.
3. Preliminary Checks: Conduct a thorough visual inspection. Review the service history. Detect
unusual sounds or odours.
4. Check for related Bulletins, Recalls and Preliminary Information.

5. Control Module Communication and DTC Check: Using a scan tool, perform the Vehicle DTC
Information function and verify that all vehicle control module communicates with the scan
tool.
Record on the Job card the following information:

 Any control module that is not communicating
 Any DTC, including symptom byte, and the control module that has set the DTC.
Technician
Note
Do not clear any DTCs unless instructed to do so by a diagnostic procedure. If any DTC is
Powertrain related, select Capture Info to store DTC and Freeze Frame/Failure
Records to the Scan Tool.
6. For the DTC logged, describe how the system operates below.
7. What are the conditions for ‘Running’ the DTC?
8. What are the conditions for ‘Setting’ the DTC?
9. List the possible causes that could cause the above DTC to log?
10. Isolate the problem by testing. Narrow down the probable causes of the problem by following
the Pinpoint test as specified in the WSM for the DTC’s above.
CAUTION!
Do not insert test equipment probes (DMM etc.) into any connector or fuse block terminal. The
diameter of the test probes will deform most terminals. A deformed terminal will cause a poor
connection, which will result in a system failure. Always use the Approved Terminal Release
Tool Kit to probe terminals. Do not use paper clips or other substitutes to probe terminals.
11. Document your test result on the back of the Job Card, and compare them to the vehicle WSM.
12. Report the fault. You must report your findings to the customer by filling in the Recommendations
for the repair of the vehicle on the back of the Job Card.
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Record of Conversation with
Fault:
Customer:
The ABS-TCS warning indicator on, Brake failure indicator and Traction-off Date:
warning are displayed on in the instrument cluster
Time:
Service Advisor:
Conversation:
Cause:
Right front wheel speed sensor faulty
Rectification: Parts Used

Replaced sensor with new one Speed sensor
Scan tool
Inspection light
DMM
Workshop hand tools
Recommendations: Sublet Repairs Order No
Page 54 of 86
Tech Job
Fluids QTY Tyre Report Time Clock Record
# #
Gear Oil L/H/F R/H/F ON
Auto Oil mm mm OFF
Engine
L/H/R R/H/R ON
Oil
Diff Oil mm mm OFF
Coolant Brake Report ON
P/S Oil L/H/F R/H/F OFF
Brake
mm mm ON
Fluid
Other L/H/R R/H/R OFF
mm mm ON
OFF
Instructions:
Job Card 1: AURTTA121 Diagnose Complex System Faults
Ensure that the following actions / tasks / checks in your work area have been performed:
Student’s
a. ToolsName (Must fill in)
& equipment Student’s
used are in working Signature
order and have(Must fill in)
been put Date of
away ready forAssessment
use next time.(Must fill in)
Where
Vikram jit Singh necessary, tag any tools / equipment which had faulted during use and inform the Assessor
about it.
b. Waste materials is to be disposed of via the appropriate recycling methods or place in general waste.
Location of Assessment (Must fill in)
c. Ensure that any reusable materials are stored away appropriately and ready for reuse at another time.
d. Make sure the work area is cleaned and tidy. All equipment is put away and report on any issues /
faults with equipment when problems are noticed.
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Job Card Additional Information (if required)
Page 56 of 86
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Upon completion of this task, you should be able to demonstrate how to diagnose complex systems faults in
light vehicles.
Tools and Materials


Customer Complaint:
The customer is complaining that the Check Engine light is ON, and the Message Centre is Displaying
“Reduced Engine Power. The vehicle is lacking power when accelerating.
Procedure:

3. Identify the nature of the fault or problem. Your Trainer/Assessor will pick a fault from the customer
compliant list below and write the fault on the front of the Job Card. You must carry out your
diagnosis on that fault using the diagnosis as specified in the vehicles workshop manual.
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Job Card 2
Customer Details
Customer: Sony mann Contact (H) (M)

Details:
code:
Make: Toyota Model: Corolla Colour: Black License S246BTH

No:
VIN No: KHG8776HUIG886865 Odometer 54547
Reading:
Engine No: GKT87567JGF Engine Petrol Trans Auto
Type: Type:
Customer Concern
The customer is complaining that the Check Engine light is ON, and the Message Centre Displaying “Reduced
Engine Power. The vehicle is lacking power when accelerating.

X / /
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tool.

Technician
Note
CAUTION!
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Fault:
Customer:
Engine light on Date:
Vehicle lacking power Time:
Service Advisor:
Conversation:
Cause:
Faulty spark plugs

Replaced the faulty spark plug Spark plugs
Scan tool
Workshop tools

Go to mechanic after a fixed duration to check the spark plugs
Page 62 of 86
Tech Job
# #
Auto Oil mm mm OFF
Engine
L/H/R R/H/R ON
Oil
Diff Oil mm mm OFF
Brake
mm mm ON
Fluid
mm mm ON
OFF
Instructions:
Student’s Name
a. Tools (Must fill in)
been put Date of
Where necessary, tag any tools / equipment which had faulted during use and inform the Assessor
Vikram jit Singh
about it.
Page 63 of 86
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Upon completion of this task, you will be able to demonstrate how to diagnose complex systems faults in light
vehicles which incorporates three or more mechanical, hydraulic, pneumatic, electrical or electronic sub-
systems
Tools and Materials

 Micrometer
 Vernier caliper

Customer Complaint:
The customer is complaining that the Check Engine light is ON, and the Transmission is shifting very harsh.
Procedure:

3. Identify the nature of the fault or problem. Your Trainer/Assessor will pick a fault from the customer
compliant list below and write the fault on the front of the Job Card. You must carry out your
diagnosis on that fault using the diagnosis as specified in the vehicles workshop manual.
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Job Card 3
Customer Details
Customer: Raju Singh Contact (H) (M)

Details:
code:
Make: Kia Model: Sorrento Colour: Silver License S768HYR

No:
VIN No: JHG73893KGK8389 Odometer 26566
Reading:
Engine No: KLA639HGF7776 Engine Diesel Trans Auto
Type: Type:
Customer Concern
The customer is complaining that the Check Engine light is ON, and the Transmission is shifting very harsh.

X / /
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tool.
Technician
Note
Note your findings on the back of the Job Card
CAUTION!
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Fault:
Customer:
Transmission shifting is harsh Date:
Time:
Service Advisor:
Conversation:
Cause:
Transmission oil is dirty and old

New transmission oil Scan tool
Transmission oil
Hand tools
Page 70 of 86
Tech Job
# #
Auto Oil mm mm OFF
Engine
L/H/R R/H/R ON
Oil
Diff Oil mm mm OFF
Brake
mm mm ON
Fluid
mm mm ON
OFF
Instructions:
Student’s
a. ToolsName (Must fill in)
been put Date of
Where
Vikram jit Singh necessary, tag any tools / equipment which had faulted during use and inform the Assessor
about it.
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Assessment Evaluation Tool– Assessment Task 3
Unit Code & Unit Name AURTTA121 Diagnose complex system faults
Assessment Type Practical observation
Assessment Name AT 3
Student’s name & ID
Assessment date/s
Is Student able to demonstrate the following: Performance Evidence [1, 2] Yes No
(1) Diagnose complex system faults on three different vehicles, machinery or vessels
(2) The above diagnosis must involve two of the following types of complex faults:
 one fault that is in a complex system that integrates two or more automotive systems
 one fault that incorporates three or more mechanical, hydraulic,
pneumatic, electrical orelectronic sub-systems
(3) Develop a testing strategy to diagnose the cause of the above mentioned
complex faults.
Is Student able to demonstrate the following: Performance Criteria
Yes No
[1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3]
(1.1) Nature and objective of diagnosis requirements are determined from workplace instructions
(1.2) Existence of fault is confirmed from direct or indirect evidence
(1.3) Information, including customer complaint, is sourced to provide a full overview of all faults
andconditions under which they occur
(2.1) Function and operation of the system when operating correctly are identified
(2.2) Information is analysed and affected systems are identified
(2.3) Manufacturer specifications and other technical information are accessed and interpreted
(2.4) Tests are identified and selected from range of available options, and testing
sequence isestablished
(2.5) Testing equipment is obtained and prepared according to manufacturer specifications

andworkplace procedures
(2.6) Tools, equipment and materials required to support the diagnostic process are
identified,selected and prepared for use
(2.7) Hazards associated with the work are identified and risks are managed according to
workplaceprocedures and safety requirements
(3.1) Tests are applied systematically and efficiently to gather precise data on system operation
according to manufacturer specifications, workplace procedures, and safety and
environmentalrequirements
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(3.2) Test results are compared with manufacturer specifications and conclusions are drawn and
documented according to workplace procedures, including recommendations for
necessary repairs
(3.3) Diagnostic findings are verified, as required, by using reliable alternative or optional
process according to manufacturer specifications and workplace procedures
(3.4) Conclusions are provided to appropriate personnel or customer to confirm further action to
be taken
(4.1) Vehicle or machinery is presented ready to be repaired or returned to the customer
(4.2) Work area is cleaned, waste and non-recyclable materials are disposed of, and recyclable
material is collected
(4.3) Tools and equipment are checked and stored according to workplace procedures
Assessor observation checklist (Job card 1)

Observable skills/tasks Satisfactory = S
Not Satisfactory =
NS
Safety
Question 1: Safely used appropriate hand and power tools and equipment S| NS
Question 2: Completed work safely, efficiently and within acceptable timeframes S| NS
Question 3: Observed all safety, PPE, environmental and workplace policies throughout
S| NS
thework including correct manual handling techniques
Question 4: Safely use relevant tooling and equipment to the level required by industry S| NS
Setup / preparation
Question 5: Accessed and used materials in a cost-effective way, reducing wastage and
usingsustainability principles S| NS
Question 6: Accessed a range of information sources, seeks assistance and used a

range ofstrategies for learning and self-improvement S| NS
Question 7: Attended at times required and was prepared for work S| NS

Generic skills
Question 8: Followed task and job instructions and specifications including correct tool
andequipment identification and testing in a safe and efficient manner S| NS
Question 9: Used technology such as diagnostic equipment without causing

damage tocomponents or systems S| NS
Question 10: Used manufacturer’s workshop manual/publication/database to

access,interpret and apply information, safely makes adjustments where S| NS
necessary
Question 11: Communicated respectfully and inclusively with teachers and others S| NS
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Question 12: Adapted to changes in workshop environment S| NS
Question 13: Solved problems using analytical skills and sought assistance as required S| NS
Question 14: Worked consistently on tasks and managed time efficiently and effectively S| NS
Question 15: Worked well in a team environment and resolved conflict and differences S| NS
Question 16: Displayed appropriate numeracy skills for the task at hand S| NS
Specific task skills
Question 17: Job Card 1: Diagnose complex system faults S| NS
Question 18: Job Card 2: Diagnose complex system faults (Job Card 2. Do not use here) S| NS
Clean up/ reporting
Question 20: Completed documentation (e.g. job card) to workplace standard S| NS
Question 21: Checked and stowed tools and equipment correctly; identified and
S| NS
reportedany broken or faulty items for repair or replacement
Question 22: Kept work area clean ensuring all waste is scrapped and/or recycled S| NS

Not Satisfactory =
NS
Safety

Question 3: Observed all safety, PPE, environmental and workplace policies throughout S| NS
the
work including correct manual handling techniques
Setup / preparation
Question 5: Accessed and used materials in a cost-effective way, reducing wastage and S| NS
using
sustainability principles
Question 6: Accessed a range of information sources, seeks assistance and used a range S| NS
of
strategies for learning and self-improvement
Generic skills
Question 8: Followed task and job instructions and specifications including correct tool and S| NS
equipment identification and testing in a safe and efficient manner
Question 9: Used technology such as diagnostic equipment without causing damage to S| NS
components or systems
Question 10: Used manufacturer’s workshop manual/publication/database to access, S| NS
interpret and apply information, safely makes adjustments where necessary
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Question16: Displayed appropriate numeracy skills for the task at hand S| NS

Clean up/ reporting

Question 21: Checked and stowed tools and equipment correctly; identified and reported S| NS
any broken or faulty items for repair or replacement

Not Satisfactory =
NS
Safety

Question 3: Observed all safety, PPE, environmental and workplace policies throughout S| NS
the
work including correct manual handling techniques
Setup / preparation
Question 5: Accessed and used materials in a cost-effective way, reducing wastage and S| NS
using
sustainability principles
Question 6: Accessed a range of information sources, seeks assistance and used a S| NS
range of
strategies for learning and self-improvement
Generic skills
Question 8: Followed task and job instructions and specifications including correct tool and S| NS
equipment identification and testing in a safe and efficient manner
Question 9: Used technology such as diagnostic equipment without causing damage to S| NS
components or systems
Question 10: Used manufacturer’s workshop manual/publication/database to access, S| NS
interpret and apply information, safely makes adjustments where necessary
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Question 16: Displayed appropriate numeracy skills for the task at hand S| NS

Clean up/ reporting
Question 21: Checked and stowed tools and equipment correctly; identified and reported S| NS
any broken or faulty items for repair or replacement
Comments/feedback to Student
Outcome: Satisfactory Unsatisfactory
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I
have providedappropriate feedback. I also declare that I have undertaken the indicated assessment integrity
checks
Google check for plagiarism Yes No
Check for Copying/Collusion Yes No
Check for Authenticity (own work) Yes No
Cheating or use of model answers Yes
No
Assessor name:
Assessor signature:
Page 78 of 86
Students:
Unit:
Assessment Task 4:
Work Placement Logbook and Supervisor Report
STUDENT DECLARATION

Student Signature:
Please Note: The above must be completed in full before your assessment work is assessed
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Assessment Task 4: Work Placement Logbook and Supervisor Report
TASK SUMMARY:
You will be required to request a workplace supervisor to complete and sign the supervisor report in your Work
Placement Logbook.
You must also ensure that your logbook is completed accurately throughout your work placement.
You will be provided with instructions regarding this in the Work Placement Logbook and Supervisor Report
document.
You must submit the completed logbook and supervisor report to your assessor.

 Access to your work placement
 Access to a workplace supervisor
 Access to your work placement logbook
 Opportunities to demonstrate the skills and knowledge required in your logbook.
 This is a workplace task to be completed during your work placement.

 Your assessor will provide you with the due date for this assessment.
 Completed Work Placement Logbook

 Completed Supervisor Report
What do I need to hand in for this task? Have I completed this?
Your completed Work Placement Logbook 
Your completed Supervisor Report 
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Assessor Feedback Sheet – Assessment Task 4
Assessors: Please complete and return this feedback sheet to the student with their results and feedback.
A copy must be supplied to the office and kept in the student’s file with the assessment evidence.
Was this a
Assessment Task 4 Result Date
resubmission?
Work Placement Logbook and Supervisor ☐ Satisfactory (S)

☐ Yes ☐ No
Report ☐ Not Satisfactory (NS)
Is Resubmission required? ☐ Yes ☐ No Resubmission Due Date:
ASSESSOR FEEDBACK
Assessor Signature:
Assessor Name: Date:
Page 81 of 86
Student Notes
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Student Notes
Page 83 of 86
Re – Attempt
Questions
Page 84 of 86
Re – Attempt
Questions
Page 85 of 86
Re – Attempt
Questions
Page 86 of 86

03 AURTTA121 S2 Student Assessment Pack v2.02 Final

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03 AURTTA121 S2 Student Assessment Pack v2.02 Final

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STUDENT ASSESSMENT

AUR40216 Certificate IV in Automotive Mechanical Diagnosis

Vikram jit Singh 12583924

Student last name:

College Cover images © Bigstock www.bigstockphoto.com

 AURTTA121 Diagnose Complex System Faults

Assessment Task About this task

You will need to conduct/participate in a risk assessment using the Job

You are required to diagnose complex system faults on three different

You are also required to develop a testing strategy to diagnose the

How your assessments will be marked

Recognition of Prior Learning (RPL)

National Recognition / Credit Transfer

 Know what plagiarism is – refer to http://www.plagiarism.org/ for more information

“All of the following are considered plagiarism:

 turning in someone else's work as your own

iParadigms. 2014. What is Plagiarism?. [ONLINE] Available at: http://www.plagiarism.org/plagiarism-101/what-is-plagiarism. [Accessed 17

How to submit your assessments

Format for written submissions

1. Completed Assessment Cover Sheet

2. Title of the task

8. Presentations are to be created using presentation software, such as Microsoft PowerPoint.

Assessment Requirements Due date

4. Logbook and Supervisor’s Report

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment?  Yes  No

Student Name: Vikram jit Singh

Student Signature: Date:

AGREEMENT BY THE ASSESSOR

Assessor Signature: Date:

Student Name: Vikram jit Singh

Student Id: 12583924 Date of submission:

I declare the following:

 The purpose and outcomes of assessment have been explained

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

 Access to textbooks and other learning materials

WHEN AND WHERE SHOULD THE TASK BE COMPLETED?

WHAT NEEDS TO BE SUBMITTED?

 Your answers to these questions.

Tool for scanning

2. A COMPLETE VISUAL INSPECTION AND ESSENTIAL TESTS SHOULD BE DONE

3. RECOVER THE DTCs (diagnostic trouble codes)

4. CHECK FOR TECHNICAL SERVICE BULLETINS (TSBS)

5. CAREFULLY CONSIDER DATA FROM SCAN TOOL

6. NARROW THE ISSUE TO A SYSTEM OR A VEHICLE

7. FIX THE PROBLEM AND IDENTIFY THE Root CAUSE

8. CLARIFY ANY STORED DTCS AND VERIFY THE REPAIR.

Question 4: Fill the table below:

Question 5: What is an Electronic Stability Program system (ESP)?

1) Applying braking pressure to any or all wheels

2) Spark pattern modification or decreased to any number of cylinders.

3) The supply of fuel being restricted to one or more cylinders

OBD-II drive cycle: -

Readyness monitors include, for instance:

The EVAP system is composed of six crucial elements.

Vent Solenoid for EVAP

Sensor for Fuel Tank Pressure

Hoses & Lines for EVAP Systems

skills as well as system knowledge. Logical diagnosis follows these steps:

Happens and what exactly happens.

be evident to you that was not evident to the customer.

system or some components to the problem.

the obvious or easy-to-check items.

be, test until you find it!