Today's technician classroom manual

for automotive brake systems Seventh

Edition Ken Pickerill
Visit to download the full and correct content document:
https://textbookfull.com/product/todays-technician-classroom-manual-for-automotive-
brake-systems-seventh-edition-ken-pickerill/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Today’s Technician: Automotive Engine Repair &

Rebuilding, Classroom Manual and Shop Manual, Spiral
bound Version 6th Edition Chris Hadfield

https://textbookfull.com/product/todays-technician-automotive-
engine-repair-rebuilding-classroom-manual-and-shop-manual-spiral-
bound-version-6th-edition-chris-hadfield/

Today's Technician: Automotive Electricity and

Electronics, Classroom and Shop Manual Pack, Spiral
bound Version 7th Edition Barry Hollembeak

https://textbookfull.com/product/todays-technician-automotive-
electricity-and-electronics-classroom-and-shop-manual-pack-
spiral-bound-version-7th-edition-barry-hollembeak/

Automotive Technician Training Theory 2nd Edition

Denton Tom Pells Hayley

https://textbookfull.com/product/automotive-technician-training-
theory-2nd-edition-denton-tom-pells-hayley/

Ham Radio Technician License Manual Arrl Inc.

https://textbookfull.com/product/ham-radio-technician-license-
manual-arrl-inc/
Speech Sound Disorders For Classroom and Clinic 5th
Edition Ken M. Bleile

https://textbookfull.com/product/speech-sound-disorders-for-
classroom-and-clinic-5th-edition-ken-m-bleile/

Information systems today managing in the digital world

Seventh Global Edition Joseph S. Valacich

https://textbookfull.com/product/information-systems-today-
managing-in-the-digital-world-seventh-global-edition-joseph-s-
valacich/

Automotive Technology: A Systems Approach 7th Edition

Jack Erjavec

https://textbookfull.com/product/automotive-technology-a-systems-
approach-7th-edition-jack-erjavec/

Automotive product development : a systems engineering

implementation 1st Edition Bhise

https://textbookfull.com/product/automotive-product-development-
a-systems-engineering-implementation-1st-edition-bhise/

Advanced Microsystems for Automotive Applications 2018

Smart Systems for Clean Safe and Shared Road Vehicles
Jörg Dubbert

https://textbookfull.com/product/advanced-microsystems-for-
automotive-applications-2018-smart-systems-for-clean-safe-and-
shared-road-vehicles-jorg-dubbert/
 Automotive
Brake
systems 7
Automotive brake systems
Classroom Manual

7
EDITION

Ken Pickerill

SE/Author/Author, Title, 5th Edition   ISBN -978-X-XXX-XXXXX-X ©2014 Designer: XXX

Text & Cover printer: Transcon-Beauceville   Binding: PB   Trim: 8.5" x 10.875"   CMYK
 CLASSROOM
MANUAL
For Automotive Brake Systems

64533_fm_hr_i-xx.indd 1 02/02/18 3:54 pm

64533_fm_hr_i-xx.indd 2 02/02/18 3:54 pm
 Classroom
Manual
For Automotive Brake Systems

SEVENTH EDITION

Ken Pickerill

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

64533_fm_hr_i-xx.indd 3 02/02/18 3:54 pm

 Today’s Technician: Automotive Brake © 2019, 2015 Cengage Learning, Inc.
­Systems, Seventh Edition Unless otherwise noted, all content is © Cengage
Ken Pickerill
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced or distributed in any form or by any means, except as
SVP, GM Skills & Global Product Management: permitted by U.S. copyright law, without the prior written permission of the
Jonathan Lau copyright owner.

Product Director: Matthew Seeley For product information and technology assistance, contact us at
Cengage Customer & Sales Support, 1-800-354-9706
Senior Product Manager: Katie McGuire

Senior Director, Development: For permission to use material from this text or product,
Marah Bellegarde submit all requests online at www.cengage.com/permissions.

Further permissions questions can be e-mailed to

Senior Product Development Manager:
permissionrequest@cengage.com
Larry Main

Senior Content Developer: Meaghan Tomaso Library of Congress Control Number: 2017962929

Product Assistant: Mara Ciacelli Book only ISBN: 978-1-3375-6453-3

Package ISBN: 978-1-3375-6452-6
Vice President, Marketing Services:
Jennifer Ann Baker
Cengage
Associate Marketing Manager: Andrew Ouimet 20 Channel Center Street
Boston, MA 02210
Senior Content Project Manager: Cheri Plasse
USA
Design Director: Jack Pendleton
Cengage is a leading provider of customized learning solutions with
Cover image(s): Umberto Shtanzman/­ employees residing in nearly 40 different countries and sales in more
Shutterstock.com than 125 countries around the world. Find your local representative
at www.cengage.com.

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

To learn more about Cengage Platforms and Services, visit www.cengage.com.

Purchase any of our products at your local college store or at our preferred
online store www.cengagebrain.com

Notice to the Reader

Publisher does not warrant or guarantee any of the products described herein or perform any independent analysis in connection with
any of the product information contained herein. Publisher does not assume, and expressly disclaims, any obligation to obtain and include
information other than that provided to it by the manufacturer. The reader is expressly warned to consider and adopt all safety precautions
that might be indicated by the activities described herein and to avoid all potential hazards. By following the instructions contained herein,
the reader willingly assumes all risks in connection with such instructions. The publisher makes no representations or warranties of any kind,
including but not limited to, the warranties of fitness for particular purpose or merchantability, nor are any such representations implied
with respect to the material set forth herein, and the publisher takes no responsibility with respect to such material. The publisher shall not
be liable for any special, consequential, or exemplary damages resulting, in whole or part, from the readers’ use of, or reliance upon, this
material.

Printed in the United States of America

Print Number: 01    Print Year: 2018

64533_fm_hr_i-xx.indd 4 02/02/18 3:54 pm

 Contents

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Chapter 1 Brake System Fundamentals . . . . . . . . . . . . . . . . . . . . . . . 1

Introduction 1 • Brake System Overview 2 • Trailer Brakes 13 • Summary 18 • Review
Questions 18

Chapter 2 Principles and Theories of Operation . . . . . . . . . . . . . . . 20

Introduction 20 • Brake Operation/Conventional System 21 • Brake System Energy 22 •
Braking Dynamics 24 • Friction Principles 25 • Energy and Work 31 • Newton’s Laws of
Motion 32 • Hydraulic Principles 33 • Vacuum and Air Pressure Principles 39 • Electrical
Principles 39 • Summary 41 • Review Questions 42

Chapter 3 Related Systems: Tires, Wheels, Bearings, and

­Suspensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Introduction 44 • Tire Fundamentals 45 • Run-Flat Tires 51 • Tire Pressure Monitoring
System 53 • Wheel Fundamentals 54 • Wheel Bearings 56 • Wheel Alignment
Fundamentals 58 • Effects on Braking Performance 62 • Performance Tires, Wheels, and
Alignment 63 • Summary 66 • Review Questions 66

Chapter 4 Master Cylinders and Brake Fluid . . . . . . . . . . . . . . . . . . 68

Introduction 68 • Hydraulic Brake Fluid 68 • Brake Pedal and Pushrod 74 • Split Hydraulic
Systems 75 • Dual-Piston Master Cylinder Construction and Operation 78 • Fast-Fill and
Quick Take-Up Master Cylinders 88 • Central-Valve Master Cylinders 91 • Summary 92 •
Review Questions 93

Chapter 5 Hydraulic Lines, Valves, and Switches . . . . . . . . . . . . . . . 95

Introduction 95 • Brake Lines and Hoses 95 • Brake Electrical Warning System 112 •
Summary 120 • Review Questions 120

Chapter 6 Power Brake Systems . . . . . . . . . . . . . . . . . . . . . . . . . . 122

Introduction 122 • Increasing Brake Force Input 122 • Vacuum Principles 123 • Vacuum and
Air Systems for Power Boosters 125 • Vacuum Power Boosters 128 • Hydraulically Assisted
Power Brakes 137 • Summary 145 • Review Questions 146

Chapter 7 Disc Brakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Introduction 148 • Disc Brake Advantages and Disadvantages 149 • Disc Brake Construction
154 • Caliper Construction and Operation 167 • Types of Disc Brakes 172 • Rear-Wheel
Disc Brakes 177 • Performance Disc Brakes 177 • Summary 179 • Review Questions 179

Chapter 8 Drum Brakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182

Introduction 182 • Drum Brake Construction and Operation 186 • Drum Brake
Designs 202 • Summary 208 • Review Questions 208

64533_fm_hr_i-xx.indd 5 02/02/18 3:54 pm

 vi

Chapter 9 Parking Brakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210

Introduction 210 • Parking Brake Operation 210 • Parking Brake Controls—Levers and
Pedals 212 • Warning Lamps 214 • Parking Brake Linkage 215 • Electrical Parking Brake
Systems 220 • Rear Disc Parking Brakes 221 • Summary 224 • Review Questions 224

Chapter 10 Electrical Braking Systems . . . . . . . . . . . . . . . . . . . . . 227

Introduction 227 • Common Components and Terms 227 • Antilock Brake System and
Vehicle Control 232 • Abs Types and General Operations 232 • Abs Brands 234 • Abs
Components 235 • Communications 240 • Traction Control System 241 • Delphi Dbc-7
Abs 242 • Summary 247 • Review Questions 247

Chapter 11 Advanced Braking Systems . . . . . . . . . . . . . . . . . . . . . 250

Introduction 250 • Stability Control Systems 250 • Stability Control Hardware 257
• Active Braking Systems 262 • Regenerative Braking Systems 263 • Summary 264 •
Review Questions 264

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287

64533_fm_hr_i-xx.indd 6 02/02/18 3:54 pm

 PREFACE

The Today’s Technician™ series features textbooks and digital learning solutions that cover
all mechanical and electrical systems of automobiles and light trucks. The content cor-
responds to the 2017 ASE Education Foundation program accreditation requirements.
They are specifically correlated to the Task Lists contained in each level of program
accreditation; Maintenance and Light Repair (MLR), Automotive Service Technology
(AST), and Master Service Technology (MAST).
Additional titles include remedial skills and theories common to all of the certification
areas and advanced or specific subject areas that reflect the latest technological trends.
Today’s Technician: Automotive Electricity & Electronics, 7e is designed to give students a
chance to develop the same skills and gain the same knowledge that today’s successful
technician has. This edition also reflects the most recent changes in the guidelines estab-
lished by the ASE Education Foundation.
The purpose of the ASE Education Foundation program accreditation is to evaluate
technician training programs against standards developed by the automotive industry and
recommend qualifying programs for accreditation. Programs can earn accreditation upon
the recommendation of ASE Education Foundation. These national standards reflect the
skills that students must master. ASE Education Foundation accreditation ensures that
certified training programs meet or exceed industry-recognized, uniform standards of
excellence.

HIGHLIGHTS OF THIS NEW EDITION—CLASSROOM MANUAL

The text and figures of this edition are updated to show modern brake technology and its
applications, including the integration of stability control and active braking systems. The
Classroom Manual covers the complete mechanical-hydraulic automotive braking theo-
ries. It introduces the reader to basic brake systems as well as advanced electronics utilized
in stability control systems. The following chapters cover basic brake physics theories:
discussion of newer components and materials, including a section on electric parking
brakes, and any braking functions required for passenger cars and light trucks. The reader
is introduced to fundamental information on trailer brakes, DOT requirements for trailer
brakes, and a brief introduction to air brakes. Chapter 10, Electrical Braking Systems
(EBS), simplifies the discussion on traditional antilock brake systems (ABS) while retaining
the information for a complete understanding of ABS. Included in this chapter is a detailed
discussion of electro-hydraulic brakes including the Teves Mk60/70, Delphi DBC-7, and
the newer Bosch 9.0 are introduced in chapter 11, Advanced Braking Systems goes more
into depth on stability control and its relationship to traction control and ABS systems.
This chapter also explains some of the ancillary systems that make stability control work
more effectively, such as electro-hydraulic and fully electric steering and tire pressure
monitoring systems. The very latest technologies, such as active braking and intelligent
cruise control systems, are introduced. Lastly, the chapter examines regenerative braking
systems in use on the latest hybrid vehicles in production today. The Classroom Manual
guides the reader from traditional hydraulic brake to the brake system of the future.

vii

64533_fm_hr_i-xx.indd 7 02/02/18 3:54 pm

 viii

HIGHLIGHTS OF THIS NEW EDITION—SHOP MANUAL

Safety information remains in the first chapter of the Shop Manual, placing this critical
subject next to the tasks to be accomplished. Chapter 2, Brake Service Tools and
Equipment, covers basic tools with more information on brake special tools and equip-
ment. Figures and technical information have been added to cover the use of common
shop tools such as on-car brake lathes. Some of the safety information that is pertinent to
a particular piece of equipment is still in the chapter, so safety issues are presented just
prior to the operation of the equipment. In keeping with typical shop diagnostic proce-
dures and curriculum sequence, Chapter 3 retains the information on related systems that
may have a direct impact on the braking system. Updated information on diagnosing
electric parking brakes and electric braking systems has been added to this edition. To
clarify the diagnosis and repair procedures for electric braking, three major ABS/TCS
brands, Delphi DBC-7 and Bosch ABS 9.0 and Teves Mk 60/70, are retained for discussion
instead of an individual discussion on all industry ABS offerings. This helps the reader
better understand the technical diagnosing and repairing for all ABS/ TCS. This edition
of the Shop Manual will guide the student/technician through all the basic tasks in brake
system repair and presents a look into the near-term future of electric brakes and vehicle
stability systems. The Shop Manual has several additions in the Advanced Braking Systems
chapter, Chapter 11. This chapter deals with the diagnosis and repair of stability control
systems and the surrounding technologies, such as electric steering, tire pressure monitor-
ing systems, active braking, and intelligent cruise control.

64533_fm_hr_i-xx.indd 8 02/02/18 3:54 pm

 ix

CLASSROOM MANUAL
Features of the Classroom Manual include the following:

C h a pT eR 1
BRake SyST
em FUNDam
eNTalS

Cognitive Objectives Upon comple

tion and review of
this chapter, you
■List and descr should be able
These objectives outline the basic parts of
ibe the opera
a brake system
tion of the
■ Descr
to:
. ibe the use of
chapter’s contents and identify ■ Descr
ibe the opera
system during tion of the bra
ke
to dir
fluid.
ec t
valves
and control the and lines
hydraulic
and after peda
what students should know and application.
■ Discus
l ■ Discus
s the pu rpo se of brake po
s the increasin boosters and
be able to do upon completion of brakes instea g use of disc the parking bra wer
d of drum bra ■ Discus ke.
kes. s the general
operation of ele
the chapter. Each topic is divided ■ Descr
system.
ibe a typical bra
ke hydraulic
tronic and act
■ Discus
ive braking sys
tem s.
c-
s the general
into small units to promote easier Terms To know
brakes and air
brakes.
op era tio n of trailer

understanding and learning. Active braking

Actuators Friction
Fulcrum Service brakes
Air brakes
Terms to Know List Antilock brake
system (ABS)
Lateral acccel
Leverage
erometer
Steering whee
sensor
l position
Automatic rid
e control Stroke sensor
A list of key terms appears in (ARC) Lockup
Stroke simula
Bulkhead Master cylind tor
the beginning of the chapter. Caliper Negative whee
er
Traction-contro
l system (TCS)
l slip
Students will see these terms Disc brake Parking brakes Vehicle stability
(VSC)
control
Positive whee
discussed in the chapter. Drum brake
Force Pressure
l spin Wheel cylinder

Definitions can also be found in Regenerative

braking
Wheel speed
sensors
Yaw
the Glossary at the end of the INTRODUCT
ION
age
manual. The brake system
is one of the mo eel. The sa
les of lever
me princip pad applied
ake
functiteonr 1s: st importawo nt -spoked wh d the force of the br ph and little
entem
ap e on a odsys s oncrea se to 20 m
llations in a vehicle. 10 mph
Ch
4 a solid tir s fou meant that early
1. It must slow to the outside ofodern brake pedal instaed well with speeds ofeuItmha atic tiresr basic
a mo vin
wo rkg in m
veh icle. ese br ak es wo rk nd ) an d pn
r
2. It must bringthat tire. Th and beyo using eithe
a veh
the solid ce (30 mph iles were
3. It must hold to ffic.icle to a sto s.
gher p. rman ived on automobiletie
perfo
th centur
y, automob es. A few internal-
veh Hista
a tra re short-l drum brak ontracting brakes
4. It allows dir wagoicle n braktio wery
es na whenst sto ca
de pp de of the twen
xp an din g l-c
ectional con of the fir ed internal-e les. Externa driveline
By thetro enlddu
rinngg ma
band brakes . or e early motor vehic um located on the
xim um m dr tighten
If the brake sys external-contracti brakes we
re tri ed onbrasokin
lg.wrapped
around a and linkage
nter; levers famous Model T
tem do es nd ate ria e ce
expand nolin
injured or killed ing ba t op ctio n m at th Ford’s
era
wi te
th fri
pro pe on e end or es on
in anhaaccveide
ed
nt.ndTechnic rlych, or ed at
the drice rvice br ak
forver
a ba is an anedsepa mission.
skilled expforc The basnd . Th ssethnge ers
transcou er braking
erte sthabe
tion is the wee
t
causeorthe the wheels. eian
on wo whforo ser
brak vicing
e the a drke um inside ectiven eslds whbeen highni
ofFric rk the th drum applied to bra sys eir eff cal servo
lose thtem
und do
e band aro ynt
bet n
resthe bra
ists mo tionke
sys tem canng sav
baendlive s. must be hig the mecha
t hly nd
es of two by th
pre sentingle co
g the ra cti In
ex thi
ter na l,
s chapter,u will lea rn ab ou
internal ba
the surfac s of matter. were a sin bas r incep ternal or brakes, yo wesesta n with an brake tends
objects or form es, eitichecon tsdyandrdum par rvrt outio
o ac r stu dy
Band brak hen yo u stu ts of de
to velop
all brake sys an exter nal band
associ-
ed ed. W ry dif fic ult ac tio n tem
on s. ob lem s
force is ne s. It is ve ed. Servo d. Other pr ternal
ke is a bra
ke brake shoe e force is thus need drum spee on with ex too
A drum bra action of and high s of fricti
tion is higher brak at high brake forces e and los ated and expanded d
in which fric brake brake, and ter damag
Margin Notes duce
by br ak e gr ab t an d wa um ov erhe an d re
generated g against e dir k if the dr
shoes rub bin to make th nd brakes include akes to loc nd and drum ov
erheating
surface of
a
ated with
ba of these br ba
the stan- 1
64533_ch01_h the inside
attached to an d th e tendency als o su ffer from be ca m e
r_001-019.ind
d 1 brake drum bands brakes rum brak
es 50s,
The most important terms to know are the wheel. much. In
ternal band
rce. ernal-exp
oe-and-d
anding sh parking brakes until
the late 19
braking fo brakes evolved, int es were used 1920s.
as
highlighted and defined in the margin. Common As dr um
nal-contra
dard. Exter as service brakes
cting ba nd br ak
were over
by the lat
e
nal-expan
s were the
ding shoe linkage
ys with inter lev ers and 1/31/18 10:3
9 AM
trade jargon also appears in the margin and but th eir da
ak es .
1920s, dr
um br ak
By the mid- akes were operate 21 Duesenberg M
es
d mecha
nica lly by re among
odel A we lower-
pe ar on
Drum Br drum br the 19 d to ap rd
gives some of the common terms used for le. Ea rly
general ru . Expensive luxury brakes . Hydraulic
3)
cars su ch as
brak es sta
, which be
rte
came the
Plymou
odel year.
th . Fo

(Figure 1- aulic drum r’s Light Six e 1938 m

have hydr th Chrysle l brakes through th
components. This helps students understand the first to the mid-1920s wi
in ed mec ha ni ca
priced cars wever, us
mpany, ho
and speak the language of the trade, especially Motor Co
asons for
the increa
sed use of
) The four
tw o major re lly-applied ones: (1 e same time
when conversing with an experienced technician. aUThOR
’S NOTe
pli ed
Ther
br
e we re
the mecha
nica
akes over me amount of brak -adjustment to m
ing force
at th
ake the
ally ap ply the sa constant
re s the
hydraulic emed to ap s required almost actical wa
ne ve r se ge ak es we re ever pr
brakes e br ak e linka m ec ha nical br gh sp ee ds.
) th on at hi
because (2 e only reas be traveled
rk at all. Th ugh and couldn't
brake wo ro
ads were e flexible
fact that ro ger than th
made stron rred with greater
es could be occu hydrau-
ed wi th drum brak kage problems that ter. W ith
s us
brake shoe ns. This eliminated
brea and fas most cars
powerful
The rigid ake de sig m ob iles got more br ak ing system for andards
rlier br as auto ndard y St
hicle Safet ade front
bands of ea s that were required es remained the sta Motor Ve
ce
braking for four-wheel drum br
ak of Federal rmance tests that m ntury,
e coming ce
lic actuati
on,
lat e 19 60 s. With th pa ss specific perfo of the twenty-first
iddle and d to g s.
into the m systems ha Even at the beginnin cars and light truck
in 19 67, brake 19 70 s. m any of
(FMVSS)
10 5
rule in th e eels of aft brakes
the general the rear wh from aircr g pressure
disc brakes still used on developed in
r, dr um brakes are di sc br akes were akes work by apply wheel hub
howe ve ive c br e
: A braking n automot “spot” brakes, dis hed to th
Disc Brakes forces two es. Moder lly as rotor attac
Disc Brak n origina a spinning
ar II. Know e sides of
t
system tha
on opposite World W e pads on opposit
brake pads nning rotor
ak
sides of a spi
vehicle to two br
to stop the 10:39 AM
1/31/18

9.indd 4
1_hr_001-01
64533_ch0

64533_fm_hr_i-xx.indd 9 02/02/18 3:54 pm

 x

ons 45
ings, and Suspensi
Tires, Wheels, Bear
Related Systems:
in proper
lems if they are not
create braking prob e systems and the
e components can ionships between brak
springs. Any of thes ines the key relat
chapter outl
working order. This
related systems of whe
els, tires, wheel bear
ings, and suspensions.
Cross-References to the
tIre Fundamen
talS
of weight, size, and
per- Shop Manual
Shop Manual
many vehicle factors
neered in relation to tread design of the
tires page 98
Brake systems are engi
formance . Amo ng thes e factors are the cons
ion
truction, size, and
expected to be avai lable betw een the tires and the
shou ld be
References to the appropriate page
tract ion or frict at all four whe els
and the amount of
road. For the best and
most reliable brake
performance, tires
and tread pattern.
in the Shop Manual appear whenever
truc tion , size,
identical in cons
mendations on
necessary. Although the chapters of the
carmakers’ recom information placard
since 1968 have a tire
Most passenger cars
and light trucks built
or insid e the glove compart
ment (Figure 3-1).
The tire informa-
any recommended
two manuals are synchronized, material
door pilla r, tire size and
a door, on a inal equipment
tion placard lists the
manufacturer’s orig
lists the recommende
d cold front and rear
inflation pressures,
and
are engi- Gross vehicle weight covered in other chapters of the Shop
optional sizes. It also WR). Brake systems rating (GVWR) is the
cle weight rating (GV
maximum front and
rear gros
t efficiently
s vehi
with the tire sizes and pressure s liste d
the front and
on the plac
rear
ard.
of som e
total weight of a vehicl
plus its maximum rated
e
Manual may be fundamental to the topic
neered to work mos rent sized whe els and tires at
ance sports payload, including pas-
A few carm aker s insta ll diffe
tice is reserved for
a small percenta ge of high -per form
on the road are orig
inally senge rs and full fuel
discussed in the Classroom Manual.
vehicles, but this prac percent of the vehicles
tank.
911. More than 99 turers may
cars like the Porsche Although manufac
tires of the sam e size at each corner. r than the fron t orig inal
fitted with wheels and tire sizes at the rear that are large to brak ing
two optional tion can lead
recommend one or aker’s recommenda
variation from the carm systems.
equipment size, a large with other vehicle uce
ter 2lems, as well as problems
approb diam eters from front to rear may prod
Ch e in tire than thos e t
22
For example, an extr sTeM
eme differenc eR GY s much largerysi andalsthe concep
sY eleN
spee d sensors of ABSs. Tireor “laspee ws ” of phnsor cs,sign s in
unequal speeBR aK
d sign alse from the whe
ucea inac
few ncipl
cura
pri es
te vehi cle d-se
y to do rk anrd come l
wolarge
er may prod
ing to ab ilit are ctr ica
the vehi cles mak
work accord if all four tires
y is sthe energy, and
ele
recommendedl by brake systemrol mod ule.phThis
ysical scieen
sam ce. En
prob lem ergexist
energy, heat
to the PCM of
Al
or the ABS cont basic par’s rt of
energtion y, mes. chanical s.
y is aufac
ergman recomml enda otive system To slow and stop a
or smaller than
enthe
ilia r for ms : chemica us forms in all autom
ture
an oth er.
many fam most obvio energy to y through
among the of physical to heat energ er, they
energy are s one form y of motion anoth
A brake sys
tem convert
an ge the kinetic energ e form of energy to
kes ch change on
g veh icle, the bra ytion. When the brakes or resis energ y.
amoBItvinoF hIStor lot of using tance by drivers to using
is the
Kinetic energy ical ion of fric of rel easaing
was
Author’s Notes
plicat
the apwere uced in theres 70s, ultthere have enough
han
energy of mec . When radial tiresdo ing
firstrk.
wo Work is the
introd
“feels funny when driving” to “they don’t le
work or motion the new desig aren. Complaints ranged from from a brand-new vehic energy.
to remove radial tires stroy
resis-
rs even went so far as e toame ate or
crethis deard
die-h
air in them.” Some drive r chara cteristics ssiof the
ble
radia
at
tire overc
thil s timfile e ma
have ste r cylinder is
also
aUTh
tance: a much smoo
OR
ther
Two
and to install bias tires. 's and
majo
ride NOTe increIt
ased
co nv
is im
ert
po
fuel mileamge.onLowe
ed fro
“app earin g unde y of
tires
r-proto anoth
e formrinfla ted.
the
of
er.today
Th
” brake pedal is co mechani-
nverted int
to
o
This feature includes simple
of the
we ver
comm ents be
, it can tires
about the mechanical en erg
co nv erted back
eliminated most Ho
s happens:
one place thi y in the master cylind
erg
the
er bore. It is
later
explanations, stories, or examples of
hydraulic en
the wheels.
cal energy at complex topics. These are included
starts,
ergy, Mas
s, Weight
, and spee
d
rk or motio
n. When an
automobile
of kinetic en
ergy to help students understand difficult
Kinetic en chanical wo
y of me The amount e at the rat
y is at work.
Kinetic energ
y is the energ
decelerates
, and stops,
kinetic energ
vehicle’s ma
ss (weight),
speed, and concepts.
accelerates, nt is de ter mined by a ibe objects on
y mome ly to descr
at work at an changinisg.located on the driver door interchangeab same. Mass is a me
and lists a-
ed is
spe3-1 This placard can be used
on pressure. are not technically
eight” the asurement
which Figure
ass ” an d “winflati
cold ht is a me
ject. Weig
ed “m and
terms
The mend
recom tire size
, bu t the two terms up an ob ke sho e to a
of the Earth s that make m a steel bra
the surface of molecule l objects have mass, fro ing too deeply into the
measure of the number ss. Al out go t and
surement of
Mass is the Related Sys
an object y on that ma ressor. With springs.lec s in an objec re tems: Tires,
the inertia of the effect of gravit air in an air comp mb er of mo Anule y of these commo Wheels, Be
arings, and
ject and the
tter or its of to the nu ponents can1/31/18 9:44 AM
ma
draulic fluid
the working
or form of the greater ss of thaord t ober. create brakin Suspensions
resistance to also is quart of hy cs, it can be said that gre ate r the marel ate d sys jec t’s
Thigh
we is cha
t. pter outlines
the
g problems if 45
acceleration;
it
en ce of physi ule s are, the t is that ob tems ofthi wh of the key relationsh they are not
of sci mo lec an ob jec nk ing
eel s, tire s, ips bet in proper
molecu
ther_044-0 lar 45
67.indd
den sity
mo re co mplex the vit y on the mass of be un de rstood by the Ea rth .wheel bearings, and ween brake sys
tem
64533_ch03_h the gra d weight can the launch pad, on suspensions. s and the
an object. The effect of een mass an 2-2). Its
dense it is. ference betw out 1,000,000 pounds tIre
on
ss (Figure
The basic dif ighs ab y, it is weFu ightle
nd amentalS
shu ttle , which we tsi de the Earth’s gravit ha s a
spa ce it, ou Brake system but spe ed
ttle is in orb etic ensergarey,eng -
When the shu same, however. speed const ma
forte kin
itu nce. Am obgject canere
ine bedcal incurelation to ma
mass stays
the weight and y movingon these ny vehicle fac
mb ine d effects of e kin etic energy
of an
and the amount of tra factors are the construct tors of weigh
t, size, and per
Th e co n weigh t. Th road. For the ctio n or friction ion, size, and -
r effect tha simple: bes expected to be tread design
much greate formula, which is quite identical in con t and most reliable brake available bet
ween the tire
of the tires Shop Manual
wi th thi s struction, siz performance s and the page 98
lated e, and tread pat , tire s at all four wh
carmakers’ ter n. eel s should be
2
mv 5 Ek recommen
Most passen dations
29.9 ger cars and
light trucks bu
a door, on a do ilt since 1968
or pillar, or ins have a tire inf
wh ere tio n placard lists ide the glove com ormation pla
in po unds optional sizes. the manufacturer’s origin partment (Fi
gure 3-1). Th card on
eight) It also lists the al equipment e tire inform
m 5 mass (w miles pe r ho ur ma xim um front and rea rec om me nded cold fro tire size and
any recomme a-
(sp eed ) in neered to wo r gro ss vehicle we nt and nded
v 5 velocity rear inflation
foot-pound
s rk most
A few carma pheffi ciently wit 2,000 ight rating (GVWR).
ighhs the
pressures, and
c energy in ). One we Brake system
Ek 5 kineti veh icle pe r ho ur ker
(m s ins tall dif fer
tire sizes and
pre ssu res s are eng i-
30 miles s, but this practic ent sized wh listed on the Gross vehicle
traveling at car e is reserved eels and placard. weight
o cars, both pounds (Figu like).the Porsch
res 2-3 for a small per tires at the front and rea rating (GVWR)
Consider tw e 911. More r of some is the
igh s 4,0 00 fitt ed wit tha n centage of hig total weight of
other we h wheels and 99 percent of h-performanc a
plus its maximu vehicle
pounds; the recommend tire s of the veh icles on the roa e spo rts
one or two opt the same size at each cor
m rated
d are payload, inclu
equipment siz ional tire sizes ner. Although originally ding
sengers and full pas-
e, a large variati at the rear tha manufacturers fuel
problems, as on from the car areAMlarger tha
1/31/18 t9:42 may tank.
well as proble n the front ori
For example, ms with other maker’s recommendation ginal
veh icle systems. can lead to brakin
unequal speed an extreme difference in g
sig tire diameter
recommended nals from the wheel speed s from front
to rea
by the vehicle sensors of AB
to the PCM or ma Ss. Tires much r may produce
the ABS contro ker may produce inaccu
d 22
r_020-043.ind
64533_ch02_h larger than tho
or smaller tha l module. Th rate vehicle spe se
n the manufac is same proble ed-sensor sig
turer’s recom m exists if all nals
A Bit of History mendations. four tires are
larger

a BIt oF
This feature gives the student a sense of the evolution When radial tire
s
hIStory
the new design. were first introduced in the
70s, there was
of the automobile. This feature not only contains and to install
Com
air in them.” Som plaints ranged from “fee
e drivers even
went so far as
ls funny when
a lot of resista
driving” to “the
nce by drivers
to
y don’t have eno using
bias tires. Two
major characteri to remove radial tires from
nice-to-know information, but also should spark some tance: a much
eliminated mo
smoother ride
and
stics of the rad
st of the comme increased fuel mileage. Low
ial tire overcame
a brand-new veh
ugh
icle
this die-hard resi
nts about the er-profile tires s-
interest in the subject matter. tires “appearing of
underinflated.” today have also

Figure 3-1 This

recommended placard is located on the driv
tire size and cold er doo
inflation pressure r and lists
.

64533_ch03_h
r_044-067.ind
d 45

1/31/18 9:44
AM

64533_fm_hr_i-xx.indd 10 02/02/18 3:54 pm

 xi

92 Chapter 4

In most instances, only one dual-piston cylinder is used with some type of split sys-
tem. However, some race crews opt for two identical single-piston master cylinders. The
two master cylinders act like a split hydraulic system in that one master cylinder serves
the front wheels, whereas the other serves the rear wheels. The master cylinders are
applied by one brake pedal acting through a balance bar between the pedal lever and the
two push-rods. Some race units are equipped with a brake power booster, and others are
not. In this case, it is more an issue of weight than of driver endurance.
Of primary importance to race vehicle braking is the type of brake fluid used. On short
tracks with a lot of braking, the boiling point of the fluid can be reached quickly and may
be sustained for long periods. Brake fluids developed for racing purposes generally have
the same chemical properties as conventional fluids, but they have much higher boiling
points. Castrol offers a blend of polyglycol ester of dimethyl silane, ethylene polyglycols,
and oxidation inhibitors. This blend has a dry boiling point of 4508F(2328C) and helps
prevent fluid contamination during operation. Another brand, GS610, offers a fluid with
a dry boiling point of 6108F(3218C). There are several manufacturers and suppliers of rac-
ing brake components. Brembo is one of the larger manufacturers of racing components,
and some of its products are now being installed on some production performance
vehicles.

Summary
sUMMARY
Each chapter concludes with summary statements ■Brake fluid specifications are defined by SAE hydraulic systems. Each of the two pistons in the
that contain the important topics of the chapter. ■
Standard J1703 and FMVSS 116.
Fluids are assigned DOT numbers: DOT 3, DOT 4,
master cylinder has a cup, a return spring, and a
seal.
These are designed to help the reader review the DOT 5, DOT 3/4, and DOT 5.1. ■ During application, the piston and cup force fluid
■ Always use fluid with the DOT number recom- ahead of the piston to activate the brakes.
contents. mended by the specific carmaker. ■ During release, the return spring returns the
■ Never use DOT 5 fluid in an ABS or mix with any piston.
other brake fluid. ■ Fluid from the reservoir flows from the reservoir
■ HSMO fluids are very rare and should never be through the replenishing port around the piston
used in brake systems designed for DOT fluids. cup.
■ The brake pedal assembly is a lever that increases ■ Excess fluid in front of the piston flows back into
pedal force to the master cylinder. the reservoir through the vent 93
uid ports.
Brake Fl
■ The brake pedal lever is attached to a pushrod, ■ Quickyltake-up inders an ordfast-fill master cylinders have a
M aster C
which transmits force to the master cylinder pistons. step bore, which is a larger diameter bore for the
■ A front-to-rear split hydraulic system has two mas- rear section of the primary piston.
ter cylinder circuits. One is connected to the front ■ Quick take-up master cylinders have a valve that
s: a
partlow-pressure
brakes and the other to the rear brakes. provides rapid o maiofn the
filling spool area
■ A diagonally split hydraulic system is one in which r cythe der has tw
linprimary ______ _.
T IO N s T he masteof d a __piston
______from the reservoir.
s
Review Questions REVIE W Q oneU Emaster cylinder circuit is connected to the left ____
front and right rear brakes and the other circuit is
8.
__ __
■ __ _
the headsr of
an
____ ABS master cylinders
Some
caps
ar e
coversto reduce
theorpistons
have
ve nt ed
______piston
to valves in
check
_ as and pedal
ter cylinde and ________
_____ wear.
connected to the right front m- rear brakes.
and left
is not reco 9. All mas vibration ________ cup rvoir.
Short-answer essay, fill in the blank, and Essay ■ The master T 5 br ak e
cylinder flu id
has two main parts: a reser- prev ■ Portless en t a __
level drop
master th e re se
s in cylinders do not use der aisreplenish-
n why DO aancylinder ufacturebody. r. the fluid ing or vent port. e cylin
thflow
1. Explai voiranand id is rear of
theFluid can between the reser-
multiple-choice questions follow each by y m
mende■d The reservoir
the bo ili ngcanpobe brake flu
int aofseparate piece or cast as one pist voir
on semthe
asand bly at areast ahead
on , an thethe
d of
at the
onemaster
___ piston
.
cylinder
ai n w hy 5 10. The __ __ __ __ _ pi
__ __ __ __
chapter. These questions are designed 2. Expl piece
import ■ an
with the cylinder.
At.dual-piston a go od
master ea to mix
idcylinder
DOT
has two separate pis- of
pistons by means of a valve machined into the
the ______ cylinder is the ____
e
master
th cylinder pistons when the master cylinder
is not front
n why it DOT 4. for two independent
to accurately assess the student’s 3. Explai tonsDproviding
s w ith OT 3 and
pressure
e flu id contamin
ation is at rest.
fluid gn of brak
competence in the stated objectives at e a sure si ch an ge s
4. Describ eral oil. free-play
is Choice cy lin de r
with min dal linkage Multiple e m as te r da l to
brake pe A says th l fo rce on th e pe
the beginning of the chapter. 5. Expl ai n w hy
1. Te ch ni ci an
m echa ni
ca
ni ci an B to
says th is
ne ce ssar y. dr au lic system. th e dr iv er ’s re . Te ch
92hy
n the split site master cylinde d how it is
r. pres su d ba ck
hy dr au lic es su re is ch an ge br akes . W ho is
64533_ch04_hr_068-094.indd 1/31/18 9:48 AM
6. Explai an
e a compo cup seal pr
hy dr au lic l fo rce at th e w he
el
7. Describ a master cylinder ca
8. Describ
e
of the m echa ni and B
. bo tto m ec t? C . Both A
used rts in the do co rr
er A nor
B
W ha t are the po servoir, and what A on ly D . N ei th
9. linder re A.
master cy -u p m aster on ly t flu id for a
ke B ng the ri gh
they do? a quick ta B.
ys choosi the simple idea th
at if
ntage of cian A sa
n the adva 2. Techni d on d DOT
10. Explai c ve hi cle is base t be better, an man-
cylin de r. spec ifi T4 m us hicle
good, DO ys most ve
DOT 3 is . Technician B sa Who is correct?
5 better still mmend DOT 4.
e Bla nk s
cylinder
is reco A and B
Fill in th p master sa ufacturers C. Both rB
ill or qu ick take-u design that create A on ly . N ei ther A no
-f al bore . D
1. A fast by the du _______
A
of brake
identified _____ or ________ B. B on ly
y boiling
po in t
con-
__
________ _____ of the castin
g.
cian A sa
ys the dr of new, un -
ng point glycol flu
________
__
e
ne-
polyalkyle ___ for 3. Techni e minimum boili says poly
id s ar __ id is th ni ci an B do
4 flu ____ flu
fluid. Tech they
and DOT d ______ eans that
2. DOT 3 er mixtures, calle taminated oscopic, which m e air. Who is
glycol-eth gr r from th
ids are hy at er va po
ids rb w
short. DOT 4 flu air, not abso A and B
OT 3 and from the correct? C. Both
e both D _______
3. Becaus _______ ________ ed . er A nor
B
________ containers tightly
ca pp
A . A only D. Neith
ke ep tly un de r ly bo ili ng
always _____ sligh ake B. B on ture
-tempera ake fluid
________ slightly spongy br ys a high
e fluid __ a cian A sa ent that br id also
4. Silicon which can cause 4. Techni e only requirem br ak e flu
re , th ys
pressu point is cian B sa d must
pedal feel
. ________
_ t. Techni oration an
a ve ry ______ must mee freezing and evap w temperatures.
flu id s ha ve us t re sist te st s at lo
yc ol m ity
5. Polygl ific viscos
________
___ pass spec ect?
shelf life. -to- ____ rr C. Both
A and B
__ _______ st split Who is co rB
__ __
6. The __ split system is th
e ol de
. A on ly D . N ei ther A no
A
hydraulic __ _ B on ly
____ __ B.
system. a ______
cars have
te-model
7. Most la aulic system.
split hydr

9:48 AM
1/31/18

93
094.indd
4_hr_068-
64533_ch0

64533_fm_hr_i-xx.indd 11 02/02/18 3:54 pm

 xii

Shop Manual
To stress the importance of safe work habits, the Shop Manual also dedicates one full
chapter to safety. Other important features of this manual include:

1
C h a p Te R
feTy
BRake Sa

Basic Tools Lists

Basic Too ls
s chapter, you
should be ab
le to:
ts for workin
g s or
Each chapter begins with
Performance-Based Upon comple
tio n
ne
and
ed
review of thi
an d methods
■ Lis t the
with brake
saf ety requiremen
fluid.
asb est os
Safety glasse

Res
goggles
pira tor
a list of the basic tools
the of
Objectives ■ Explain
for maintain
area.
ing a safe
working ■ Describe
materials.
the hazards

ety concerns
with sol-
Vacuum with
filter
HEPA
needed to perform the
ety issues saf sys tem
These objectives define the ■ List and
discuss som
h vehicle op
e saf
eration in the
■ Expla in
vents and oth
the
er chemical
s.
ns of the
We t-cl ean
Carbon monox
ide tasks included in the
dealing wit ge neral functio of ven t system
contents of the chapter and shop.
e of the co
mmon sen se ■ Expla in
safety and
the
en viro nm en tal agen
Canada.
cie s
Fire exti ngu ish er(s) chapter.
■ Explain som wer States and
rking with po the United hazardous
rules for wo of
define what the student should equipment.
and equipme
nt in ■ Discuss the
pri nci
tions.
ple s
Master Cy
per clothing communica rns linder an
safety conce d Brake
have learned on completion of ■ Wear pro
a shop. p to remove
■ Dis cus
oc
s some of the ck brake and air
iat ed with antilo
Fluid Se
rvice
135
first aid ste ass
the chapter. ■ Ex pla in
chemical
the
s fro m the eyes.
governmen
t
bag sys tem s.
hnician tra inin g an d
purpose for ■ Discuss tec
■ Explain the
and .
rformance certification
of brake pe
regulations
standards.
tion (OSHA)
ow Administra
Terms To kn tal Canada
Environmen n Ph osgene
Asbestos tal Protectio tal inflatable
Environmen Supplemen
Agency (EP
A) tem (SIRS)
Asbestosis restraint sys
r for
Figure 4-2
n Pro
Ch ced ures (EP) roe thylene
nte ctio eck
Tetrachlo
Canadian Ce Health Extra ing stop lamp
al BR tor Vehic le op era tion. roethane
Occupation AK Federal Mo 1,1,1-Trichlo
(CCOHS) E pEDAl Mndards (FMVSS)
and Safety Safety Sta EChAniC et Trichloroethy
lene
Ch
mo noxide ecking the brak ial safety data she Al Ch E zardous
WoC
Ca rbo n shooting. Maeterpedal mec rkpKlac e Ha
hydroc arb on W hether(M ha nical oper ormation
Chlorinated test, check th yoSD S)
u do Materials Inf
ts ese points ation it as pa
al Sa and ation is an im
fetofy th
rt t po
sol ven ■ Ch Occupof pedal op e brake sy Sh ee rta nt part of Classroom
ec k fo eration: ste m road test brake tro Manual
t of (w r frictio Health page 74
Departmen T)e engi n and noise by pr
ith th
(DO
or during
a system
uble-
ort ati on ne running es sin leak
Transp return s with no for powe g and re
Move lag or no r brakes). leasing the brake
■
the brake ise Be da bu pe t also Special To
peda ov l, severaan
. sure the is wearing
peCT
INTRO■DU
Chec
IO
dal m N peda
ounting pa l from side ttoonsid
rts. olves no
k stop lam injpury
lye.wh
inv Exce
an
at the technici is lifmon
e here
eestec ooici
smhn
ld adssvan
l times
thly and
side mov keeping the shop
ivetag
Coworker
ols
Special Tools
Htectioancofrom operataiosaf e. The twofo d
uipment anement ce
Personal pro avepin
eakee g therkwo
making and ch tim
sto
tin g him
pligh
wo er rk
e fitby
sel is re we ari
are n by
check th
ng pe rso
at
leased (F ployee
ig
thna
e
depr
lams ps
or
singtioanndeq
estec
l pro
vishtitoears
lig
re
sta nd
lea sinag go
theme
uip br ntetha
ak
indicaavo
od chan of s wo
te iding
t will provid
rn
e Lists
is protec ha t. It is im
all the po oth er emure 4-2), in practices tim ch andeeqth e
pedal seve
ral times
vee,tothe n 4 rtantdis s tho se clu ding the pe da l is presse
clean and saf
Aorpinj E R
ha
T ury. This chignition in ru
ve th e apt
R er tocunosse
te th at som th ird or center d an d go off
.
1 Whenever a special
accCideh
linDE viCE
n before e vehicles equipp
nts —high
. ed with lig -mounted—
ER CY luiD SER
rsonal safety the brake
overallpand pe T lamps wi hting mod
tool is required to
M A
EDA S l TRAv E F
ll operate. ules
R A K E l A
n the B
Air inD nD FOR
A
us ually
hydraulic
solves th system
CE TEST 1/31/18 10:3
1 AM
complete a task, it is
e problem causes most low-
tem, inco
rrec
brake shoe t pushrod length
s, or a dr
s. Low pe
dal als
pedal prob
adjustmen o can be caused by and bleeding
lems, listed in the margin
um brake t, a service a aseic Tool thse syste
64540_ch01_h
r_00 1-04 4.ind d 1
exceed a
When a
sp
gi ven amou
nt of
sh oe
force is
adjuster
th at is
brake that leak inBth
not woan is out of technihy cidr
m
an’saulic sys- next to the procedure.
about 2.5 ecified maximum able to: applied to leak s rkding. Basic adsejut stment, wo
inches (6 be di sta fo th
r e peda tool l rn
fications 4 shou ld nc e. Th d er l, brake pe n shop to we
can ter, you mm) when ter cy linis m
m0aspo aximum da
Fath is chapbe found inInth ect a10 unds (445 etra
anve d l sp Cleal tratve wrlenmchust
Special To
ols
d revim ew of ilu re to exha ■ spe ve tshi
. cle service er fo rN le)akofagfo eed ecifiFlca tionun is no not
are-
pl etion an easurem teenst ust brakdefe ec
bo os r cy lindinformmatine nerc ed is appl
ied . The exac
rmally Brake peda
l effort
co m st em t. Us t pr
e a brake st a m essut re
as te et er io n.
Upon b ra kethsyes e fiv e Tepe an dd
wi ll re su t speci- gauge
safe procedur ■ dal ef mrt
apfo en lt in an in der
■ Perf
orm a pedal :
es air entr gauge to lincorrect pe Tape meas
1. Tuernbra ofke Aeden pairs.
meaas
am suterer cy da
rcdeerapplied l travel or force
ure
drive. ms in rese ssarfy.th
th justgi
ne. On re place cyfolin Service ma
proble as ne cerve vacu ve hi and re the master
ovse wi
to the pe
da
nual
g no se r r’s um Re m cle le ed l with
■ Dia d repai 2. an Inufstaaclltuthre is exha■us
te b en chthb vacun. um
e an m e brake pe dd
an from th tio as sist, .pum
linkag lay to3. Hook e instale labooster.cylinder p the nc
free p the lip dofrag, dal effort befgaorug peeda
pedal .
brake th e tape m e l a th
auon mas ter g seque in l until all
cations the digsta
pin , ncte ea vererhov e brakice b leedin hicle
specifi r stop
e fro
r cymlin-
th ■ Osu ereth hyedto raul peda l ifi
(Fcigve ur
p oo ya rd sti m as e pe da th p sp ec e 4- 3).
gnose al caused b ck on
y l to caeteste foed a
r ge of th
■ Dia need som ede
vehicles■inLoth erct
stru iniog ns
wh een.l rim (F br
e ake pe
ped erform d einof
plac atio ulic dal an
or hard lems and p an
e in tarm
a fo pe ke ighyur dra e 4-4). Yo d measure
p ro b rv ic m ea esu b ra u can use
der id leve i-
l se sh th re.
airs. der flu ed and flu a
rep r cylin lyze the cond ■ Ble
maste .
Terms To Know ■ Che
64540_ch0 ck the cessary. Ana id from its
4_hr_133-
l as
and fil vehi
a
ned
198.ind
cl135e’s b
rake flu
system

er
tion of nce. tomet
List appea
ra
l ABS
Refrac
Specifi
c gravi
ed
ty
ing
To Know Integra ing Surge
b le
Term s l bleed ing
bleed
Terms in this list are Ben ch b leedin
w
g Manua
Non-in
tegral
ABS
ing
Vacuum 1/31/18
10:33 AM
sc re ed
er re ble
also defined in the Bleed
Brake
bleed
ing Pres su
system
ed in g a brake pres-
ble nents of
Glossary at the end of Gravity
O A D TEST aulic compo b the system r and
of
TEM R r hydr e lines can ro de
d othe ter cylin ged or
E SYS der an r or brak the mas
the manual. BRAK
ly, th e m aster cylin aster cylinde which is why linings are correcte d
the m conditions, ds or be
chan

ate safe eaks in g brake pa s must

To oper k properly. L us operatin henever the ny problem
or ro w A ce:
must w cause dange be inspected or braking. rforman
d t p o e pe
sure an system mus plains of or brak use
lic m cause po tires ca
hydrau customer co ca n -i n fl ated
a ons that or over If the
when tely. in g conditi r- in flated, in g power.
immed
ia follo w de ak one
for the ched, un more br pull to
Check or n , mismat cl e re quires may grab or
le m s. W ad ed vehi e br akes
e pr ob lo , th
■ Tir
l brakin
g. heavily to side
ing. A back or side
unequa vehicle load 133
qual front to
■ Une
un eq ual from
load is
side. AM
8 10:33
1/31/1

133
8.indd
r_133-19
ch04_h
64540_

64533_fm_hr_i-xx.indd 12 02/02/18 3:54 pm

 xiii

138 Chapter 4

SERviCE Tip The vehicle’s brake light switch must be activated any time the
brake pedal is moved downward any amount. There is “no free play” allowed with
regard to the brake light switch.

Author’s Notes AuThOR’S nOTE The following procedure is based on a Honda S2000. Other
vehicles have similar procedures. Many vehicles do not have an adjustment for

This feature includes simple pedal height.

explanations, stories, or
Adjusting pedal height
examples of complex topics. 252 One
Cha ptemethod
r6 to adjust the brake pedal height and free play follows. Disconnect and loosen

These are included to help PhOTO SEqUEN

the brake pedal position switch until it is no longer touching the brake pedal lever
(Figure 4-7, A and B). Gain clear access to the floorboard by lifting the carpet and the
insulator
CE(Figure
10 4-8C). Measure the pedal height, (Figure 4-8), from the right center of
students understand difficult Caution
Typical Pro
theced
brake
urepad to the
For vaccleared
uum
floorboard. In the case of this Honda, the pedal height should
be 179 mm or 7 ¹/₆ inches). IfBo oster Tes
necessary to adjust
ting the pedal height, loosen the locknuts, and
concepts. If the switch is not
adjusted correctly, turn the pushrod to obtain the correct measurement (Figure 4-9). With the correct height
obtained, hold the pushrod in place while tightening the locknut to 15 Nm (11 ft. lb.).
the brakes will drag.
This may cause heat Install the brake pedal position switch until its plunger is against the pedal lever and
problems with the
friction materials and
completely pushed into the switch (Figure 4-10). Unscrew the switch until there is
0.3 mm (0.01 inch) between the switch’s threaded end and the mounting pad. Connect
Photo Sequences
poor braking the switch to its electrical harness. Have an assistant check the brake lights as the brake
performance.
pedal is depressed and released. Many procedures are
Adjusting pedal Free play
Using the same Honda vehicle as the example, the pedal free play is checked and adjusted
illustrated in detailed
P10-1 With the engin
gauge to an intake in ethe
below 14 in. Hg of
idling, attach a vacu
manifoldfollowing manner.
port. Any reading
vacuum may indic
um The
P10- engine should be off. Push on the brake by hand while
2 Disconnect the
from the intake mani vacuum hose that runs
Photo Sequences. These
engine problem. ate an fold to the booster P10-3 If you do not
quickly place your
engine stalls. You
should feel strong the
vacuum.
and see if it is colla
feel a
thumb over it befor andPushrod step 2, shut off the engin strong vacuum in
e e, remove the hose
psed, crimped, or ,
photographs show the
Replace it ifLocknut clogged.
needed.
students what to expect
(A)
Brake
switch
Lift floor
mat when they perform particular
(C)
Measuring
procedures. They also
point
familiarize students with a
system or type of equipment
(B)
Pedal (E)
bracket Pedal
height
P10-4 To test the
check valve, shut
operation of the vacu
off the engine and um P10-5 Remove the
that the school might not
check valve from the Standard pedal height
5 minutes. Apply the

there is no power
least one pedal strok
wait for
power assist on at brakes. There should be
e.
Figure If
4-7
booster.

Remove the pedal

(with carpet
179 mm
P10-removed):
6 Test the check
intak(7e mani
in.)
fold end of
valve by blowing into
the
have.
the check valve is
assist on the first
appli catio be a complete block the valve. There should
leaking. position switch
n, or stop lamp Figure 4-8 Remove the floor mat and a portion
age ofof airflow.
switch from the pedal bracket. the carpet to gain clear access to the floorboard.

replace th
e
the wiring parking brake sw Hydrau
harness itch. If th lic Line,
between e
the body lamp is still off,
64540_ch04_hr_133-198.indd 138 1/31/18 10:33 AM
Valve, an
control co find and d Switc
Brake Fl mputer repair th h Service
uid leve an d the sw e op en circui 223
With the l Switch itch. t in
ig Test
to alert th nition on and th
e driver e brake flu
into the of a low-f id level sw
reservoi
for both r body; ot luid condition in itch clos
ed, the br
hers are
Begin by
types. attached the master cylin ake warni
ng lam
to the re de
P10-7 Apply vacu th um to tio en
the boostersu ring that servoir ca r. Some switche p lights
the valve. Vacuume igni th p. Test pr s are built
should be nblock e flu8idChec
end
on and ob of
at th se
P10- le ve
k l
theis at or inciples
not get the state resule switc ed. If you do rve thperfo boos ter air control valve are simila
replace the chec finkdvalvets in h.
step 6 If
and th e la7,mp th of the
step
e w ar
rming
ni a brake
ng lamdrag ne ar th e fu
test. With the
by P10- 9 Turn the front whee r
an.d repa en vehic p. If ll m
whee ls ar k on ls by hand and note
ir the sh go out, d off the floor,
le raise it is , discthe the th
ort circ brake es
amount
To verif pedal to exhareplace th litpump onnect th e reseofrvdrag oir.that is
Turnpresent.
the switc y that the warni ui thet be twter.een th ust resid
boos
e switch
e sw
ual vacu
itc
um from
h. If the e w iri ng connec
h ng
lamp do float or remove lamp will light and the
lamp.
lamp do
es not go tor
es not lig th w
and the ht with th e cap with an hen the fluid leve out,
lamp. If e switch integral l is low, m
ci rc uit contin cl osed, ch sw itc an
As a fin eck for an h and let the flo ually depress
wire betw al check, discon uity is good, re open circ at drop.
ee ne pl ace the sw uit betw If the
If it does n the two term ct the wiring ha itch. een the
not, find inal rness fro switch
64540_ch06_hr_2 compute
252 r.
and repa s in the harness m the sw
itch, and
47-284.indd
ir the op co
en circui nnector. The w connect
a
t betwee ar ju
electric n the sw ning lamp shou mper
itch and ld
al wirin
g Repai the body light.
Wire siz r control 1/31/18 8:57
AM
e is determ
drop allo ined by th
w e amount
or in met ed. Wire size is of cu rrent, th
ric cross- specified e leng
tor. A 20 se in
gauge is ctional area. Th either the Amer th of the circuit,
When much sm e higher ican Wir and the
alle the e voltage
wiring di replacing a wire r than a 12 gaug number in AWG Gauge (AWG)
agrams or , the corr e. the smal syst
ler the co em
prevent
to splice
chafing or in parts books.
aw
damage
to
wires. Ro ire, and use insu the insulation du or wire must be
ect size
Each ha
rness
wire mus
t be used
as show
n on appl
nduc- An America
gauge (A
WG
system for ) is a
n wire Margin Notes
sin flux la tin g tape e to vi br he ld se cure ic ab le specifying
does acid clea atio
The most important terms to know
wire size
-based flu ns the connectio or heat-shrink n. Always use ro ly in place to cross-secti
(conductor
complet x. Apply n during tubing to sin flux
ely ing heat solderin cover all sold on
by a serie al area)
seal unde seal the wiring to shrin g withou splices or er
Many el
rground an
supp
k
electrical d connections. U tubing causes th eroding the mat bare
tility com
t
e tu er ia the
s
numbers; of gauge
the lower are highlighted and defined in the
make th ectrical
system re ly cables. panies us bing to contra l as number,
the wire cro the larger
ese
shorts or repairs in a way pairs require re
gr
with man ounds in the re
that does
no
placing
damaged
ed heat-s
hrink tu and
ct
bing to
ss section
. margin. Common trade jargon also
y pa t in crea w
accessib factors influenci ired area. Severa se the resistanc ires. It is import
requirem
ility of th
ew
ng the ch
oice
l methods
are used
e in the
circuit or an t to
Caution appears in the margins and gives
ents. Th iring, the type of . These factors to lead to Never rep
lace a wi
include th repair damag
1. Wrapp
ing
e three m
ost com conductor and
mon repa siz e type of
ir metho e of wire needed pair required
re
ed wire with one
of
size. Using a smaller
re
some of the common terms used
is damag the damaged insu ds are: rect size the incor-
2. Crimpi
3. Solder
ed an d th la tio nw
ng the co e wiring is unha ith electrical tape
nnections rmed)
, and the
ci rcuit repeated
damage
co uld cause
failure an
d
for components. This feature helps
ing splic (in cases to
When de
ciding w
es with a so
lder-less
connecto
r
where th
e insulatio
n
cle electr the vehi-
ical syste
m. students understand and speak the
connectio here to
ns
of each ot . As a rule, do
her. Use not
cut a da
a wire of have two splices
maged w
ire, avoi
d points
Rosin flu
solder us
x solder
is
language of the trade, especially
Crimping ed
tors . So .
me man
A solder
le ss co
the sam
e size or or connections
la rg er than the w
close to
ith in 1.
other sp
lic es or
trical rep for elec-
airs. when conversing with an experienced
repairs. ufacture nnection uses a wire bein 5 inches (40 mm
Crimping rs re
g solder
com
selfsealin quire the use of pressed junction
se
less conn lf-sealing sold
g replaced
to connec
.
) Heat-shrin
k
plastic tub tubing is
technician.
ections er t two co ing that
is an acce less connections nduc- shrinks in
diameter
ptable w on al l wh en exposed
ay to splic to
64540_
e wire, heat.
ch05_h
r_199-246
.indd 223

1/31/18
8:57 AM

64533_fm_hr_i-xx.indd 13 02/02/18 3:54 pm

 xiv

139
d Service
ake Flui
r and Br
Cylinde
Master

Pedal
Lower lever
l
the peda

(A)
)
(0.01 in.
0.3 mm
knut
hin its loc
switch wit ned. The clear-
0 Turn the tai
Pushrod Figure 4-1 per clearance is ob mm (0.01
Raise 0.3
pedal
until the pros switch should be
the
d turn ance on thi int A.
locknut an or inch) at po
Loosen the longer
Figure 4-9 to make the rod
pu sh rod the mo vement
the
pending on
shorter de (C)
needed.
Locknuts

dal
Brake pe
pad

y
Pedal pla Power Brake Service 271
1–5 mm

Vacuum Check valve

booster
free
the pedal n C
1 Check tur
Figure 4-1 tment is needed, ved.
jus hie
play. If ad per free play is ac n.
until the pro opera tio
rement
stop lamp’s is measu
Check the e is felt. Th to 3/16 inch)
iff resistanc in ch
before a st mm (1 /6 e brake
l travels mm to 5 the locknut on th is cor-
the peda ould be 1
Service Tips measu rin g th e distance l foot pad and sh play by loosen
at the br
ake peda e fre e
adjust th e appropriate di ent is made and
ing
rectio n un til the free
play
recheck
the l free play
Brake peda table on
is not adjus
is taken 11). If necessar y, h in th ju st m
e 4- g the sw
itc the ad itch all vehicles
.
(Figur nut after , check sw
Whenever a shortcut or special Figure 6-26
Honda ispe
The booster
daofl sw
part itch
a VSA
d turnin
on this
an
system.
fo rget
the lock
to tighten htened. th e br
l linkage
ake peda Vacuum
not tig h on .source hose
rect. Do ter the locknut is l stop lamp switc g pedal free play
procedure is appropriate, it is free play
af hanica
has a mec necessar y after
adjustin Figure 6-28 Do not remove the check valve from this
If the car
type of booster. Remove the hose from the check valve
st it if
described in the text. Generally, op er at io n and ad ju
lamp Sw
ch Electrical
it connectors
instead.

300 Serie
s
the Stop Chrysler
these tips describe common Adjusting Figure 6-27 Before removing the booster
fasteners, disconnect g pr
all oc
of the
is based
ureelectrical
edESP
on 2010
win
llothe
The foon
procedures used by experienced R’S nO
AuThO m vehicle.
TEconnectors booster and master cylinder.

its
negative cableanfrom d Mag nubattery. Remove the windshield wiper module
the warping
and justed by usually
adcomponents
technicians. to gain access to the booster.
p lam
could be
p switch p lamp switches
are
nt ac ts
Disconnect the electrical connections at the sto
e, a booster y’s sto the master
and remove s or co
cylinder.
one tim ever, toda switche rms the
Move the master cylinder E Tip At thelin up. H ownot internalthe brake that info dal
SERviCback from ger ed
booster. Do bend re
five diffe
orntdamage
a sensor lines.
Disconnect the vacuum hose
nt to ge
plunthe
t thefrom ithcheck
up four orbut
to valve, dohinot
cle are usingthe check
s remove ) of e brake pe
thvalve
m ou w m e ve CM PP)
from the booster Figure ional units ter systems. So
ct6-28).
(E
Module Pedal Position (B
multifun pu Control e
any com or Engine named the Brak itch.
th at serve m Module (BCM) ns or is
se steering column, in g to th e BPP sw
WARNiNG Before working
Cont rol in or around l. Thethe ps accord ensure that the
air bag system has Body nt of trave Failure
totedischarge. brake lam
had and ex
iontime erate the to properly disarm the air bag
system could result positin serious M will op
e BCinjury.
Switch. Th
10:33 AM
Tape measure 1/31/18
Move inside the passenger compartment, and, if sufficient time has elapsed for the air

Cautions and
bags to disarm, disconnect and remove the stop lamp switch (Figure 6-29). The switch
Ch apter 4 will be replaced with a new one upon installation of the booster. Use a screwdriver to
136 Caution
remove the retaining clip from the booster pushrod, and slide the pushrod from the pedal
pin (refer back to Figure 6-29). Remove the booster’s four mounting nuts, and remove the
booster from the engine
33-198 .ind d 139compartment.
pedal ga
ug
Before even begin-
Brake eff e ning to work on a
ort
hybrid or electric
Warnings
ch04_hr_1
Before
64540_ installing the new booster, ensure that a new booster seal is present on the vehicle, make certain
bulkhead side of the booster (Figure 6-30). Slide the booster into place ap
head and tighten the four mounting nuts to specifications. Position the
Un through
plied
da l
the bulk- that you are aware of Cautions appear throughout
pe
brakebooster pushrod or the procedure to dis-
measure able the high
over the pedal pin and install a new retaining clip. Install and adjust the4-4
switch. Under the hood, install the master cylinder onto the booster
Figure new
a tapelamp
Usestop
dstick reconnect
a yarand
ce
the distan l.
to measure ering wheepower
voltage
supply system
the text to alert the reader
l to the ste all
to potentially hazardous
electrical connections. Install the wiper module and other removed components.
the pe da according to service
from Connect
the battery and road test the vehicle. Brake pedal information.
e ug
effort ga

ke pedal effort
gauge on
the brake
pedal.
materials or unsafe conditions.
SERviCiNG tall the bra
ANInsELECTROhYDRAULiC
Figure 4-3
POWER BOOSTER SYSTEM Warnings advise the student
Hybrid vehicles, as well as some conventional gasoline vehicles, use an electric brake
booster pump (often referred to as a hydraulic power unit Figure 6-31) used to pressurize
of things that can go wrong if
brake fluid for use in a hydraulic booster system, which has the master cylinder
instructions are not followed
or if an incorrect part or tool is
used.
References to the
64540_ch06_hr_247-284.indd 271
1/31/18 8:57 AM

Classroom Manual Apply the

specified
amount of
pedal force.

the brak
e pedal
Figure 4-5
force re gisters on
ified test
References to the appropriate e pedal un
til the sp
ec
the brak .
4. Apply uge (Figure 4-5) s-
page in the Classroom Manual effort ga
fer to the
vehicle’s
service hi
for exam
-
nosis, re ir order,
any diag ning to this repa quick, accurate
appear whenever necessary. E Ti p Be fore st ar tin
cent hi
g
st or y pe rtai
ay point
th e w ay to a
SERviC ote any re repair m
Although the chapters of the tory if av
ailable. N A recent brake
e pedal lo
w.
d
ple, brak e increase
two manuals are synchronized, diagnosis
.
e
sure or ya
rdstick. Th cle service
hi
tape mea n listed in the ve rod adjust-
n on th tio sh
l positio
material covered in other the chan
ge in peda the maximum aulic system and
t exceed the hydr
specifica check pu e also can
rking brak
5. Note should no ok for a leak in justed pa
poorly ad
chapters of the Classroom distance
man ua l. If it does , lo
s, ba d sh oe adjust er s, or a

orn shoe l travel.

ment. W
Manual may be fundamental to cause ex
cessive pe
da
EnT
DJuSTM
AnD A d the
the topic discussed in the Shop p lAY in S p ECTiOn
ake pe da l or bo oster pu
shrod an at
so th
must exist pedal
F R E E the br e pl ay
pEDAl
n
e betwee ific amount of fre ased and so that
Manual. ay is the
clearanc
r. A spec dal is rele
dal free pl e master cylinde ied when the pe
Brake pe on in th ia lly appl
pi st rt
Manual primar y y piston is not pa
Classroom ar
the prim 10:33 AM
page 75 1/31/18

d 136
33-198.ind
ch04_hr_1
64540_

64533_fm_hr_i-xx.indd 14 02/02/18 3:54 pm

 xv

140 Chapter 4

Stoplamp
switch

Stoplamp
switch mou
nting
bracket

Brake pedal
Figure 4-12 lever
Pull
before installa the switch plunger all the
tion way out
and not release . The pedal should be lock
d until the swit ed
ch is installed. down
Use a brake
pedal
for a depressor depressor to hold the
). Rotate the brake pedal
and pull rea stop lamp sw down (check
rward on the itch approxim the alig
ately 30 degree nment machine
hand force
should be hea
rd as the plu
sw
only, pull the itch. It should separate
switch plung
er out to its
from its mo
ful
s counterclock
unt (Figure wise
4-12). Using
Customer Care
Ensure the bra ng er ratchets out. ly ext ended positi
ke ped on. Low clic
switch’s index
switch about
key to the no
30 deg
al is down as
far as it will
tch in the bra
cket and pu
go and is firm
ly held in pla
ks
This feature highlights those little things
Apply foot for rees clockwise until it loc sh the switc ce. Align the
to gently ris ce to the brake
e until it sto pedal and rem
ks. h int o pla ce. Rotate the a technician can do or say to enhance
stops movin ps. Using gen ove the pedal
adjustment
g. This will
is initially che
ratchet the
tle hand for
switch plung
ce, pull up on
er to the cor
depressor. All
the brake ped
ow the pedal customer relations.
pedal is dep cke al until it
ressed and rel d by having an assistant rect position
. The switch
where the cru eased. Howe obser ve the
ise ver, the final brake lights
at a safe speed. control can be safely use check requir
es
as the brake
Once the sys d. During the roa a road test on
should turn tem is stabilize d test, engage a roa
off. If not, the
n the switch d, depress the the cruise con d
Caution must be che brake slightl trol
cked and rea y. The cruise
Do not release
the djusted as nee control
brake pedal by ded.
pul CuSTOMER
ing the depress l- CARE A cus
or
and letting the out his or her car tomer’s only
is contact, lite
slam up to its
pedal mance by “pe through the brake pedal. rally, with the
brake
dal feel.” It is Customers ten
The stop lamp p.
sto brake pedal
before startin
always a goo
d idea to eva d to judge bra system in
switch g any brake luate the fee ke perfor-
will not adjust pedal feel sho job. Then wh l and action
prop- uld be notic en you delive of the
erly and may brake pedal eably impro r the
be action is air ved
damaged. lot to ensure in the system . The biggest cause of spo finished job,
customer con , so careful ble ngy or low
fidence. eding of the
system will do
a

Brake peda
l positionSwitch
Many late-m
odel vehicle
the brake ped s use a BPP sen
al sor to inform
supplies a 5-v position (Figure 4-13). the body con
trol module
olt reference Th
signal and gro e BPP sensor is a poten (BCM) of
und to the sen tiometer. Th
sor and the e BC
sensor suppli M
es an
Name ______
64540_ch04_h
r_133-198.ind ____________
d 140 ____________ Drum Brake
________ Service
425
DIAGNOSIN Date ______
G DRUm BR ___________
Upon comple AkE PROB
tio
ing, grabbing, n of this job sheet, you
LEmS JO
1/31B
/18 Sh

ASE Educa
dragging or
tion Founda
pedal pulsat
tion Correlat
will be able
to
ion problems diagnose poor stopping,
. noise, pull- 36
10:33 EE
AM T
Job Sheets
This job she ion
et addresses
C.4.
Inspect wheel
the following
MLR task: Located at the end of each chapter, the
needed. (P-2) cylinders for leaks and
This job she
et addresses
the following
proper operat
ion; remove
and replace
as
Job Sheets provide a format for students
C.1. AST/MAST
Diagnose po
or
pulsation con stopping, noise, vibrat
cerns; determ
tasks:
ion, pulling,
to perform procedures covered in the
C.5. ine necessary grabbi
Inspect wheel
and replace cylinders for leaks and
as needed. (P-
action. (P-1) ng, dragging or pedal
proper operat
chapter. A reference to the ASE Education
2) ion; remove
Tools and Ma
terials
Foundation task addressed by the
• Basic hand
Protective
tools
Clo
procedure is included on the Job Sheet.
Goggles or saf thing
ety glasses wit
Describe the h side shield
s
vehicle being
Year ______ worked on:
________ Ma
ke _________
Engine type _____ Model
and size ___ ____________
____________ __ VIN ______
Procedure ____________ ________
____________
____________
1. Begin the _________
inspec
unusual wear tion of the drum brake
or improper sys
inflation. Wh tem by checking the tire
at did you fin s for excessive
d? or

2. Wheels for
bent or warped rim
s. What did
you find?

3. Wheel bea
rin gs for loosen
ess or wear.
What did you
find?

4. Suspensio
n system for wo
rn or broken
components.
Wh at did you fin
d?
5. Brake flu
id lev el in the ma
ster cylinder.
What did you
find?

6. Signs of
leakag
at each wheel e at the master cylinder,
. What did you in brake line
find? s or hoses, at
all con nections, and

64540_ch08_h
r_373-434.ind
d 425

02/02/18 1:15
pm

64533_fm_hr_i-xx.indd 15 02/02/18 3:54 pm

 xvi

424 Chapter 8
S can be used
LENG E qUESTION n A says a tire
depth gauge
B says
ASE ChAL a lath e, 4. Technicia
re lini ng thickness
. Technician
lining thick-
m on to me asu um
cus sin g mo unting a dru unt s to ma ker s spe cify a minim ) above the
1. While dis ece drum mo most car or 0.75 mm
Ase Challenge Questions Technician A
the lath e arb
says a two-pi
or with tapere
d or spherical
ece dru m is cen
cones.
ter ed
ness of 1/32
sho e tab le or
inch (0.030 in. t rivet head. Who is
above the clo
ses
says a one-pi d cone and
Technician B spring-loade correct? C. Both A and
B
arbor with a
Each technical chapter ends with five ASE on the lathe
clamp ed in pla ce by two large
cup-shaped
adapt-
A. A only D. Neither A
nor B
onl y
rec t? B. B . Tec ician
challenge questions. These are not mere review ers. Who is
A. A only
cor
C. Both A and
B
nor B 5. Wheel cyl
inders are bei
ng discussed
inder may4cau
hn
se
D. Neither A t a lea king wheel cyl say99s that
tha rvic n B
questions; rather, they test the students’ ability to B. B only
ng dis cus sed. Technicia
nA
ke
A say
the
s
wheel to gra ng Sysfou
ki
Braseepag
b or loctek.mTec
e nd
s Sehn
ins
iciae
ide the wheel
cyl-
ms are bei may cause bra ssl or d a cause for
2. Brake dru ts in the drums
pneca
Electri t boot is not considere
dam
apply general knowledge to the contents of the says tha t har d spo
hnician B say
s that cha tter ing
Who
is
inder dus
wheel cylind
er. Wh o is cor rec t?
chattering. Tec fluid-soaked brake pads. replacing the C. Both A and
B
chapter. usually caused
t?
by
B
A. A onl
ve ra l years m-
y is not
D. Neither A
nor B
is correc C. Both A and th e lastB.se B onl an yother co y
ilt wBit
hin ome ispla
A. A only D. Nehith er Aunor ly bec ld to d
icles b has actual actually to strument
y of ve e
B. Bponl
am s e ority
mkeajlath cut menbits
ting t p,anel d lights ar ch. Most in ster that
in g l n th
g bra e st ru ge s an
uld sw it a cl u
Warn 3.mWh ile dis er osin p. The inthe cut
stcus e gabitu sho sor or es er is
ent cluciapnicAalsay shsothe tipetofwork. Th mhtly
ting
y sende n d any tim hile a clust or
stru o anrou ps. M
The in bleTec
hni ty
in theor esha tom
rp. Tec otihnive cian n B saysgafrslig
adin dru retpwilairl sho own time w rogrammed
t re meltha ce d e rep
ea
servic odube
razn th au spi
le ocan t a d ir
gro ecove
o ral y instru ration.
into mthe
en t pan
s re
is d u d to b
ata,an ec elp o also nee
Wh
m bit al dcut
puter n se lt ke ope ich h ill
o ri se noi sytoandsp erriaatic braged, wh uster w
based arcau nt out ilt is exchan strument cl
s e serecn t? rebu e in C. Both A and B ements
,
cluster adcor ee ly , th
mon el
re y A.onl
b
y ition
al laced. nor B y com ays make
has al pA. d Add as been rep D. Neither A
re aireBnonl ce yit h are man lw As
being ze B.d o s in use sh n is used. A ncerned. n,
li em io co io
reinitia st syst format vehicle format
the late the right in pair for the st service in
ost of
Ip M to verify th
at ific re late
R v ICe T sa ry fo r th e spec , consult the ic testing.
e n st
S s neces rmatio r repai
rs diagno
is alway service info show up fo r up-to-date
but it
check egin to tins fo
sure to er systems b service bulle
al
the new and technic
recalls
, ry low
at a ve be okay,
tivating
Case Studies
to
ABS ac ng appeared g to a slow
ni ng of the er ythi co m in
ai ev d d
U D y r compl inspected, vement an tool an of
ST e ow ne ere pa e sc an
CaSe with th akes w on dr y
e shop ere made, br the vehicle e technician had to be th oblem.
read th e source
Each chapter ends with a Case Study e came
in to th
checks
w
tivated
with
e while
A vehicl l the normal the ABS ac t out to driv cided that th e still had th the technici ami-
th
e BPM
V
e same
pr
an to
Al at an de be cont
e vehicl
describing a particular vehicle problem and speed. r the fact th ok an assist cian finally
ex ce pt fo
e techni
ci an to
rmal. Th
e te ch ni
e m od ul
he d
an told
ator, th lp. The forem t appear to replaced
no e
pensiv an for they di e shoes wer s here: Start
stop. Th ng looked no acing the ex shop forem en though
the logical steps a technician might use to pl e
ever ythi lem. After re d to go to th the drums, placement. There are tw hen you need
de ce
ev
re
When
th
o lesson
w
help.
the prob int he deci and resurfa t of needing ed normally. technician
solve the problem. These studies focus on At th is po
the rear
sh oe s
worn to
replace any way or achined, the to ask a m
th e po in
vehicle
pe rfo rm
ore expe
rie nc ed
cus-
in
nated drums were
m
be afra
id with a k
system diagnosis skills and help students gain th
e
and th basics, and
e
do not
in
ke g
keing p
4ro2b3lem
ant to
Saebrvraic it is import ician B say-
as
with S ss
ra
dismcu ian A says urs. Tech
B n
N the
familiarity with the process. W qU
eST IO 3. W h ilDe ru
, Tech
nic
tomer when a pro k what was
blem
occ done
du ng
ri

y l e RevIe is cu ssed. ex ac tly t to as t? B 1/31/18 10:16

AM
T eing d -7 mu
st port an correc A an d
aSe-S BS is b elphi DBC in sit is im ice. Wbhraokeis lathe, i-C. Both B
g an A D rv on a x A nor
k e b leedin ys that the three times ol la stdrusem
d o f appro of. Neither
D g
1. Bra nician A sa rakes bleSd at a scan to espe- achining a . A in ondly le spee a series . nin
N ys th em, henrm A usesAa sp ialyn B makes diameter BS w ar n B
d h ice b b er A
Tec e servUEnSicTiaIO
ia
BS syst6. W m that the am n. Te chnic can
424
64540_ch08_h
r_373-434.ind
e th n B sa sthonician . hBnoicn final druys
E
havIE
V Wceq . Tech to b lered se
anicA
rv e, of fluid T
t
loec
5 0 rp m. TBec th e A sa al fu nctio lamp also
Y L E R sequ en
q u irded m fo am ou n
ec t?mately 1 o in
btae chnicia n B S md B arning
Ase-Style Review Questions T e re ru rg e er . rr ts to an A w ct ?
just is co 4. T A anK E
ASE-S
b ke as a la cu als corre
might a brae w shoe ad . Who dB allow p sig n C.e BreodthBR A n or hBo is
remalolyveif the er brake replapceardking . Both A ansh hroBis correc lam that th
t?
m. W A and
B
ying to ci ks oB ff th V wasin the C no . SNpeirothberleA . Both
ore tr PalM l slack
AW says DB g C or B
1. Bef nician A bac ths eup . N either A only n al an A in in er A n
. g -l . Neith
Each chapter contains ASE-style review Tech ian B take . co
ic
Techn ble. Who is only C. Both
A A oneclyt?
rr A an d B
nodes
D
r B ar e
n
prese B. B on
Ain an
t ly
si
ys A .
th A
at oifnthly e d
iam
ru m-to
et er s of th e
ng
tw
as
o
D

brake
ca B. B ouer bleAco n A sa . t,Bth onelyd atter as lo .
questions that reflect the performance A. A
only en mu
ltDip
2. Wh look for:der, Technat a co
Nei
. le trth
ician A mmon
gro 7.uT nec d. hnicia t is corrBec
men t do n
adjust n an axle se e discard d iameters o
ot m
imensi
on
n
n ly , n o n o o t o th d
objectives listed at the beginning of the B. B o
ec ti
S
AB heel cyliconnec
ng a .wa wbea
Afluid eh
ti ton
kind the pis on this fact
it .
ed
b .
th ey
s
drum not exceed at the drum me. Who is
do sa ys th
tl y th e sa
en insp ndci errcbuas ees.l cylinder ician B e exac
2. Wh liquid brake Bh. ee oplien Techn les must b
chapter. These questions can be used to finds uilds the w ot w
b
anl cy
builltdage
thesiw
n lo re-vo the ebosiogt.nals.
gnhal ho is
W given
ax
C. Bo
th A an
dB
nor B
1/31/1
8 9:03 AM

and re ian B doesC. und inolt ag rr ec t? ther A

D. Nei
review the chapter as well as to prepare for T ec h n ic
damp
n Des s is .
fohigh-v
th A an
d B
co
A. A
o n ly
rums
must und
b e
if only C. Bo nor B nly new d fing comp at
o
B. B o
the ASE certification exam. correc
t?
o n ly D. Nei
ther A
it h n ic ia
ys that
n A sa the rustpro ician B says
o
move
th
all
A. A n a ca rw 8 . Tech to re move e. T echn to re
B o n ly sh o es o o ve s the cl ea ned m su rfac
e cl ea ned W ho is
B. e dru ust b e.
g th e brake nician A m heel. o m th m s m m su rfac
en adr_ju
stin d 49s, 9 Tech
e star
w
e the
fr
hed d
ru the dru
3. Wh0_ch10d_h g4.ibrake ay from th to just forc en-
1-51
nd
refinis articles from dB
54lf-a ju
st46in
ver aw policy ut dis metal
p th A an
64se
sting le it is best juster witho C. Bo or B
-a d ju ec t? er A n
self ia n B sa ys
e se lf-ad co rr
D . Neith h
ic th only gs wit
Techn eel against t? an d B A . A li n in
rrec th A h
icate a
h
star w . Who is co C. Bo nor B B only kes wit
in g it er A B . ys th at bra der end ind that if
gag th n A sa wheel cylin ician B says re
D. Nei hnicia
only heel 9. Tec wear at th ition. Tech
e n mo
A. A e and e is worn cor-
the to more wear cond er vo brake installed in
B. B o
nly
ly w orn at says that th B al o-s e
gs ar e bad hnician A echnician norm
in g o n a du o es may b
ru m linin
n in gs . Tec d drum. T . W h o is o n e lin th er , the sh an d B
4. D li
of the out-of-rou tapered dru
n m eo ect? th A
areas than th ho is corr C. Bo A nor
B
m is an m is a rectly.
W
either
proble the proble A an d B D . N
ys th at B o th . A o nly n re tu rn
sa C. nor B A broke to one
correc
t? ther A nly eak or g
D. Nei B. B o that w g or pullin roblems
only A says dra p -
A. A
m d is c ard hich T ec h nician use brake at the same or an inop
nly e dru e ter to w 10 . can ca ys th king plate
B. B o ys th at th
diam ic ian B ri n gs n B sa
A sa u m sp
T ec h nicia a loose bac rrect?
n
nic ian e ma x
im
d. Te ch the side.
cause
d by
. Who
is co dB
5. Te ch sion is th refinishe iame ter is can be self-adjuster th A an
dimen ms c an b e dis c ard d
not C. Bo or B
n and e er A n
ensio erativ Neith
the dru the drum we ar dim ter. Who is only
D .
th at w ab le m e A . A
says um al
lo g dia
hinin nly
ma xim w able mac dB B. B o
the al ?
lo th A an
C. Bo A nor B
e ct th er
corr D. Nei
only
A. A
nly
B. B o

:16 AM
8 10
1/31/1

3
d 42
434.ind
r_373-
ch08_h
64540_

64533_fm_hr_i-xx.indd 16 02/02/18 3:54 pm

 xvii

Disc Brake Service 355

Name ___________________________________
___ Date _________________
JOB ShEE T Job Sheets
DIAGNOSING DISC BRAkE PROBLEMS
30 Located at the end of each chapter, the
be able to diagnose poor stopping, noise,
Upon completion of this job sheet, you will
pulling, grabbing, dragging, or pedal pulsatio
n problems. Job Sheets provide a format for students to
ASE Education Foundation Correlation perform procedures covered in the chapter.
AST task:
This job sheet addresses the following AST/M
Diagnose poor stopping, noise, vibration,
pulling, grabbing, dragging, A reference to the ASE Education Foundation
D.1. y action. (P-1)
or pulsation concerns; determine necessar task addressed by the procedure is included
Tools and Materials on the Job Sheet.
Basic hand tools
Protective Clothing
Goggles or safety glasses with side shields
Describe the vehicle being worked on:
_
Model ______________ VIN ______________
Year _______________ Make ______________
Engine type and size _______________
Procedure
e or
system by checking the tires for excessiv
1. Begin the inspection of the disc brake
did you find?
unusual wear or improper inflation. What ___
___________________________________
___________________________________
did you find?
2. Wheels for bent or warped wheels. What ___
___________________________________
___________________________________
ss or wear. What did you find?
3. Wheel bearings for loosene ___
___________________________________
___________________________________
components. What did you find?
4. Suspension system for worn or broken ___
___________________________________
___________________________________
. What did you find?
5. Brake fluid level in the master cylinder ___
___________________________________
___________________________________
hoses, at all connect ions, and
, in brake lines or
6. Signs of leakage at the master cylinder
at each wheel. What did you Ap pe nd ix
find?
___
___________________________________
Ase Practice Examination
______________ _______ _______ _______
As e pr Ac tic e ex
7. Road test the vehicle. As you apply the
brake pedal, check forAm in At io n
excessiv e travel and

sponginess. What did you find?

______________ _______ _______ _______ _______ _______________________________ A 50-question ASE practice exam, located in
1. Technicia
8. Listen n A says
for noises, justifthe
notthat obvious sounds of grinding pads or pad linings,
the master cylin
but the Appendix, is included to test students on
pushrod icalisclanks, clunks, and rattles. Whatder did you find? 6. A vehi
mechan
not be able
_______
adjusted
to fully
_______
too long, the brakes migh
appl_______
_______ ______________t ______________
y. Technicia
cle drift
Tech_______
s to the
_______ ___right while driving.
nician A says that a crim
the content of the complete Shop Manual.
the master cylinder push n B says that if ped line to the left
rod applied, whefor
check el coul
a bad
d caliper
be the caus
vehicle pulls to one side when is adjuthe brakes
sted are
too short, e. Technician B says that
9. If the
thebrak es migh
caliper
t drag
at one . Who Also
wheel. is check
corr ect? for signs of grease orthe inter
brake fluid that
ior of themay
righ t brak e hose could be dam-
or loose d brake pads.
A. A only
have contaminated the pads and rotor. Check for distorted oraged
C. Both
damage. Who is corr ect?
A and B
B. B only A. A only
D. Neither A nor B C. Both A and B
2. While discussing mas B. B only
ter cylinders, Technicia D. Neither A nor B
says normal brake linin nA 7. Technician A says serv
g wear causes a slight ice information circuit
in fluid level. Technicia drop grams or schematics mak dia-
n B says a sure sign of e it easy to identify com
brake fluid contamination mon circuit problems -
with mineral oil is the . Technician B says if seve
swelling of the master circu its fail at the same time ral
02/02/18 12:45 pm
cylinder cover diaphrag , check for a common
Who
64540_ch07_hr_285-372.indd 355 is correct? m. power or ground conn
ection. Who is correct?
A. A only A. A only
C. Both A and B C. Both A and B
B. B only B. B only
D. Neither A nor B D. Neither A nor B
3. Technician A says that 8. Tech nician A says that ther
master cylinder leaks e is a vacuum check
be internal or external can valve in line between man
. Technician B says that ifold vacuum source
leaking master cylinder a and the booster. Technicia
will remove paint from n B says this check
the area below the mas valve is to allow air pres
ter cylinder. Who is sure into the booster dur-
correct? ing wide-open throttle
operation of the engine.
A. A only Who is correct?
C. Both A and B
B. B only A. A only
D. Neither A nor B C. Both A and B
4. While discussing brak B. B only
e lines, Technician A says D. Neither A nor B
that copper tubing can 9. Dru m brak es are being discussed. Tech
be used for brake lines
Technician B says that . says that a grabbing brak nician A
brake lines can use doub e could be traced to a
flare or an ISO flare fittin le- leaking axle seal. Tech
gs. Who is correct? nician B says that a leak
A. A only wheel cylinder can also ing
C. Both A and B cause drum brake grab
bing. Who is correct? -
B. B only
D. Neither A nor B A. A only
5. Technician A says to C. Both A and B
replace a double-flare B. B only
with an ISO-type fittin fitting D. Neither A nor B
g as new brake lines are
required. Technician B 10. Befo re tryin g to remove a brake drum
says that flexible brake
hoses allow movement Technician A uses the for service,
of components. Who self-adjuster to back off
correct? is brake shoes. Technicia the
n B adjusts the parking
A. A only brake cable to remove
C. Both A and B the slack . Who is corr
A. A only ect?
B. B only
D. Neither A nor B C. Both A and B
B. B only
D. Neither A nor B

539

64540_em_app_hr_5
39-543.indd 539

1/31/18 3:28 PM

64533_fm_hr_i-xx.indd 17 02/02/18 3:54 pm

 xviii

SUPPLEMENTS
Instructor Resources
The Today’s Technician series offers a robust set of instructor resources, available online
at Cengage’s Instructor Resource Center and on DVD. The following tools have been
provided to meet any instructor’s classroom preparation needs:
■■ An Instructor’s Guide provides lecture outlines, teaching tips, and complete answers
to end-of-chapter questions.
■■ Power Point presentations include images, videos, and animations that coincide with
each chapter’s content coverage.
■■ Cengage Learning Testing Powered by Cognero® delivers hundreds of test questions
in a flexible, online system. You can choose to author, edit, and manage test bank
content from multiple Cengage Learning solutions and deliver tests from your LMS,
or you can simply download editable Word documents from the DVD or Instructor
Resource Center.
■■ An Image Gallery includes photos and illustrations from the text.
■■ The Job Sheets from the Shop Manual are provided in Word format.
■■ End-of-Chapter Review Questions are also provided in Word format, with a separate
set of text rejoinders available for instructors’ reference.
■■ To complete this powerful suite of planning tools, a pair of correlation guides map
this edition’s content to the NATEF tasks and to the previous edition.
MindTap for Today’s Technician: Automotive Brake Systems, 7e
MindTap is a personalized teaching experience with relevant assignments that guide stu-
dents to analyze, apply, and improve thinking, allowing you to measure skills and out-
comes with ease.
■■ Personalized Teaching: Becomes yours with a Learning Path that is built with key stu-
dent objectives. Control what students see and when they see it. Use it as-is or match
to your syllabus exactly—hide, rearrange, add, and create your own content.
■■ Guide Students: A unique learning path of relevant readings, multimedia, and activi-
ties that move students up the learning taxonomy from basic knowledge and compre-
hension to analysis and application.
■■ Promote Better Outcomes: Empower instructors and motivate students with analyt-
ics and reports that provide a snapshot of class progress, time in course, engagement
and completion rates.

64533_fm_hr_i-xx.indd 18 02/02/18 3:54 pm

 xix

REVIEWERS
The author and publisher would like to extend special thanks to the following instructors
for reviewing the draft manuscript:

Rodney Batch Larry Stanley

University of Northwestern Ohio Arizona Western College
Lima, OH Yuma, AZ

Christopher J. Marker Claude F. Townsend

University of Northwestern Ohio Oakland Community College
Lima, OH Bloomfield Hills, MI

Tim Pifer
Midlands Technical College
Columbia, SC

64533_fm_hr_i-xx.indd 19 02/02/18 3:54 pm

64533_fm_hr_i-xx.indd 20 02/02/18 3:54 pm
 Chapter 1
Brake System Fundamentals

Upon completion and review of this chapter, you should be able to:
■■ List and describe the operation of the
basic parts of a brake system.
■■ Describe the operation of the brake
system during and after pedal
application.
■■ Discuss the increasing use of disc
brakes instead of drum brakes.
■■ Describe a typical brake hydraulic
system.
■■ Describe the use of valves and lines
to direct and control the hydraulic
fluid.
■■ Discuss the purpose of brake power
boosters and the parking brake.
■■ Discuss the general operation of elec-
tronic and active braking systems.
■■ Discuss the general operation of trailer
brakes and air brakes.

Terms To Know
Active braking Friction Service brakes
Actuators Fulcrum Steering wheel position
Air brakes Lateral acccelerometer sensor
Antilock brake system (ABS) Leverage Stroke sensor
Automatic ride control Lockup Stroke simulator
(ARC) Master cylinder Traction-control system (TCS)
Bulkhead Negative wheel slip Vehicle stability control
Caliper Parking brakes (VSC)
Disc brake Positive wheel spin Wheel cylinder
Drum brake Pressure Wheel speed sensors
Force Regenerative braking Yaw

INTRODUCTION
The brake system is one of the most important systems on a vehicle. It has four basic
functions:
1. It must slow a moving vehicle.
2. It must bring a vehicle to a stop.
3. It must hold a vehicle stationary when stopped.
4. It allows directional control during maximum braking.
If the brake system does not operate properly, the driver and passengers could be
injured or killed in an accident. Technicians who service the brake system must be highly
skilled experts because the work they do can save lives. In this chapter, we start our study
of the brake system by presenting the basic concepts and parts of all brake systems.

64533_ch01_hr_001-019.indd 1 02/02/18 6:06 pm

 2 Chapter 1
Anti-lock brake system
(ABS) is a braking
system that is designed
to prevent the brakes
from locking up on hard
stops so that the driver
can maintain control of
the vehicle.
Service brakes: The
brakes that are used to
stop the vehicle.
Parking brakes: The
braking system that is
used to hold the vehicle
stationary while parked.
Regenerative braking
recapture some of the
lost energy during
­braking on hybrid
vehicles.
ABS wiring
harness
Figure 1-1 A typical automotive brake system comprises these major components and subsystems.
64533_ch01_hr_001-019.indd 2
This chapter also highlights some of the dynamics associated with braking and con-
trolling a vehicle. If all the various dynamics are not considered during the design stage,
most braking systems will under brake or over brake. When the brake system is not
designed or operating correctly, it will be up to the driver to compensate, usually with
poor results. In many cases, the human response is either too slow or too quick to react
to a braking situation. In both cases, a loss of vehicle control is probably unavoidable. To
prevent this, antilock brake system (ABS) and stability control have been added to help
the driver maintain control.
BRAKE SYSTEM OVERVIEW
The complete brake system consists of the major components shown in Figure 1-1. These
are the service brakes, which slow and stop the moving vehicle, and the parking brakes,
which hold the vehicle stationary. On late-model vehicles, the ABS is a third major sub-
system; and new cars now also include traction control and stability control as part of the
brake system functions. Hybrid and electric vehicles make use of regenerative braking,
which captures some of the energy normally lost as heat on the pads and rotors while
stopping. Regenerative braking systems use electrical generators to help slow the vehicle
during gradual stops and help recharge the electric batteries. Electric and hybrid vehicles
still have conventional hydraulic brakes to stop the vehicle quickly when necessary.
Regenerative brakes are a blending of the generators’ ability to help slow the vehicle and
conserve energy and the hydraulic systems’ ability to stop the vehicle quickly.
Leverage and the Brake Pedal Design
Author’s Note A fulcrum is the point at which one lever pivots or sits to
apply force to another lever or device. A seesaw pivots on a fulcrum.
Hydraulic power
brake booster
Rear disc or drum
Master cylinder brakes
and ABS
hydraulic unit
ABS
computer
Parking
brake lever
Brake
pedal
Front disc brakes
1/31/18 10:39 AM
 Brake System Fundamentals 3

Brake pedal
pivot (fulcrum)

2 inches
250
pounds
of force

10 inches
Master
cylinder

Lever
50
pounds Bulkhead
of force

Brake
pedal

Figure 1-2 The brake pedal assembly uses leverage to increase force applied to the
master cylinder.

Braking action on an automobile begins with the driver’s foot on the brake pedal. The
driver applies force to the pedal (which we learn more about later), and the pedal transfers
that force to the master cylinder pistons. The brake pedal also multiplies the force of the
driver’s foot through leverage.
The brake pedal is mounted on a lever with a pivot near the top of the lever. The
movement of the pedal causes a pushrod to move against a master cylinder. The master
cylinder is mounted inside the engine compartment on the rear bulkhead. The master The bulkhead separates
the engine compartment
cylinder is a hydraulic pump that is operated by the driver through the brake pedal. from the passenger
Most brake pedal installations are an example of what is called a second-class lever. compartment.
In the science of physics, a second-class lever has a pivot point (or fulcrum) at one end
and force applied to the other end. A second-class lever transfers the output force in the
The fulcrum is the
same direction as the input force, and multiplies the input force, depending on where the support for a lever to
output load is placed. The brake pedal installation shown in Figure 1-2 has a 10-inch pivot on.
lever, and the load (the master cylinder pushrod) is 2 inches from the fulcrum (8 inches
from the pedal). The pedal ratio, or the force multiplying factor, is the length of the lever
divided by the distance of the load from the fulcrum. In this case, it is:

10
5 5 :1
2

If the driver applies 50 pounds of force to the pedal, the lever increases the force to
250 pounds at the master cylinder. When the driver applies 50 pounds of input force, the
pedal may travel about 2.5 inches. When the lever applies 250 pounds of output force, the
pushrod moves only 0.5 inch. Thus, as leverage in a second-class lever increases force, it Leverage is the use of a
reduces distance by the same factor: lever and fulcrum to
create a mechanical
advantage, usually to
2.5 inches increase force applied
5 0.5 inch to an object.
5

Service Brake History and Design

Modern automobile brakes evolved from the relatively crude brakes of horse-drawn vehi-
cles. The earliest motor vehicle brakes were pads or blocks applied by levers and linkage

64533_ch01_hr_001-019.indd 3 1/31/18 10:39 AM

 4 Chapter 1
Friction is the force that
resists motion between
the surfaces of two
objects or forms of matter.
A drum brake is a brake
in which friction is
generated by brake
shoes rubbing against
the inside surface of a
brake drum attached to
the wheel.
Disc Brakes: A braking
system that forces two
brake pads on opposite
sides of a spinning rotor
to stop the vehicle
64533_ch01_hr_001-019.indd 4
to the outside of a solid tire on a wooden-spoked wheel. The same principles of leverage
that work in modern brake pedal installations increased the force of the brake pad applied
to the solid tire. These brakes worked well with speeds of 10 mph to 20 mph and little
traffic. Higher performance (30 mph and beyond) and pneumatic tires meant that early
wagon brakes were short-lived on automobiles.
By the end of the first decade of the twentieth century, automobiles were using either
external-contracting band brakes or internal-expanding drum brakes. A few internal-
expanding band brakes were tried on some early motor vehicles. External-contracting brakes
have a band lined with friction material wrapped around a drum located on the driveline
or on the wheels. The band is anchored at one end or at the center; levers and linkage tighten
the band around the drum for braking force. The service brakes on Ford’s famous Model T
were a single contracting band applied to a drum inside the transmission.
Band brakes, either internal or external, lose their effectiveness when higher braking
force is needed. When you study drum brakes, you will learn about the mechanical servo
action of brake shoes. It is very difficult to develop servo action with an internal band
brake, and higher brake force is thus needed. Servo action on an external band brake tends
to make the brake grab at high brake forces and high drum speed. Other problems associ-
ated with band brakes include dirt and water damage and loss of friction with external
bands and the tendency of these brakes to lock if the drum overheated and expanded too
much. Internal band brakes also suffer from band and drum overheating and reduced
braking force.
As drum brakes evolved, internal-expanding shoe-and-drum brakes became the stan-
dard. External-contracting band brakes were used as parking brakes until the late 1950s,
but their days as service brakes were over by the late 1920s.
Drum Brakes. By the mid-1920s, drum brakes with internal-expanding shoes were the
general rule. Early drum brakes were operated mechanically by levers and linkage
(Figure 1-3). Expensive luxury cars such as the 1921 Duesenberg Model A were among
the first to have hydraulic drum brakes. Hydraulic brakes started to appear on lower-
priced cars in the mid-1920s with Chrysler’s Light Six, which became the Plymouth. Ford
Motor Company, however, used mechanical brakes through the 1938 model year.
Author’s Note There were two major reasons for the increased use of
hydraulically applied brakes over the mechanically-applied ones: (1) The four
brakes never seemed to apply the same amount of braking force at the same time
because (2) the brake linkages required almost constant re-adjustment to make the
brake work at all. The only reason mechanical brakes were ever practical was the
fact that roads were rough and couldn't be traveled at high speeds.
The rigid brake shoes used with drum brakes could be made stronger than the flexible
bands of earlier brake designs. This eliminated breakage problems that occurred with greater
braking forces that were required as automobiles got more powerful and faster. With hydrau-
lic actuation, four-wheel drum brakes remained the standard braking system for most cars
into the middle and late 1960s. With the coming of Federal Motor Vehicle Safety Standards
(FMVSS) 105 in 1967, brake systems had to pass specific performance tests that made front
disc brakes the general rule in the 1970s. Even at the beginning of the twenty-first century,
however, drum brakes are still used on the rear wheels of many cars and light trucks.
Disc Brakes. Modern automotive disc brakes were developed from aircraft brakes of
World War II. Known originally as “spot” brakes, disc brakes work by applying pressure
to two brake pads on opposite sides of a spinning rotor attached to the wheel hub
1/31/18 10:39 AM
 Brake System Fundamentals 5

Brake pedal Brake pedal rod

Brake pedal
pivot

Cam

Brake shoes

Drum
Figure 1-3 A simple mechanical expanding drum brake.

(Figure 1-4). Disc brake pads are mounted in a caliper that sits above the spinning rotor. A caliper is a major
The caliper is either fixed or movable on its mounting. With a fixed caliper, hydraulic component of a disc
pressure is applied to pistons on both sides to force the pads against the rotor (Figure 1-5). brake system that
houses the piston(s)
With a movable caliper, pressure is applied to a piston on the inboard side only. This forces and supports the brake
the inboard pad against the rotor, and the reaction force moves the outboard side of the pads.
caliper inward so that both pads grip the rotor (Figure 1-6).
All the friction components of a disc brake are exposed to the airstream, which helps
to cool the brake parts and maintain braking effectiveness during repeated hard stops from
high speeds. This, in turn, leads to longer pad life and faster recovery from brake fade.
Disc brakes do not develop the mechanical servo action that you will learn about as you
study drum brakes. Therefore, disc brakes require higher hydraulic pressure and greater
force to achieve the same stopping power as a comparable drum brake. These pressure
and force requirements for disc brakes are met easily, however, with large caliper pistons

Caliper
Boot

Seal

Caliper
Hydraulic Hydraulic
Hydraulic pressure pressure
pressure

Piston

Piston

Hydraulic
pressure
Rotor

Figure 1-4 Hydraulic pressure in the caliper

forces the disc brake pads against the spin- Figure 1-5 Hydraulic pressure is applied equally to pistons on both sides
ning motor. of a fixed caliper.

64533_ch01_hr_001-019.indd 5 1/31/18 10:39 AM

 6 Chapter 1

Reaction
Caliper

Action
Piston

Hydraulic
pressure

Figure 1-6 Hydraulic pressure in a movable

caliper forces the piston in one direction and
the caliper body in the other. The resulting
action and reaction force the pads against
the rotor.

A BIT OF HISTORY
Hydraulic brakes were invented in 1918 in the California shop of Malcolm Loughead. He later
changed the spelling of his name to Lockheed, and he and his brother founded the aircraft c­ ompany
of that name. The Lockheed hydraulic brake first appeared on the 1921 Duesenberg Model A.

and power brake boosters. Because their advantages far outweigh any disadvantage, disc
brakes have become the universal choice as the front brakes on all cars and light trucks
built since the 1970s. Additionally, four-wheel disc brakes became standard equipment
on high-performance automobiles, SUVs, and some trucks.

Brake Hydraulic Systems

Although brake systems have been changing recently, hydraulic operation of service
The master cylinder is
the liquid-filled cylinder brakes has been the universal design for more than 70 years. The complete hydraulic
in the hydraulic brake system consists of the master cylinder, steel lines, rubber hoses, various pressure-control
system in which valves, and brake apply devices at each wheel.
hydraulic pressure is
developed when the Master Cylinder. The master cylinder is the start of the brake hydraulic system. It actu-
driver depresses a foot ally is a cylindrical pump. The cylinder is sealed at one end, and the movable pushrod
pedal.
extends from the other end (Figure 1-7). The pushrod moves a pair of in-line pistons that

Secondary output port Primary output port

Secondary Primary
reservoir reservoir

Pushrod

Piston
return
spring
Seal
Spring
Seal
Seal Seal
Seal
Figure 1-7 The master cylinder is a cylindrical pump with two pistons that develop
pressure in the hydraulic lines to the front and rear brakes.

64533_ch01_hr_001-019.indd 6 1/31/18 10:39 AM

 Brake System Fundamentals 7

Right front Right rear

Master
cylinder

Secondary
piston

Primary
piston

Left front Left rear

Figure 1-8 Each master cylinder piston feeds one system of a split hydraulic
brake system. Shown is a diagonally split system.

produce the pumping action. When the brake pedal lever moves the pushrod, it moves
the pistons to draw fluid from a reservoir on top of the master cylinder. Piston action then
forces the fluid under pressure through outlet ports to the brake lines. Pressure is the force
All master cylinders for vehicles built since 1967 have two pistons and pumping cham- exerted on a given unit
of surface area—force
bers, as shown in Figure 1-7. Motor vehicle safety standards require this dual-brake divided by area—
system to provide hydraulic system operation in case one hose, line, or wheel brake assem- measured in pounds per
bly loses fluid. Because the brake hydraulic system is sealed, all the lines and cylinders are square inch (psi) or
kilopascals (kPa).
full of fluid at all times. When the master cylinder develops system pressure, the amount
of fluid moved is only a few ounces.
Split Systems. Modern-day vehicles have split brake systems. The pre-1970s vehicle had
a single hydraulic system serving all four wheels. A leak anywhere in the system resulted
in a complete braking failure. The split system was designed to prevent a total system fail-
ure. This required the use of a dual-piston master cylinder and the inclusion of various
valves. A split system is fed by one piston in the master cylinder and feeds two wheel brakes
of the vehicle. There are two types of split systems: diagonal and front/rear. The diagonal
has one system feeding a front-wheel brake and the rear, opposing-side-wheel brake, that
is, left front and right rear (Figure 1-8). The second diagonal split is to the other wheel
brakes. The front/rear split is exactly as it sounds. One side or split feeds the rear-wheel
brakes, and the other feeds the front wheels (Figure 1-9). Both types of split have advan-
tages and disadvantages, but each prevents complete system failure from a single leak.

Hybrid Master Cylinders

Hybrid vehicles braking systems have some significant differences as compared to most
conventional automobiles. One reason for this is regenerative braking used during light
to moderate braking. Regenerative braking can slow the vehicle and recover much of the
energy used by using the drive motor as a generator. Another reason is that the engine
Stroke sensor informs
may not be running to provide vacuum to the conventional brake booster. These two fac- the brake controller how
tors produce a master cylinder used somewhat conventionally to produce pressure, but fast and how much
this pressure is amplified by the brake actuator (Figure 1-10) to apply the appropriate pressure the driver
applied to the brakes.
pressure to the wheel calipers. The brake stroke sensor ( Figure 1-11) informs the brake

64533_ch01_hr_001-019.indd 7 1/31/18 10:39 AM

 8 Chapter 1

Right front Right rear

Master
cylinder

Secondary
piston

Primary
piston

Left front Left rear

Figure 1-9 A front/rear split dual hydraulic brake system.

Stroke sensor

Figure 1-10 A hybrid brake actuator for a Toyota Figure 1-11 A brake pedal stroke sensor tells the braking
Camry contains a pump to boost brake pressure system how far and how fast the brake pedal is being
instead of using a vacuum booster. depressed.

controller how fast and how much pressure the driver applied to the brakes; the brake
controller then decides on what ratio of regenerative braking to hydraulic braking needs
to be applied. If the braking is light, then the controller may decide to use only the regen-
erative braking system to stop the vehicle. If the stop is moderate, the controller may
command regenerative and hydraulic braking. If the stop is panic in nature, then the
hydraulic braking system will be the dominant choice. In these systems, the stroke
­simulator (Figure 1-12) provides appropriate brake pedal feedback to the driver; in other
Stroke simulator words, the brakes should feel normal to the driver.
provides brake pedal Brake Lines and Hoses. The rigid lines or pipes of a brake hydraulic system are
feedback to the driver.
made of double-walled steel tubing for system safety. Flexible rubber hoses connect

64533_ch01_hr_001-019.indd 8 1/31/18 10:39 AM

Another random document with
no related content on Scribd:
upon the scene in their absence. The minute she saw Billy she made
a rush at him, flung her arms around him, and kissed him heartily
again and again.

"Oh, the dear little fellow!" she cried, hugging him and half crying. "To
think of all he's gone through—the poor, motherless lamb!"

"Elizabeth," said Mrs. Brown sternly, "show more sense! If you go on

like that you'll upset him! This is my daughter, Mrs. Dingle, Billy."

"Aunt Elizabeth to you, my dear!" said Mrs. Dingle, kissing the little
boy once more before she released him.

Billy looked at her with glowing eyes. He liked her, he had no doubt
about that. She had a fresh, rosy face, and eyes as deeply blue as
her little daughter's; but what won his heart so quickly was her
expression—it was so motherly and kind.

"Well, tea's ready!" exclaimed Mrs. Brown, rather impatiently. "If you
won't stay, Elizabeth—"

"I'd best go at once," interrupted Mrs. Dingle. "All right, mother! Oh,
you've put May on her coat and hat! Ready, my birdie?"

May nodded. She kissed her grandmother and "dear grandfer" as

she called William Brown, then came to Billy, put her arms around
his neck and kissed him, too.

"The poor little boy's lost his mother, mummy," she said, as her
mother took her by the hand to lead her away.

"I know, dear, I know!" Mrs. Dingle answered. "Come!"

She hurried the child out of the kitchen, and shut the door quickly.

Mrs. Brown was already seated at the head of the table. She
motioned Billy to a chair on her left, whilst her husband took one on
her right. William Brown said grace very reverently, and the meal
began.
After tea Mrs. Brown took Billy upstairs with her, and unpacked his
box. She showed him where he was to keep his belongings, and told
him she would be seriously displeased if he was not tidy. Then, as
he was very tired, she advised him to go to bed, and left him,
returning later to take away his candle. He was just going to get into
bed.

"Good-night, Billy," she said. "I'll call you in the morning."

"Thank you," Billy answered. "Good-night!"

As soon as she was gone he crept into bed. A sense of utter

loneliness had taken possession of him, and, putting the bedclothes
over his head, he gave way to a fit of weeping.

"Oh, mother, mother, mother!" he sobbed, "it's dreadful to think I

shall never see you again."

Then suddenly he remembered how Tom Turpin had reminded him

that he would be with his mother through all Eternity, and the load of
desolation and grief was lifted from his heart.

"'The gift of God is eternal life through Jesus Christ our Lord,'" he
whispered to himself, and was comforted.

CHAPTER III.
BILLY HAS A FRIGHT.
BILLY'S grandfather was a prosperous market-gardener now-a-days,
but before his second marriage he had been only a farm labourer.
He had married the widow of the former tenant of Rowley Cottage,
and together they had worked hard to save money, and were now in
a comfortable position. Billy's father had not got on with his
stepmother, so he had never gone home after he had settled in
London and married.

Rowley Cottage, which was really a fair-sized house, was situated

far down the side of a steep hill, with a hill equally steep facing it.
Before the house sloped a flower garden, at the end of which was a
shallow, rippling stream, spanned by a wooden footbridge, and
beyond the stream was a large vegetable and fruit garden.
Surrounding the house and gardens were apple orchards.

Billy's first morning in his new home was a dull one. It rained hard,
so he had to stay indoors. After breakfast his grandfather, clad in
oilskins, went out, and did not return till dinner-time. He then said
that there was a prospect of the weather clearing.

"If it does I'll show you about a bit," he said to Billy. "We might get as
far as the post office—Elizabeth will give us some tea. Won't you
come with us, Maria?" he asked his wife.

"No, thank you," answered Mrs. Brown. "I've work to do at home if

you haven't. Besides, I've no liking for traipsing about in the mud."

About three o'clock the rain began to cease, and a little later the sun
shone out. Billy and his grandfather left the house by the front door.
They stood for a minute under the porch, whilst William Brown
pointed out a house—the only human habitation in sight—almost on
the summit of the opposite hill.

"That's Mount Farm," he said, "farmer Turpin's place. You can see
Exeter from there. I used to work for farmer Turpin's father when I
was a lad. Ah, the wind's rising! We shall have no more rain for a bit!
Come along, Billy!"
He led the way to a little green gate in the garden hedge, by which
they passed into an orchard. There was a footpath through the
orchard to steep ploughed fields beyond, and a footpath through the
fields to a gateway which led into the high road.

Billy was panting when at length the high road was reached, so that
his grandfather had to wait for him to regain his breath.

"Oh, look at my boots!" exclaimed the little boy, as they moved on

again; "they're all over mud!"

William Brown laughed.

"You'll get accustomed to mud," he said; "but you must have thicker
boots. I must take you to Exeter one day and get you fitted out
properly for bad weather."

"Oh, thank you!" Billy answered, gratefully. "Shall I have leather

leggings like yours, Grandfather?" he asked.

"We'll see!" was the smiling response.

A ten minutes' walk brought them to the village—a few thatched

cottages dotted around the church and churchyard. The railway-
station, Billy learnt, was half a mile distant in the valley, and the
vicarage was midway between the church and the railway-station.

"That's the post office," said William Brown, pointing at a semi-

detached cottage with several bottles of sweets and some groceries
in the window. "And there's Elizabeth!" he added, as a stout figure, in
a dark stuff gown nearly covered by a big white apron, appeared in
the doorway.

Mrs. Dingle nodded to her stepfather, and kissed Billy, telling them
she had been on the look-out for them ever since dinner.

"And here's Uncle John!" she cried, pulling Billy inside the door and
presenting him to a little dark man wearing spectacles, who came
from behind the shop counter and peered at him in a near-sighted
way.

"Very glad to make your acquaintance, my boy!" declared John

Dingle, shaking Billy's hand heartily. "Yes," he said, "I see he's like
his father, Elizabeth; but he looks very pale—"

"He's been through enough to make him pale!" broke in his wife.
"Come into the parlour, Billy, and talk to me whilst I get tea."

Leaving his grandfather with the postmaster, Billy followed Mrs.

Dingle into a tiny parlour behind the shop. It was divided from the
shop by a door, the top half of which was of glass with a lace curtain
across it. Mrs. Dingle put the kettle on the fire and laid the table for
tea. The children were at school, she said, but would be home very
shortly, and she did hope he and her boy, Harold, would be friends.
Very soon Billy felt quite at ease with her, and began telling her
about himself and how sadly he missed his mother. She shed tears
when he spoke of his mother, whilst an expression of deep regret
settled on her rosy face.

"I wish I'd known her!" she sighed. "Often I used to think I'd write to
her, but I never did—not being much of a hand with my pen. And
now it's too late! Hark! The children are out of school!"

Billy listened. He heard a babel of children's voices mingled with

merry laughter in the road outside the shop. A few minutes later the
door between the shop and parlour opened softly, and little May
came in. The instant she caught sight of her mother's visitor her look
became eager.

"Have you found her?" she cried, her blue eyes fixed anxiously on
Billy's face.

"Found who?" Billy inquired, not understanding.

"She's thinking of your poor mother," Mrs. Dingle explained hastily;

"she doesn't realise she's dead." Then, addressing her little
daughter, she asked: "Where's Harold?"

"In the road, mummy," was the reply.

"Run and fetch him, there's a dear!"

After the child had gone Mrs. Dingle said—

"You mustn't mind if she questions you about your mother. May is
backward for her age—there are many things she can't understand,
though she's sharp enough in some ways. She learns hardly
anything at school. She can't read, or write, or do sums. The
mistress doesn't bother her to learn, for she knows she can't. Still, it's
good for her to be with other children. By-and-by, perhaps, but God
only knows—"

She broke off abruptly, May having returned, followed by her brother.

Harold was very like his mother in appearance, being a stout, rosy-
cheeked boy. His blue eyes had a merry twinkle in them, and he
looked full of fun.

Tea now being quite ready the two men were called from the shop,
the lace curtain was pulled back from the glass-top door, and, grace
having been said, the meal began.

"Now, make yourself at home, my boy," the postmaster said to Billy,

"and let me tell you once for all that you'll always find a welcome
here."

"Thank you, Mr. Dingle!" Billy replied, his eyes alight with gratitude.

"Uncle John, please!" corrected Mr. Dingle.

Billy smiled, and flushed with pleasure.

"Thank you, Uncle John!" he said, adding: "Oh, I wish mother knew
how kind you all are to me!"
Twice during tea customers came to the shop, and the postmaster
had to go to serve them. On the second occasion Billy thought he
recognised the customer's voice, and glanced quickly at his
grandfather.

"Yes!" nodded William Brown, "it's Master Tom! Why, here he

comes!"

A smiling face peeped around the half-open glass-top door, whilst its
owner said—

"What a jolly tea-party! Mrs. Dingle, won't you please give me a cup
of tea?"

Mrs. Dingle was answering that she would be delighted, when there
was the sound of a loud report at no great distance, and Billy sprang
to his feet with a terrified shriek.

"Oh! Oh!" he gasped, horror-stricken; "it's a bomb!—it's a bomb!"

"No, no, no!" Tom Turpin assured him, "nothing of the kind! It's
blasting—that is, blowing up rock with dynamite—at the stone
quarry. Don't be frightened! Really, there's nothing to be alarmed at.
You won't hear the noise, this afternoon, again."

Billy sank into his chair. He was white to the lips, and shaking. The
elders of the party looked at him with sympathy and much concern.
May's eyes expressed only wonderment, but Harold's sparkled with
amusement and scorn.

"The stone quarry's only a couple of miles away, so you'll get

accustomed to the sound of blasting," Tom Turpin continued, "and
you'll not be scared another time, for you'll know what the sound
means."

"Yes—oh, yes!" murmured Billy. He was ashamed of the terror he

had felt and exhibited. Everyone would consider him such a coward.
His lips quivered, whilst tears rose to his eyes.
"Did you think the Germans were coming?" asked Harold, with a
wide grin.

"I thought a German airship might be dropping bombs," admitted

Billy. "I—I'm ashamed of myself."

"You've no call to be that!" Mrs. Dingle told him. "It's no wonder

you're nervy, I'm sure. There, you're all right now, aren't you? Have
another cup of tea, won't you? It'll do you good."

Billy shook his head. It was with difficulty he kept from crying. He sat
in miserable silence whilst Tom Turpin talked with the others and
took his tea, and, when the young soldier left, his voice was
unsteady as he said "good-bye" to him. He was sure Tom must
despise him for having shown such fear.

It was dark long before Billy and his grandfather started for home. A
walk in complete darkness was a novel experience for the little boy,
but he was not timid, because his grandfather was with him. He said
so, adding, as the hand which held his tightened its clasp—

"I know you'll look after me, Grandfather!"

"Aye," William Brown assented, "to the best of my power. And there's
One above, Billy, Who'll look after us both. You'll soon learn to find
your way about in the darkness, and won't mind it—why, even little
May doesn't."

"Doesn't she?" cried Billy in surprise. "How brave of her!"

"You know it says in one of the psalms, 'The Lord my God shall
make my darkness to be light,'" his grandfather said thoughtfully;
"and I think that, though there's a sort of cloud over May's mind,
behind the cloud there's God's own light. The soul that has that light
knows no fear."
 CHAPTER IV.
SUNDAY.

BILLY'S first Sunday in Devonshire was a beautiful day, with

sunshine and a soft westerly breeze. The little boy accompanied
"Grandfer," as he had decided to call his grandfather in imitation of
the Dingle children, to church in the morning, and, after the service,
lingered with him in the churchyard to speak to the Dingles, all of
whom had been to church, too. Then Tom Turpin, his mother on one
side of him, his father on the other, came out of church, and stopped
and spoke, afterwards introducing Billy to his parents.

"I hope to call at Rowley Cottage to-morrow," the young soldier told
William Brown; "I want to go around your garden and see everything.
Father tells me you're doing your 'bit' to help win the war."

On their way home Billy asked his grandfather what Tom Turpin had
meant by this remark. William Brown explained that food was likely
to be very short on account of the German submarines, which were
torpedoing so many food ships, and that he was doing his "bit" to
help win the war by cultivating every inch of his garden, and growing
as many vegetables as he could.

"The worst of it is I can get so little help," he said; "there isn't a fit
man left in the village for me to employ. That means that I shall have
to work doubly hard during the coming winter and spring."

"Don't you think I could help you, Grandfer?" Billy inquired eagerly.
"You?" William Brown looked at his grandson with a slightly amused
smile. "Well, I don't know about that," he said doubtfully. "Harold
helps his father in his allotment garden, but he's very strong for his
age, whilst you're such a delicate little chap—"

"Oh, Grandfer," Billy burst in, "I do believe I'm stronger than I look!
Oh, let me help you! Let me try, at any rate! I want so much to do
something to help win the war!"

"Well, we'll see what you're fit to do," was the cautious response.

With that Billy had to be satisfied for the time. They were descending
the hill to Rowley Cottage by way of the pathfields now, and a few
minutes later found them in the orchard, where Jenny was browsing
contentedly. She allowed Billy to put his arm around her neck and
caress her. His grandfather looked on, rather anxiously at first, then
with great satisfaction.

"She's taken to you very well, Billy," he said. "You'll be able to do

anything with her, you'll find."

"Shall I?" cried Billy, delighted. "Do you think she'd let me ride her,
Grandfer?"

"I shouldn't wonder! You shall try one of these days, perhaps!"

They entered the house by the back door. Mrs. Brown was in the
kitchen, dishing dinner. She was very hot, and looked exceedingly ill-
tempered.

"Well, Maria, my dear!" her husband said cheerfully.

"Oh, it's well for you, I daresay," she retorted, "you who've had an
easy morning; but what about me who's been cooking all the time
you've been at church? There, take your seats! Dinner's ready!"

"I often wish you'd manage to do your cooking on a Saturday and

have a cold dinner on Sunday like Elizabeth," William Brown
remarked; "then you'd be able to go to church—we'd such a nice
service this morning, and—"

"Oh, no doubt Elizabeth's a better manager than her mother!"

interrupted his wife sarcastically. "I've always cooked on Sundays,
and I always shall."

It was a very good dinner, but Billy did not enjoy it, for Mrs. Brown,
who carved, gave him a thick slice of fat mutton which he could not
eat. Noting this, his grandfather remarked that he was not getting on,
and he admitted that he did not like fat meat.

"Can't you give him a cut of lean, Maria?" William Brown suggested.

"No, I can't—not without disfiguring the joint, and I'm certainly not
going to do that," Mrs. Brown answered. "Billy must learn not to be
so particular. If we can eat fat meat he can."

Her husband looked troubled, but said no more. As soon as the meal
was over he rose and went out, while Mrs. Brown began to put
together the dinner things with a clatter of plates and dishes. Billy
watched her in silence for a minute, then asked timidly: "Can I help
you, Granny?"

"Help me? You?" cried Mrs. Brown, raising her eyebrows in a

contemptuous fashion. "What can you do to help me, I should like to
know?"

"I could wash up," Billy answered, flushing, "or I could wipe the
things as you wash them—I always did that for mother. If you'll say
what you'd like me to do—"

"I'd like you to keep out of my way and leave me to do my work as I

please!" Mrs. Brown interrupted. "Stay, though, you can give these
scraps to the fowls."

The little boy took the plate of scraps she offered him and went out
into the yard. When he returned with the plate empty Mrs. Brown had
cleared the table and was washing up.

"So your mother used to make you useful?" she remarked

inquiringly.

"Yes, Granny," he answered, "and I liked helping her. She used to be

so tired sometimes—she worked very hard, you know."

"Humph! She'd have been wiser if she'd gone into a situation when
your father died instead of starting a business of her own."

Billy was silent. His mother—she had been a milliner's apprentice

before her marriage—had opened a little business of her own when
his father, who had been employed in a warehouse, had died. She
had earned enough to support her child and herself, but there had
been nothing over.

"Mother didn't want to be parted from me," the little boy said, in a
faltering voice; "and now—and now—oh, I can't bear it! Oh, what
shall I do?"

He flung himself on the settle by the fire, covered his face with his
hands, and wept.

"Don't go on like that, child," Mrs. Brown said hastily; "perhaps we'd
better not talk of your mother any more. Come, stop crying, like a
sensible boy! Why, here's May! You don't want to upset her, do you?"

Billy sat up, struggling to regain composure. He was wiping his eyes
with his pocket-handkerchief when May, entering by the back door,
appeared upon the scene. She ran to her grandmother and kissed
her, then, turning to Billy, was struck with dismay at his woe-begone
look.

"Billy's been crying," she said, in an awed tone. "Why, Billy, why?"
she asked, stealing softly to his side. Then, as the little boy's only
answer was a suppressed sob, she cried, "I know! You haven't found
your mother yet!"
"Oh, May, you don't understand!!" Billy exclaimed, with a wail of grief
in his voice. "Mother's dead!"

"Dead?" May echoed, a faintly troubled look disturbing the usual

sweet serenity of her face. "But I thought Granny said she was lost?"

"That's often said of folks who are dead," explained Mrs. Brown.

"But it isn't true, Granny," May said gravely. "If people are good and
love Jesus they go to Jesus for always when they die, don't they?"

"Oh, yes," agreed Billy. "I know my mother's safe with Jesus, May."

"Then," said May, triumphantly, the faintly troubled expression

passing from her face, "she can't be lost!"

At that minute Harold came in, looking flushed and heated. Mrs.
Brown immediately accused him of having been teasing Jenny. He
did not admit it, only laughed, and hastened to tell her that he and
May had come to take Billy to church with them.

"Yes, he shall go," Mrs. Brown decided. "Hurry and wash your hands
and brush your hair, Billy."

The Vicar of Ashleigh always held a children's service in the church

on Sunday afternoons. This afternoon the service had commenced
before the Dingle children and Billy got there. They slipped
noiselessly into a back seat and joined in the hymn which was being
sung. After the hymn the Vicar—an old man with a kind, gentle face
—gave an address, and then moved about the church, questioning
the children. More than once Billy saw his eyes fixed on him with
sympathy and interest.

"I like the Vicar very much," he said to Harold in the churchyard
afterwards.

"So does May," Harold replied; "she thinks there's no one like Mr.
Singleton. Can you find your way home by yourself, Billy?"
"Oh, yes," assented Billy, "of course I can."

"That's all right, then," smiled Harold, adding: "you'll meet nothing
you need be afraid of, and hear nothing—being Sunday there's no
blasting going on at the stone quarry to-day."

CHAPTER V.
BILLY'S PRESENT.

NEXT morning Billy came downstairs looking heavy-eyed and poorly.

He had had bad dreams, he said, when his grandfather asked him if
he had not slept well; but he did not say that in them he had lived
again through the night of the air raid and the grievous time which
had followed, so that the hours of darkness had been a horror to
him.

"You'd better spend the morning out-of-doors," remarked Mrs.

Brown. "It couldn't be finer weather—a good thing, too, as it's
washing-day. I hope Mrs. Varcoe will come early, then we shall get
the clothes dried during the day."

Mrs. Varcoe was a woman from the village, Billy learnt, who came to
Rowley Cottage every Monday morning to do the washing. He met
her in the yard, after breakfast, where he was waiting for his
grandfather, who was getting his wheel-barrow and gardening tools
from an out-house, and she paused to look at him. She was a tall,
muscular, red-headed woman, with a big freckled face and small
greenish eyes.
"Good morning!" he said politely, thinking that she was certainly the
ugliest woman he had ever seen.

"Good morning," she answered gruffly, turning towards the house.

"Mrs. Varcoe is very ugly, Grandfer," Billy remarked, as, his

grandfather having joined him, they went around the house towards
the vegetable garden.

"Aye," William Brown agreed, "but she's a good sort—a widow who's
brought up a family of boys and made men of 'em!—men of the right
kind, I mean. Four are serving their country—two in the Navy, one in
Mesopotamia, and one in France. There was another, but he was
killed in action at the beginning of the war. The eldest he was. His
death must have been a big blow to his mother; but I've never heard
her mention it except once."

"What did she say?" Billy asked, much interested.

"She said, 'It's a grief, but there's no bitterness with it. My boy died
fighting for the right, and I shan't be ashamed of him when I meet
him before God.' It was a brave speech, wasn't it?"

"Yes," agreed Billy, "I think it was."

"Now the first thing I mean to do this morning is to make a bonfire,"

William Brown said, as they entered the vegetable garden. "You can
help me collect all the dead leaves and rubbish lying about. We'll
make the bonfire in this corner where there's nothing growing at
present."

So Billy set to work with his grandfather. It took them more than an
hour to make the bonfire—a huge one. The little boy was allowed to
light it, and gave a shout of pleasure as the flames leaped up
followed by a volume of smoke.

"Oh, this is splendid!" he cried, "splendid!" A tinge of colour had

come into his pale cheeks, and his eyes were sparkling.
"It's burning very well," his grandfather said, smiling at his
excitement, "and the smoke's blowing right away from the house—
fortunately. I'd forgotten till this moment about the washing—it's
always hung out in the orchard at the right side of the house. If the
wind had not been blowing the smoke away from that direction the
clean clothes might have had smuts on them by this time, and I don't
know what Granny would have said—not more than I should have
deserved, though, of course. Ah, here comes Master Tom!"

Billy looked at Tom Turpin rather shyly as he greeted him. He wished

he had not shown himself such a coward before this young soldier,
who, he imagined, did not know what fear meant. He was very quiet
as he followed him and his grandfather about the garden, but he
listened with the greatest attention to all that was said. William
Brown showed where he intended sowing his various crops in the
spring, and the bit of orchard he meant to take into the garden.

"I don't know how I'm going to do all I want to," he remarked, "but I
shall just plod on bit by bit from day to day and do my best."

"That's what we're doing across in France and Flanders," Tom

replied gravely.

"I want to help Grandfer," Billy said eagerly. "I do wish I was bigger
and stronger. I tried just now to use Grandfer's spade, but I couldn't
—I couldn't drive it more than an inch or two into the ground." He
sighed, looking at his thin arms ruefully.

"I've some light garden tools at home my father gave me when I was
a boy no bigger than you, and you shall have them," Tom told him.
"I'd like to know they were being used. I'll give them to you, Billy, if
you'll accept them."

"Oh, Mr. Turpin!" cried the little boy. He could say no more for a
minute, so overcome was he with surprise and gratitude; then he
added earnestly: "Oh, thank you—thank you!"
"It's too kind of you, Master Tom, really, but if you'll lend the tools to
him—" William Brown was beginning, when he was interrupted.

"No, no!" Tom Turpin said decidedly, "I wish him to have them for his
own—I'm sure he'll make good use of them."

"Oh, yes, yes!" cried Billy, his face aglow with delight and
excitement.

Tom Turpin had stopped to see William Brown's garden on his way
to the village. When he left, Billy went with him through the pathfields
to the gate leading into the high road. There they were to part.

"I don't suppose I shall see you again this time I'm home," the young
man said, as he looked back at Rowley Cottage, then let his eyes
wander to his home on the opposite hill, "so this will be 'good-bye,'
Billy. I'll send the garden tools this evening by one of our men who
lives in the village."

"Oh, thank you!" cried Billy. Then, suddenly, his face, which had
been bright, clouded. "Mr. Turpin," he said, "you weren't ever afraid
of anything, were you?"

"What a question!" smiled the young man. "Why, yes, indeed," he

answered, becoming serious as he saw this was a serious matter to
his little companion. "The first night I spent in the trenches, for
instance, I was afraid," he admitted. "Oh, God knows I was awfully
afraid!"

Billy gazed at the soldier with amazement. "I should never have
thought it!" he declared; "I wouldn't have believed it if anyone but
yourself had told me! But you didn't show you were afraid?"

"I don't think I did."

"You didn't scream as I did when I heard the blasting?"

"No. I asked God to strengthen me and take my fear away. I prayed,
'Be not Thou far from me, O Lord,' and by-and-by I began to feel His
presence, and then wasn't afraid any more."

Billy drew a deep breath. "I couldn't help being afraid when I heard
the blasting," he said in an ashamed tone.

"No, nor could I help being afraid that first night in the trenches. But I
found help in my weakness, and that same help is for you if you ask
it. Now I must really be off. Good-bye!"

The young soldier vaulted over the gate, greatly to Billy's admiration,
waved his hand, and disappeared from view.

Billy hurried back through the path fields, intending to return to his
grandfather immediately; but in the orchard, hanging out clean
clothes, was Mrs. Brown, and the thought struck him that he would
tell her about the gardening tools.

"Oh, Granny," he began, running up to her, "I've had a present—at

least I'm to have it by-and-by. A set of gardening tools!"

"Oh!" exclaimed Mrs. Brown. "And who's going to give you that?" she
asked sharply. "Not your grandfather, I hope?"

"No, Mr. Turpin—Mr. Tom Turpin," Billy replied. "It's a set he had
when he was a boy. Now I shall be able to help grandfather, shan't
I?"

Mrs. Brown looked at Billy without answering, and smiled. There was
something so contemptuous in her smile that the little boy turned
from her with reddening cheeks. Of course she thought he was too
small and weak to do gardening, he told himself.

Tom Turpin sent the tools in the evening, as he had promised. Mrs.
Brown barely gave them a glance, but her husband pronounced
them to be "first-rate" and just the right weight for his grandson's use.
"I may start using them to-morrow, mayn't I, Grandfer?" asked Billy.

"Yes, if all's well," William Brown answered, smiling; "that means if

you sleep well, and come down looking better to-morrow morning
than you did to-day."

That night Billy had no bad dreams to disturb him. He added the
young soldier's prayer—"Be not Thou far from me, O Lord—" to his
usual evening prayers, and fell asleep very quickly. He did not awake
till morning—the morning of another beautiful day.

CHAPTER VI.
GARDENING.

"THINK you've been at it long enough, Billy; you'd better rest a bit."

Billy was having his first lesson in gardening. His grandfather had
shown him the proper way to use his spade, and for the last half
hour he had been labouring on a patch of ground which had to be
dug up and prepared for spring tillage. Now, as his grandfather
spoke, he ceased work and stood leaning on his spade, viewing the
freshly turned soil with great satisfaction.

"It's very warm," he remarked, "but it's grand weather, isn't it,
Grandfer?"

"That it is!" agreed William Brown. "We often get fine weather like
this hereabouts in November; it gives one an opportunity of
preparing for the winter. Golden days I call these, and one must
make the most of them, for there are days coming when there'll be
no working on the land. The leaves are hanging late on the trees this
year, but the first night's sharp frost will bring them down in a hurry—
they're ripe to fall. Why, who's this I see?"

As if he did not recognise the little figure that had entered the garden
and was hastening towards them with light, tripping steps.

"It's May," said Billy. "Do you think she has come all the way from the
village by herself?"

"Yes," nodded his grandfather. "I thought she might be here to-day,
for I knew the fine weather would make her restless and long to be
out-of-doors. When she's like that she doesn't want to go to school,
and the teacher agrees it's better not to send her. Well, May, my pet!
Come and look at Billy's beautiful tools. Show them to her, Billy."

Billy was very proud and pleased to do so. May examined each tool
separately with the greatest interest.

"Are they your very, very, own, Billy?" she inquired.

"Yes," he answered, "my very, very own. And I can use them quite
easily—they're so light. Mr. Tom Turpin gave them to me. Wasn't it
kind of him? I turned up that ground—look!"

"I think you've done enough for this morning," remarked William
Brown. "You'd better clean off your spade, and put your tools away."

Billy obeyed. His arms and shoulders were aching, but he had no
intention of admitting that. Accompanied by May he left the garden,
and put his tools in the out-house where he had been told to keep
them. He intended returning at once to his grandfather, but May took
him by the hand and led him into the orchard, saying that she
wanted to speak to Jenny and he must come with her. When Jenny
saw the children she began to bray and walk towards them.