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Automotive
Brake
systems 7
Shop Manual
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
Shop
Manual
For Automotive Brake Systems
64540_fm_hr_i-xxii.indd 1 02/02/18 3:27 pm

Shop
Manual
For Automotive Brake Systems
Seventh Edition
Ken Pickerill
Australia • Brazil • Mexico • Singapore • United Kingdom • United States

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
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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
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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

Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Chapter 1 Brake Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Introduction 1 • Brake System Safety Regulations 9 • Brake Warnings and Cautions 11
• Asbestos Health Issues 11 • Chemical Safety 14 • Safety and Environmental Agencies 16 •
Hazardous Communications 17 • Handling of Hazardous Waste 20 • Air Bag Safety 22 • Fire
Control 24 • Technician Training and Certifications 25 • ASE-Style Review Questions 26
• Job Sheets 27
Chapter 2 Brake Service Tools and Equipment . . . . . . . . . . . . . . . . 45

Fasteners 45 • Measuring Systems 46 • Measuring Tools 49 • Selection, Storage, and Care of
Tools 59 • Common Hand Tools 61 • Special Brake Tools 63 • Power Tools 66 • Brake Lathes 70
• Lifting Tools 71 • Hoist Safety 71 • Pressure Bleeders 74 • Cleaning Equipment and
Containment Systems 76 • Cleaning Equipment Safety 79 • Brake Lubricants 81 • Electronic
Test Equipment 82 • Electrical Principles 85 • Service Information 87 • Summary 90
• ASE-Style Review Questions 90 • Job Sheets 93
Chapter 3 Related Systems Service . . . . . . . . . . . . . . . . . . . . . . . . . 97

Isolating Brake Problems 97 • Tire and Wheel Service 98 • Tapered Roller Bearing Service 105
• Wheel Alignment, Steering, and Suspension Inspection 118 • ASE-Style Review
Questions 122 • ASE Challenge Questions 123 • Job Sheets 125
Chapter 4 Master Cylinder and Brake Fluid Service . . . . . . . . . . . 133

Brake System Road Test 133 • Brake Pedal Mechanical Check 135 • Pedal Travel and Force
Test 135 • Pedal Free Play Inspection and Adjustment 136 • Brake Fluid Precautions 141
• Master Cylinder Fluid Service 143 • Checking ABS Fluid Level 148 • Master Cylinder
Test and Inspection 148 • Integral and Non-Integral ABS Systems 152 • Master Cylinder
Reservoir Removal and Replacement 154 • Rebuilding the Master Cylinder 156 • Bench
Bleeding Master Cylinders 157 • Installing a Non-Integral ABS Master Cylinder 161
• Master Cylinder Bleeding on the Vehicle 162 • Hydraulic System Bleeding 163 • Brake
Fluid Replacement: Flushing and Refilling the Hydraulic System 180 • ASE-Style Review
Questions 182 • Ase Challenge Questions 183 • Job Sheets 185
Chapter 5 Hydraulic Line, Valve, and Switch Service . . . . . . . . . . . 199

Introduction 199 • Re-Centering a Pressure Differential Valve (Failure Warning Lamp
Switch) 200 • Brake Line, Fitting, and Hose Service 201 • Servicing Hydraulic System
Valves 214 • Brake Electrical and Electronic Component Service 216 • Stop Lamp Testing and
Switch Adjustment 217 • ASE-Style Review Questions 228 • Ase Challenge Questions 229
• Job Sheets 231

vi
Chapter 6 Power Brake Service . . . . . . . . . . . . . . . . . . . . . . . . . . . 247

Types of Power Brake Systems 247 • Vacuum Booster Testing and Diagnosis 249 • Brake
Pedal Checks 253 • Vacuum Booster Removal and Installation 256 • Booster Overhaul 260
• Vacuum Booster Pushrod Length Check 260 • Adjusting the Booster Pushrod on a Honda 263
• Hydro-Boost Power Brakes 265 • Servicing the Hydro-Boost 269 • Hydro-Boost Air
Bleeding 269 • Servicing Vacuum Boosters on Vehicles with Vehicle Stability Control 270
• Servicing an Electrohydraulic Power Booster System 271 • ASE-Style Review Questions 274
• Ase Challenge Questions 275 • Job Sheets 277
Chapter 7 Disc Brake Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285

Service Precautions 285 • Diagnosing Disc Brake Problems 286 • Inspecting Brake
Pads 287 • Disc Brake Service Operations 290 • Brake Pad Replacement for Floating or
Sliding Calipers 292 • Disc Brake Cleaning 303 • Brake Caliper Service 307 • Rotor Service 322
• Refinishing Brake Rotors 332 • Rear Disc Brake Inspection and Replacement 347 •
ASE-Style Review Questions 353 • Ase Challenge Questions 354 • Job Sheets 355
Chapter 8 Drum Brake Service . . . . . . . . . . . . . . . . . . . . . . . . . . . 373

Service Precautions 373 • Diagnosing Drum Brake Problems 374 • Drum Brake Service
Operations 377 • Brake Drum Removal 377 • Drum Brake Cleaning 383 • Drum Brake
Assembly Inspection 385 • Drum Brake Disassembly 389 • Wheel Cylinder Service 395
• Drum Brake Reassembly 397 • Brake Adjustment 403 • Brake Drum Service 409
• Refinishing Brake Drums 415 • ASE-Style Review Questions 423 • Ase Challenge
Questions 424 • Job Sheets 425
Chapter 9 Parking Brake Service . . . . . . . . . . . . . . . . . . . . . . . . . . 435

Parking Brake Tests 435 • Cable and Linkage Adjustment 440 • Cable and Linkage Repair
and Replacement 446 • Parking Brake Lamp Switch Test 450 • Electric Parking Brake Service 451
• ASE-Style Review Questions 455 • Ase Challenge Questions 456 • Job Sheets 457
Chapter 10 Electrical Braking Systems Service . . . . . . . . . . . . . . . 461

Introduction 461 • Brake System Troubleshooting 462 • ABS Hydraulic System Service 465
• General ABS Troubleshooting 469 • Diagnostic Strategy 470 • Switch Testing 477
• ABS Component Replacement 486 • Testing Specific Manufacturers’ Systems 490
• Delphi DBC-7 491 • Bosch ABS 9.0 495 • ASE-Style Review Questions 499 • Ase
Challenge Questions 500 • Job Sheets 503
Chapter 11 Advanced Braking Systems . . . . . . . . . . . . . . . . . . . . . 515

Stability Control Systems 515 • Stability Control and the Vehicle Network 517 • System
Component Service 518 • Brake Warning Indicators 520 • Active Cruise Control 525 •
Regenerative Braking Systems 525 • Ase-Style Review Questions 527 • Ase Challenge
Questions 528 • Job Sheets 529
APPENDIX Ase Practice Examination . . . . . . . . . . . . . . . . . . . . . . . . . 539
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 544
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 554

Photo Sequences
1. Using Eye Wash 7

2. Typical Procedures for Wet-Cleaning the Brakes 80
3. Removing and Installing a Bearing Race 111
4. Typical Procedure for Adjusting Tapered Roller Bearings 119
5. Typical Procedure for Filling a Master Cylinder Reservoir 145
6. Typical Procedure for Bench Bleeding a Master Cylinder 158
7. Typical Procedure for Manually Bleeding a Disc Brake Caliper 170
8. Typical Procedure for Fabricating and Replacing a Brake Line 207
9. Soldering Two Copper Wires Together 225
10. Typical Procedure for Vacuum Booster Testing 252
11. Typical Procedure for Replacing a Vacuum Booster 257
12. Typical Procedure for Replacing Brake Pads 293
13. Typical Procedure for Rebuilding a Disc Brake Caliper 308
14. Mounting a Floating Rotor (Drum) on a Brake Lathe 337
15. Typical Procedure for On-Vehicle Brake Lathe 344
16. Typical Procedure for Overhauling a Rear Brake Caliper 348
17. Typical Procedure for Removing a Brake Drum from a Rear Axle 381
18. Typical Procedure for Disassembling a Drum Brake 391
19. Typical Procedure for Installing a Drum Brake Assembly 398
20. Mounting a One-Piece Disc/Hub (Drum/Hub) on a Brake Lathe 417
21. Typical Procedure for Inspecting and Adjusting Rear Drum Parking Brakes 442
22. Setting an Oscilloscope for Use 482
23. Pump and Motor Removal 487
24. Typical Procedure for Using a Scan Tool on the Delphi Dbc-7492
vii

Job Sheets
1. Shop Safety Survey 27

2. Working in a Safe Shop Environment 29
3. Working Safely Around Air Bags 31
4. High Voltage Hazards in Today’s Vehicles 33
5. Hybrid High Voltage and Brake System Pressure Hazards 35
6. Material Data Safety Sheet Usage 37
7. Fire Extinguisher Care and Use 39
8. Preparing the Vehicle for Service and Customer 41
9. Linear Measurement Practice 93
10. Vehicle Service Data 95
11. Remove and Install a Wheel Assembly on a Vehicle 125
12. Remove, Repack, and Install an Inner Wheel Bearing 127
13. Inspecting and Replacing Wheel Studs 129
14. Brake Fluid 185
15. Checking a Master Cylinder for Leaks and Proper Operation 187
16. Replace a Master Cylinder on a Non-Integrated Abs System 189
17. Manually Bleeding a Brake System 191
18. Pressure Bleed a Brake System 193
19. Vacuum Bleed a Brake System 195
20. Checking Brake Pedal Height and Free Play 197
21. Identifying Brake Problems and Concerns 231
22. Diagnosing Pressure Problems 235
23. Inspecting and Diagnosing Brake Lines and Hoses 237
24. Constructing an ISO Fitting 241
25. Replace a Brake Hose 243
26. Check Operation of the Brake Stop Lamp System 245
27. Identifying/Inspecting Booster Components 277
28. Vacuum Booster Testing and Diagnosis 279
29. Replace a Vacuum Booster 281
30. Diagnosing Disc Brake Problems 355
31. Replace Brake Pads 357
32. Measuring Rotor Runout 361
33. Machining Brake Rotors Off-Vehicle 363
34. Machining Brake Rotors On-Vehicle 367
35. Properly Burnishing Brake Pads After Replacement 371
36. Diagnosing Drum Brake Problems 425
37. Replace Brake Shoes 427
viii

ix
38. Machining Brake Drums 431

39. Adjusting Parking Brake Cables 457
40. Testing Parking Brake Warning Light Circuit 459
41. Brakes/Abs/Stability Control Warning Lamps Check 503
42. Use Scan Tool to Scan Abs for Codes 505
43. Testing an Abs Wheel Speed Sensor 507
44. Replace an Abs Wheel Speed Sensor 511
45. Diagnosing Abnormal Pedal Feel in an Electronically Controlled Brake System 513
46. Electronic Brake Control Diagnosis 529
47. Perform Stability System Tests with a Scan Tool 533
48. Describe a Regenerative Braking System 535
49. Diagnose Vehicle Braking Concerns Caused by Vehicle Modifications 537

x
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 10. Advanced Braking Systems, Chapter
11, goes more into stability control and its relationship with some of the ancillary systems
that work with stability control. This chapter also explains some of the ancillary systems
that make stability control work more effectively, such as electro-hydraulic and fully elec-
tric 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.

xi
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.

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
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a fo pe ke ig hyurdra ul
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 B en ch bleed
ing
w
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
in g Pres su
system
ed in g a brake pres-
ble nents of
Glossary at the end of Gravity
O A D TEST au lic compo b the system r and
of
TEM R r hy dr can ro linde
d othe e lines the master cy anged or
E SYS der an r or brak
the manual. BRAK
ly, the m as ter cylin aster cylinde which is why linings are correcte d
the m conditions, ds or be
ch
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
an d us t p o e pe
sure
lic syst
em m mplains of or brak s cause
hydrau customer co ca n cause po -i n fl ated tire
at over
a
when tely. tions th ated, or wer. If
the
g condi der-infl aking po ll to one
immed
ia followin ched, un more br
for the mismat quires may grab or
pu
Check or n , hi cl e re
ms. W ve
loaded side, the brak
es
■ Tir
e proble ing. heavily to
l brak ing. A back or side
unequa vehicle load 133
qu al om front to
■ U ne l fr
unequa
load is
side. AM
8 10:33
1/31/1
133
8.indd
r_133-19
ch04_h
64540_

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. If
booster. (with carpet
179 mm
P10-removed):
6 Test the check
intak(7e mani
in.)
fold end of
valve by blowing into
the
have.
assist on the first Figure 4-7 Remove the pedal be a complete block the valve. There should
the check valve is appli catio
position switch
n, or stop lamp Figure 4-8 Remove the floor mat and a portion
age ofof airflow.
leaking.
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 theum ig
en suring th servoir ca r. Some switche p lights
to
ni the
tio boos ter at thP10- p. Test pr s are built
should be nblock e flu8idChec
the valve. Vacuum on and obend of
at th serve thperfo le ve
k l
the inciples
not get the state resule switc
h.
ed. If you do
e is at or
boos ter air control valve
ne are simila
finkdvalvets in step 6 If th w ar
rming
e la7,mp th of the ning lamdrag a brake ar th e fu by P10- 9 Turn the front whee r
replace the chec an.d repa and step en vehic p. If
test. With the ll m
whee ls ar k on ls by hand and note
ir the sh go out, d off theitfloor,
le raise is , discthe the th
ort circ brake es
amount
To verif replace th litpump
pedal to exha onnect th e reseofrvdrag oir.that is
Turnpresent.
the switc y that the warni ui thet be
boostwter.een th ust resid
e switch
e sw
ual vacu
itc
um from
h. If the e w iri ng conn
h ng ec
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 op en ci at dr op
ee ne pl ace the sw rcuit 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
the ican Wir and the
alle 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 bratio he ld se cure ic ab le specifying
does acid clea
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
ectrical
an
supply ca
k
electrical d connections. U tubing causes th eroding the mat bare
tility com
t
e tubing erial as the numb
s
numbers; of gauge
the lower are highlighted and defined in the
make th sy stem re bl es . pa ni es used he to co ntract an er,
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
at-shrin
k tubing
to
d 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 repair lead to Never rep
lace a wi
1. Wrapp
ing the da
e three m
mon repa
ir
in
ost com conductor and siz clude the type of damaged wire
e of wire repair re
qu
with one
of
size. Using a smaller
re
some of the common terms used
is damag m aged insu m et hods are: ne ed ed, and ire d rect size the incor-
2. Crimpi
3. Solder
ed an d th la tio
ng the co e wiring is unha ith electrical tape
nnections
nw
rmed)
th e circuit 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
selfsealin quire the use of pressed junction
g solder
com
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

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 Power Brake Service 271

Pedal pla
1–5 mm
Check valve
Vacuum
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 op era tio
rement
stop lamp’s is measu
Check the e is felt. Th to 3/16 inch)
stiff resistanc /6 in ch e
before a
to 5 mm
(1 the brak
dal travels ould be 1 mm cknut on r-
ce the pe d sh ing the lo play is co
g the distan dal foot pad an ay by loosen ion until the free k th e l free play
mea su rin
ake pe e fre e pl rect rech ec Brake peda table on
Service Tips (Figure
at the br
is taken 11). If necessar y,
4-
adjust th e appropriate di ent is made and
e switc
turning th the locknut af
h in th
ter the ad
ju st m
kage, chec
k switch
is not adjus
all vehicles
.
itch an ondthis l lin
to tighten htened. ake peda source hose
Vacuum
6-26
Figure pe l swbooster
daThe et br
Whenever a shortcut or special Honda is part of a VSA
no t fo rg
system. tig h on th e .
rect. Do ter the locknut is l stop lamp switc g pedal free play Figure 6-28 Do not remove the check valve from this
af hanica adjustin
free play has a mec necessar y after type of booster. Remove the hose from the check valve
procedure is appropriate, it is If the car
operatio
n and ad ju st it if
ch
instead.
mp Swit
Electrical
s
300 Serie
described in the text. Generally, Adjusti ng th e Stop la connectors
Figure 6-27 Before removing the is based

ebooster
on 20 10 Chrysler
oc ed ur
these tips describe common R’S nO
The follo
TE connectors
in
fasteners, disconnect
w g pr
all of the ESP electrical
on the booster and master cylinder.
AuThO m vehicle.
procedures used by experienced negative cable an Magnu battery. Remove the windshield wiper module and componen
dfrom the
could be
adjusted
by warts ping its
s are usua
lly
to gain access to the booster. p switch p lamp switchecylinder.
co acts
technicians. Disconnect the electrical
iC E Tip fromAt one ns
connectio
the
timat e, the
up
booster.
ed . How
p
Do
lam
a stobooster to
not
and
ever, bend day’s
re or
nt
sto the master
remove
internal sw
damage the
itches or
brake
or th at in
nt
forms th
lines.
e
Move the master SE Rv
cylinder backplunger lin
ur or fiv e diffe using athe senscheck valve ake peda
l
the from the up to fovalve, s areremove
doclenot of the br
Disconnect the mou nt to gethoseun
vacuum its w ith check m
but
e ve hi (E CM ) PP )
nal
unctio6-28). stems. So Control Module Pedal Position (B
from the booster multif Figure mputer sy ne ake
e many co e (BCM) or Engi is named the Br P switch.
that serv l Modulin orvearound the BPthat
Co ntroworking l. The sethe nsorsteeringaccolumn, cording to ensure the
WARNiNG Bo Before
dy
ex tent of tra
e brakto e lamps disarm the air bag
an d
had time to
n discharge at e
. th
Failure properly
air bag systempo hassitio
BC M w ill oper
136 Chapter 4 e
system could result Switch.inTh serious injury.
10:33 AM
Cautions and
1/31/18
sufficient time has elapsed for the air Tape measure
Move inside the passenger compartment, and, if
lamp switch (Figure 6-29). The switch
bags to disarm, disconnect and remove the stop
the booster. Use a screwdriver to Caution
Warnings
upon installatio n of
will be replaced with a new one
and slide the pushrod from the pedal Before even begin-
remove the retaining clip from the booster pushrod,
to Figure 6-29). Remove the booster’s four mounting nuts, and remove the ning to work on a
pin (refer back d 139
effortor electric
hybrid
booster
64540_
from
ch04_h the.indengine compartment.
r_133-198
Before installing the new booster, ensure that

a new booster seal is present on the pedalvehicle,
Brake
gaugemake certain
that you are aware of
Cautions appear throughout
6-30). Slide the booster into place through the bulk-
the text to alert the reader
(Figure Unapplied
bulkhead side of the booster brakepushrod
the procedure to dis-
ons. Position the booster pedal
head and tighten the four mounting nuts to specificati lamp able the high voltage
Install and adjust the new Figurestop power or
over the pedal pin and install a new retaining clip.
4-4 Use a tape measure supply system
switch. Under the hood, install the master Brake pedal cylinder onto the booster
other removed componen
and a reconnect
from the
ts.
all theaccording
yardstick to measure distance to service
pedal to the steering wheel.
Connect
to potentially hazardous
and information.
electrical connections. Install the wiper module
effort gauge
the battery and road test4-3the

Figure vehicle.
Install the brake pedal effort gauge on the brake pedal. materials or unsafe
conditions. Warnings advise
SERviCiNG AN ELECTROhYDRAULiC
POWER BOOSTER SYSTEM the student of things that can
gasoline vehicles, use an electric brake
Hybrid vehicles, as well as some conventional
booster pump (often referred to as a hydraulic power
unit Figure 6-31) used to pressurize go wrong if instructions are
a hydraulic booster system, which has the master cylinder
brake fluid for use in
not followed or if an incorrect
References to the part or tool is used.
Classroom Manual
1/31/18 8:57 AM
64540_ch06_hr_247-284.indd 271
Figure 4-5 Apply the specified amount of pedal force.

References to the appropriate
pedal
4. Apply the brake pedal until the specified test force registers on the brake
page in the Classroom Manual effort gauge (Figure 4-5).
appear whenever necessary.

his-
SERviCE Tip Before starting any diagnosis, refer to the vehicle’s service
Although the chapters of the tory if available. Note any recent history pertaining to this repair order,
for exam-
low. A recent brake repair may point the way to a quick, accurate
ple, brake pedal
two manuals are synchronized, diagnosis.
material covered in other The increased

5. Note the change in pedal position on the tape measure or yardstick.
chapters of the Classroom distance should not exceed the maximum specification listed in the vehicle
service
adjust-
manual. If it does, look for a leak in the hydraulic system and check pushrod
Manual may be fundamental to ment. Worn shoes, bad shoe adjusters, or a poorly adjusted parking brake also can
cause excessive pedal travel.
the topic discussed in the Shop
Manual. pEDAl FREE plAY inSpECTiOn AnD ADJuSTMEnT
pushrod and the
Brake pedal free play is the clearance between the brake pedal or booster
must exist so that
Classroom Manual primary piston in the master cylinder. A specific amount of free play
page 75 when the pedal is released and so that pedal
the primary piston is not partially applied
1/31/18 10:33 AM
64540_ch04_hr_133-198.indd 136

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 observe 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 a road test on
should turn tem is stabilize road test, eng a
off. If not, the d, depress the age the cruise road
Caution n the switch brake slightl control
must be che y. The cruise
cked and rea
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 tom
pedal is through the er’s only contact, literal
slam up to its mance by “pe brake pedal. ly, with the bra
dal feel.” It is Customers ten ke
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
LEmS
Job Sheets
tio
ing, grabbing, n of this job sheet, you JO
1/31B
/18 Sh
dragging or will be able 10:33 EE
AM T
pedal pulsat to
ASE Educa
tion Founda
ion problems diagnose poor stopping,
. noise, pull- 36
tion Correlat
ion
This job she
C.4.
et addresses
the following
MLR task:
Located at the end of each chapter, the
Inspect wheel
This job she

needed. (P-2) cylinders for leaks and
proper operat
ion; remove
Job Sheets provide a format for students
et addresses and replace
C.1.
Diagnose po
the following
or
AST/MAST
tasks:
as
to perform procedures covered in the
pulsation con stopping, noise, vibrat
C.5.
Inspect wheel
cerns; determ
ine necessary
ion, pulling,
grabbi
action. (P-1) ng, dragging or pedal chapter. A reference to the ASE Education
and replace cylinders for leaks and
Tools and Ma
as needed. (P-
2)
proper operat
ion; remove Foundation task addressed by the
terials
• Basic hand
tools procedure is included on the Job Sheet.
Protective
Clo
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 _________
inspection of
unusual wear 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

xvi
424 Chapter 8
Ase Challenge Questions ASE ChAL

LENG E qUESTION
S
4. Technicia
n A says a tire
depth gauge
. Technician
can be used
B says
m on a lath e, asu re lini ng thickness um lining thick-
unting a dru to me cify a minim
Each technical chapter ends with five ASE 1. While dis cus sin g mo
says a two-pi
ece drum mo
unt s
cones.
to
most car
ness of 1/32
ma ker s spe
or 0.75 mm
inch (0.030 in. t rivet head. Who is
) above the
Technician A d or spherical ses
or with tapere above the clo
challenge questions. These are not mere review the lath e
Technician B
arb
says a one-pi
ece dru
spring-loade
m is cen ter
d cone and
ed
sho e
correct?
tab le or
B
arbor with a adapt- C. Both A and
on the lathe cup-shaped
questions; rather, they test the students’ ability to clamp ed in pla ce by two large A. A only
onl y
D. Neither A
nor B
ers. Who is cor rec t? B B. B . Tec ician

hn
ng discussed
apply general knowledge to the contents of the A. A only
C. Both A and
D. Neither A
nor B 5. Wheel cyl
inders are bei
t a lea king wheel cyl
inder may4cau
say
se
99s that
A say s tha k. Tecs Sehn rv n B
icia
ic e
chapter. B. B only
ms are bei ng dis cus sed. Technicia
nA
se bra ke the wheel to kinpag
grab orSloc
Brasee
ssl or
g e
ystem
fou nd inside the wh
eel cyl-
for
2. Brake dru drums may cau is pneca
Electri
dam ered a cause
d spots in the t is not consid t?
says that har s that chatter
ing inder dust boo eel cylinder. Who is correc
hnician B say Who wh
chattering. Tec fluid-soaked brake pads. replacing the C. Bo th A and B
by ot
usually caused onl
A. A ral year y s is n nor B
ve m- D. Neither A
is correct? C. Both A and
B
e lastB.se B eonl yother co
A. A only er A nor
il t w Bithin th bec om an to display
D. Nehith u ly ld
icles b has actual actually to strument
y of ve e
B. Bponl
am s e mkeajlathority menbits t p,anel d lights ar ch. Most in ster that
ing l ile dis n gthbra e st ruting
cut s an uld r or swit clu
Warn 3.mWh t cl u er osin
stcus o p . Ttipheofinthe cut
. T h e gabit
ting ugesho
se n so an y ti mes a cluster is
stru
en ciapnicAalsay shs the etwork
omhtly anrouy nded ops. M hile a or
The in bleTec
hni ty
in theor esha to
rp. mTecotihnive cian n B saysgafrslig
ad in el
tha re t airl sh own time w rogrammed
pwil
ea raz au irec t re the dru m
t pan s reisduce d be re p
servic odube n th
le ocan cut anspiotrala dgro ove into
stke rumen on. hWhelp o also need to
ter m bit d at a, ia lt y in
bra ope rati
h ic h ill
pu al erratic ged, w
on seri se noisytoand spec uster w
based arcau nt out ilt is exchan strument cl
s e serecn t? rebu the in C. Both A and B ts,
cluster adcor y bee yditionally, ced. elemen
re p la B mmon
has al
p
A.red.
ai
A onl
A d
h as been re D. Neith er A nor
ar e m any co lways make s
being ze
re ce yit sh d. A ed. A
li B.d o
Bnonl s in use ation is use icle concern ation,
reinitia system rm h rm
o f th e latest e right info air for the ve service info
ost at th ific rep lt the latest ing.
Ip M to verify th e spec
ICe T su st
SeRv s necessary n for th repairs, con diagnostic te
rmatio r
u t it is alway service info show up fo r up-to-date
b eck in to ulletins fo
to ch s b eg
sure er syst
em ice b
al serv
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
e shop ere made, br the vehicle e technician had to be th oblem.
on dr y 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
s-
id h a cu
in
nated drums were
m
be afra m wit
system diagnosis skills and help students gain e
and th basics, and
th e
do not
in
ke
ickeing
p4ro2b3le rtant to ask y-
g Saebrvra it is impo nician B sa
ss
ra
w ith NS dismcu B
n A sa
ys
rs. Tec
h
ng the
familiarity with the process. W qU
eSTIO ilDe ru
3. Wh , Technicia blem occu done duri
tomer when a pro k what was
y l e RevIe is cu ssed. ex ac tly t to as t? B 1/31/18 10:16
AM
T eing d u st port an ec A and
aSe-S BS is b elphi DBC in
-7 m
sit is im ice. Wbhraokeis lathe, i-C. Both
corr
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 le spee a series . nin
Ase–Style Review 64540_ch08_h
Tec
r_373-434.ind
d h
havIE
424
e thWceq . Tech
ice b
e servUEnSicTiaIO n B sa
N ys th
lered anicA BS syst6. W
e, of fluid T
em, henrm A usesAa sp ialyn B makes diameter
loecsthonician
m. TBec
ondly
. hBnoicn final druys
e n A sa th malfunctio lamp also
b er A
m at the am n. Te chnic can
BS w ar n B
ia
E V to b se rv t 0 rp th
Questions
5
T Y L E R sequ be reqke en uirded rumlafo rg e amst
o.
er
u n
co rr ect?mately
1
ts to
in
obtae chnicia an A BS d Bw arning
an ct ?
4. T
ASE-S might a brae w
remalolyveif the er
asshaoe adju. Who is dB allow
cu
t?
als
p sig n C.e BreodthBR A n
A KE
or hBo is
corre
ying to ci brake replapceardking . Both A ansh hroBis correc lam that th thberleAm. W A and
B
ore tr ks oB ff th V wasin the C AW no says . SNpeiro . Both
1. Bef nician A bac ths eup PalM l slack either an A DB g C or B
er A n
Each chapter contains ASE-style review Tech ian B take . co
ic A A oneclyt?
rr A an d B D . N
n t
prese B. B on
.
Ain an A only
ly
si g n al
oifnthlye d ru m-to -l in
of th
in
e tw o
D . Neith
Techn ble. Who is only C. Both nodesr B ar e
ys A th. A
at
iam et er s
ng as
questions that reflect the performance brake
ca B. B
en mu
. le
ltDip Nei trthouer bleAco
gro 7.uT nec
n A sa . t,Bth
d. hnicia t is corrBec
t do n
onelyd atter as lo .
ot m
imensi
on
A. A
only ician A mmon men n
2. Wh look for:der, Technat a co adjust n an axle se e discard d iameters o
objectives listed at the beginning of the B. B o
n ly
ti
S ,
AB heel cy connec
ng a .wa wbea
li n o
ti ton
kind the pis on this fact
n b o o t
. s o
drum not exceed at the drum me. Who is
do
th
th e
d
sa
ec A eh it .
ed th ey sa ys tl y th
en insp fluid plien circbuas linder ician B
chapter. These questions can be used to 2. Wh liquid brake Bh. ee
finds uilds the w ot w
anl cyo nder e w
builltdage
ees.l cy
th signhal Who is Techn les must b
ax
e exac
th A an
dB 1/31/1
8 9:03 AM
b n lo re-vo the ebosiogt.nals. given C. Bo nor B

review the chapter as well as to prepare for and re ian B doesC. und inolt
T ec h n ic
n Des s is .
fohigh-v ag
d B
co rr ect?
o n ly D. Nei
ther A
b e
damp th A an A. A must und
if only C. Bo rums
the ASE certification exam. correc
t?
D. Nei
ther A
nor B
B. B o
nly
ys that
new d fing comp at
n A sa the rustpro ician B says
o
o
th
o n ly it h n ic ia all
A. A a ca rw 8 . Tech to re move e. T echn to re move
nly oes o n the ned surfac be cleaned e. Who is
. B o ke sh o ve s cl ea ru m
B
g th e bra nician A m heel. o m th ed
m s m ust 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 r aw cy dis metal
p th A an
64se g leve is best poli er without C. Bo or B
-a d justin it ju st ec t? er A n
se lf
ic ia n B sa ys
e se lf-a d co rr
D . Neith h
Techn eel against
th
t? an d B A . A on ly
li n in gs wit
ec th A h
h
star w . Who is co
rr
C. Bo nor B ly kes wit icate a
in g it er A B . B on 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
linin . Tec d drum. T h o is n e lin , the sh B
ru m n in gs . W o th er an d
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 B . A only n re turn
sa C nor A ke
t? ther A nly or bro g to one
correc D. Nei B. B o weak llin
only ys that drag or pu problems -
A. A d n A sa e p
ly ru m dis c ar which . T ec hnicia cause brake at the sam or an ino
B. B o
n
at th ed e te r to 10 n gs can B sa ys th king plate
ys th diam ic ian B sp ri n
nicia a loose bac rrect?
A sa u m n T ec h
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 ia m e A . A
says um al
lo gd
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_

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 ___
___________________________________
___________________________________
and
, in brake lines or hoses, at all connections,
6. Signs of leakage at the master cylinder
at each wheel. What didAp pe nd ix
you find?
___
___________________________________
___________________________________
As e pr Ac tic e check
brake pedal, ex Am in At io n
for excessiv e travel and Ase Practice Examination
7. Road test the vehicle. As you apply the
sponginess. What did you find?
______________ _______ _______ _______ _______ _______________________________ A 50-question ASE practice exam, located in
1. Tech
8. Listen nicia
fornnoises, thatjust
A says not the obvious sounds of grinding pads or pad
if the master cylin
linings, but the Appendix, is included to test students on
push and rattles. der did you find?6. A vehi
What
rod ical sted clunks,
clanks,
is adju
mechan
not be able to fully
______________
too long, the brakes migh
apply. _______
_______ Technicia______________ t ______________ Technicia
cle drifts_______
_______ to the righ ___ t while driving.
n A says that a crimped
the content of the complete Shop Manual.
the master cylinder push n B says that if line to the left
rod applied, whe
checkel coul
for a bad
d be caliper
the caus
to one side is when
adjusted brakes
the too are
short, e. Technician B says that
9.theIf brak es mighpulls
the vehicle t drag . Who is check for signs of greasethe interior
or brake of that
fluid the may
righ t
caliper at one wheel. corr
Also ect? brak e hose could be dam-
A.orAloose
only rotor. Check for distorted aged . Whodisbrake
or damage pads.
correct?
have contaminated the pads C.and Both 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 gram s or dia-
n B says a sure sign of sche matics make it easy to
brake fluid contamination mon circuit problems identify com-
with mineral oil is the . Technician B says if seve 02/02/18
swelling of the master circu its fail at the same time ral 12:45 pm
cylinder cover diaphrag , check for a common
64540_ch07_hr_285-372Who
.indd 355is 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. Technician A says that
master cylinder leaks there is a vacuum chec
be internal or external can valve in line between man k
. 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 valv e is to allow air pressure
ter cylinder. Who is 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
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
B. B only
D. Neither A nor B
539
64540_em_app_hr_5
39-543.indd 539
1/31/18 9:05 AM

xviii
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 chapter’s contents and basic parts of
ibe the opera
a brake system
tion of the
■ Descr
to:
ibe the use of
.
identify what students should know and be able to do ■ Descr
ibe the opera
system during tion of the bra
ke
to direct and
fluid.
valves and lin
control the hy
draulic
es
and after peda
upon completion of the chapter. Each topic is divided application.
■ Discus
l ■ Discus
s the purpose
of brake po
s the increasin boosters and
into small units to promote easier understanding and brakes instea g use of disc the parking bra wer
d of drum bra ■ Discus ke.
kes. s the general op
■ Descr eration of ele
learning. system.
ibe a typical bra
ke hydraulic
tronic and act
■ Discus
ive braking sys
tems.
c-
s the general
brakes and air operation of tra
brakes. iler
Terms To know
Terms To Know List Active braking
Actuators Friction
A list of key terms appears in the beginning Air brakes Fulcrum Service brakes
Steering whee
of the chapter. Students will see these terms Antilock brake
system (ABS)
Lateral acccel
ero me ter sensor
l position
Automatic rid Leverage
discussed in the chapter. Definitions can also be (ARC)
e control
Lockup Str ok e sen sor
Stroke simula
found in the Glossary at the end of the manual. Bulkhead Master cylind
er
Traction-contro
tor
Caliper Negative whee l system (TCS)
l slip
Disc brake Parking brakes Ve hic le stability co
ntrol
Positive whee (VS C)
Drum brake l spin
Pressure Wh ee l cyl inder
Force
Regenerative Wheel speed
braking sensors
Yaw
INTRODUCT
ION
verage
of le
The brake system inciples d applied
is one of the mo same pr e pa
functions: st impo heel. The rce of the brak d little
de n- sprta nt wsyssetem
oked d ths fo
e on 20 mph an early
aw oo crea a veh
of 10 m tir
to
ph icle. It nt that
Chapter
1 tire on tions in es meahas four basic
1. It must slo of a solid l installa l with speeds at ic
the outs w m
id ea moervin pe da m
4
od n br gak e
veh d wel d pneu either
2. Ittomu storbri
k in
ngtira e.veh akicle
es .worke and beyond) an e using
at w iclesetobracesto
The 0 mph iles wer w internal-
3. It thto
muthste ho solid
ldighe
(3p.
rforman ed on autom
obiles. automob
century, um brakes. A acting brakes
fe
a veh
r peicle sta tie th
4. It allo fic. H ortio
t-liv
narydewhofenthesto twen ding dr tr
rnal-con the driveline
trafws dir were sh st deca ppedal-e. xpan es. Exte
brect
akesion al confir or intern motor vehicl um located on
wagon d of the trol du brrin g ma
akes kage tig
hten
If the bra By the en acting band
ke on soxim
me um earlybrakinound a dr
ar g. le ve rs and lin s Model T
sys
ternal-c tem
on tr do es no
w erte tr ied
ia
ed
l wrapp or at the cent er ;
’s famou
injured orexkil band br
ak es op
tion ater
eramte properly d on Fo rd
paled ingan e en e brakes
ndin accide with fricch anchored at on , the
he sedri
rvicver ission. ing
skilled expex nd lined nt.baTe isnic s wh an
e trdanpa smsse er brak
ert s be
a bacau he nd r brian rce. Tvic
aking foo ser inside thkectiveness whe cou
ngersn highld bel servo
wse
have
of the
that bra th e heelthe
s. Two rk the
um fo
y do can to a drume theeibra ef fe sys tem mu m echanica band
is the force ke orsystem byound th
on
ar pre tin
e dr pl sav
ie d
band ap exteernlive al, s.
r
In th ws ill
lose t th
arn abou ith an in
est be hig hlyal nds
tern
bas or ceptsakes, yothi
Friction tion between
the band le cosen ntractin g gthe u chleapter, we w
resists mo s of two internalic con o action starnrtalou barnd
ake te
stubrdy
drum br and par
ng
ce
the surfa forms of matter. were a si brakes, either loptsseofrvall associ-
objects or Band yo u study fficult to deve n onbraan keextesys tem pr oblems
s.
ed. W he n
ry di ed. Se rvo ac tio d. O th er external
need is ve spee n with
force is brake shoes. It rce is thus need and high drum loss of frictio expanded too
a brake of ake fo e forces d d
brake is action higher br ab at high brak mage an overheated an and reduced
A drum
friction is e, an d an d w ater da dr um at in g
brak e gr rt if the erhe
Margin Notes in which by brake
generated bing against
64533_ch01_h oes rub
sh 1-019.indsu
r_00
d rfa ce of a
the brak
ated with the tendency es also suffer
clude di
to make band brakes in these brakes om band and
of
to lock
fr
drum ov
br ak es
the stan
became 1950s,
- 1
the inside attached to
1 d ak -drum the late
brake dr
um bands an rnal band br ng shoe-and ing brakes until
The most important terms to know are the whee
l.
much.
In te
force. ved, inte
braking um brakes evol band brakes by the late 1920
an
wer
di
rnal-exp e used as park
s.
s were th
e
ting ng shoe ge
-expandi vers and linka g
highlighted and defined in the margin. As dr
te rn al -contrac brakes were ov
dard. Ex days as service
er
br ak
internal
es with hanically by le A were amon
1/31/18 10:3
9 AM
um ec el er-
but thei
r 920s, dr ated m erg Mod on low
Common trade jargon also appears in the By th e mid-1 es were oper 1921 Duesenb ted to appear th. Ford
Brakes. rly drum brak rs such as th
e es star Plymou
Drum ca ic brak me the ar.
rule. Ea luxury Hydraul x, which beca
margin and gives some of the common general 3). Expensive
(F ig ur e 1-
hy dr au
brakes .
lic drum Chr ysler’s Ligh through the
t Si
es
1938 m
odel ye
have 0s with l brak
terms used for components. This helps the fir st to
rs in the
priced ca pany, howev
mid -1 92
er, used
mecha ni ca
d use of
Com increase The four
for the
students understand and speak the Motor
er e tw
reasons ones: (1
o major cally-applied rce at the sam e the
ni
)
e time
re w ha g fo mak
Te The the mec ount of brakin djustment to
language of the trade, especially when aU Th O R’S NO d brakes over
plie
apply th
e sa m e am
consta nt re -a
e ever pr
ac tic al w as the
lically ap almost
akes wer
hydrau ver seemed to ges required .
conversing with an experienced technician. brakes
ne
(2) the
br ak e lin ka
ly reason
m ec ha nical br at high speeds
be travel
ed
because k at all. The on and couldn't the flexi r
ble
or h
brake w ads were roug er than te
ro e strong rred with grea
ct th at be mad cu -
fa
br ak es could oblems that oc er. With hydrau
w ith drum eaka ge pr l an d fast m ost cars
s used ated br power fu em fo r
e sh oe el im in t m or e g sy st da rd s
The rigi
d brak ns. This obiles go rd brak
in fety Stan
ake desig ired as autom ned the standa otor Vehicle Sa made front
earlier br requ es remai g of Federal M mance tests th irst century,
at
bands of rces that were br ak
braking
fo el drum ith the comin perfor the twen
ty-f
ur-whe specific .
ation, fo 1960s. W to pass nning of and light trucks
lic actu iddle and late e systems had en at the begi rs akes of
m
into the 105 in 1967, br
ak 19 70 s. Ev els of many ca ai rcraft br
V SS ) ra l ru
e
le in th on the rear w he
ve lo pe d from plying pressure
M e gene
(F
es th e st ill used es w er e de
w or k by ap w he el hub
disc br ak
brakes ar brak akes the
, drum ive disc brakes, disc br r attached to
however automot t” to
braking ke s. Modern iginally as “spo a spinning ro
: A ra
Disc B ar II. Known or posite sides of
es
Disc Brak t forces two
system tha on opposite World
W ds on op
brake pa
ds
brake pa spinning rotor 10:39 AM
es of a
sid to two 1/31/18
vehicle
to stop the
d 4
019.ind
r_001-
ch01_h
64533_

xix
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
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
the two manuals are synchronized,
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 material covered in other chapters
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
of the Shop Manual may be
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
fundamental to the topic discussed in
vehicles, but this prac percent of the vehicles
tank.
911. More than 99 turers may
cars like the Porsche
fitted with wheels and
tires of the sam e size at each corner.
the rear that are large
Although manufac
r than the fron t orig inal the Classroom Manual.
tire sizes at 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 the concep
andals
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 thaordt 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
they are not
45
acceleration;
it
en ce of physi ule s are, the t is that ob tems ofthi wh of the key relationsh
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 When radial tire
s
hIStory
the new design. were first introduced in the
70s, there was
of the evolution of the automobile. This 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
feature not only contains nice-to-know 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-
information, but also should spark some tires “appearing of
underinflated.” today have also
interest in the subject matter.
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

xx
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 ■Brake fluid specifications are defined by SAE hydraulic systems. Each of the two pistons in the
statements that contain the important ■
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.
topics of the chapter. These are 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.
designed to help the reader review the 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.
contents. 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 theuivent d ports. 93
■ The brake pedal lever is attached to a pushrod, ■ Quick take-up d Br ake Fl master
rs anor fast-fill cylinders have a
M as te r Cylinde
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
rts: a
brakes and the other to the rear brakes. provides rapid filling
r has twpistono mainofpathe low-pressure
_. reservoir.
spool area
■ A diagonally split hydraulic system is one in which thedeprimary
cylin ____the
IO N s he m aster of a __ __ ______ from
E sT cylinder circuit is connected to the T
8. left ___ an d to valves in
Review Questions Q U
one master Some ABS master cylinders haveed check
■ __ nt
__ ve
REVIEW front and right rear brakes and the other circuit__is____
__ e
the heads caofpsthe covers arto reduce
or pistons as
_____ piston and pedal
cylinder and__
ter vibration ________
_ __wear.
ay
connected to the right front
is no t reand - rear brakes.
comleft 9. All mas __ __
cup
________ reservoir.
Short-answer essay, fill in the blank, and E ss ■ The master
n why DOT 5 br turer.
cylinder id
ake flu has two main parts: a reser-preven ■ Portless t a
level drop
s in the cylinders do notde
master useisa replenish-
cylinbetweenr
1. Explai voir andan a uf
cylinder
ac body.
ake fluid
is the fluid ing or vent port. Fluid can the flow
the rear of e one at the
the reser-
multiple-choice questions follow each by any m t ofa br mblthey atarea
mended■ The reservoir e boili ng can
po inbe separate piece or cast as one
he pi st on voir
as seand
piston
ahead
, an d thof the master
_ piston.
cylinder
n w hy th 10 . T __ __ _ __ __ __
__ machined into the
2. Explai piece with the cylinder. DOT 5 ____ by means
pistons of__a__
valve
chapter. These questions are designed t. to mix has the ______ __
der is thepistons when the master cylinder
import■anA dual-piston od idea
master cylinder two separate pis- e cylincylinder
master
is not a gopressure
hy itproviding 4. for two independent front of th
ai n wtons O T n is at rest.
to accurately assess the student’s 3. Ex pl
fluids with
DOT 3 an
d D
e fluid co
ntam in at io
gn of brak
e a sure si an ge s
competence in the stated objectives at 4. Describ eral oil.
l linkage
fr ee -play is
Multiple
Choice lin de r ch
m as te r cy e pe da l to
with min br ake peda A says th e on th
the beginning of the chapter. 5. Explai
n w hy
. 1. Te ch ni
ci an
’s m echa
ni ca l fo rc e
an B says
th is
necessar
y.
92 drau
hy lic system r. th e dr iv er es su re . Te ch ni ci ba ck to
n the split site master cylinde d how it is au lic pr an ge d
64533_ch04_hr_068-094.indd 1/31/18 9:48 AM
6. Explai hy dr re is ch es . W ho is
e a compo cup seal
an pres su el br ak
7. Describ a master cylinder hy dr au lic l fo rce at th e w he
es cr ib e m ec ha ni ca
8. D the A and B
used. bottom of co rrec t? C. Both
rts in the do er A nor
B
are the po servoir, and what . A only D. Neith
9. What lin de r re A
master cy p m as te r ly flu id fo ra
ke-u B. B on t
they do? a quick ta ng the righ at if
ntage of ys choosi the simple idea th
n the adva cian A sa DOT
10. Explai 2. Techni hi cl
on
e is based ust be better, and -
ve
cylinder. specifi c T4m hicle man
good, DO ys most ve
DOT 3 is . Technician B sa Who is correct?
ill 4.
5 better st commend DOT A and B
e Blanks linder is ufacturers
re C. Both
Fill in th master cy
k take-up sign that creates
a B
ill or qu ic on ly . N ei th er A nor
1. A fast-f by the dual bore
de A. A D
tif ie d __ __ __ _____ on ly in t of br ake
iden or ____ B. B y boiling
po con-
_______ g. ys the dr of new, un -
________ _____ of the castin cian A sa ng point flu
________
__
e po
-
lyalkylene _ for 3. Techni e minimum boili sa ys polyglycol
s ar is th an B
4 fluid ______ fluid nici ey do
O T 3 and DOT s, called ________ in at ed fluid. Tech ch means that th is
2. D re ta m c, w hi ho
er mixtu groscopi the air. W
glycol-eth ids are hy vapor from
ids rb water
short. an d D OT 4 flu th e ai r, not abso A and B
OT 3 from C. Both
e both D _______ correct?
3. Becaus _______ ________ capped. on ly Neither A
nor B
__ __ __ tig htly A . A D .
__ ners
ep contai tly under e re boiling
always ke __ __ _ sli gh ak B. B on ly
-tem pe ra tu
________ slightly spongy br ys a high ake fluid
e fluid __ a cian A sa ent that br id also
4. Silicon which can cause 4. Techni e only requirem e flu
pressure, po in t is th ci an B says brak and must
. ________
_ t. Techni oration
pedal feel ry ______ must mee freezing and evap w temperatures.
s have a ve must resi
st s at lo
ycol fluid osity test
5. Polygl ifi c vi sc
_______ pass spec ect?
shelf life. ________ rr C. Both
A and B
_____ -to- oldest split Who is co B
________ e er A nor
6. The __ split system is th A. A on ly D . N ei th
hydraulic _ on ly
system. ________ B. B
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

xxi
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.
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

Chapter 1
Brake Safety
Upon completion and review of this chapter, you should be able to:
■■ Explain the need and methods ■■ List the safety requirements for working Basic Tools
for maintaining a safe working with brake fluid. Safety glasses or
area. ■■ Describe the hazards of asbestos goggles
■■ List and discuss some safety issues materials. Respirator
dealing with vehicle operation in the ■■ Explain the safety concerns with sol- Vacuum with HEPA
shop. filter
vents and other chemicals.
Wet-clean system
■■ Explain some of the commonsense ■■ Explain the general functions of the
rules for working with power Carbon monoxide
safety and environmental agencies of
vent system
equipment. the United States and Canada.
Fire extinguisher(s)
■■ Wear proper clothing and equipment in ■■ Discuss the principles of hazardous
a shop. communications.
■■ Explain the first aid step to remove ■■ Discuss some of the safety concerns
chemicals from the eyes. associated with antilock brake and air
■■ Explain the purpose for government bag systems.
regulations of brake performance and ■■ Discuss technician training and
standards. certification.
Terms To Know
Asbestos Environmental Canada Administration (OSHA)
Asbestosis Environmental Protection Phosgene
Canadian Center for Agency (EPA) Supplemental inflatable
Occupational Health Extraction Procedures (EP) restraint system (SIRS)
and Safety (CCOHS) Federal Motor Vehicle Tetrachloroethylene
Carbon monoxide Safety Standards (FMVSS) 1,1,1-Trichloroethane
Chlorinated hydrocarbon Material safety data sheet Trichloroethylene
solvents (MSDS) Workplace Hazardous
Department of Occupational Safety and Materials Information
Transportation (DOT) Health Sheet
INTRODUCTION
Personal protection from injury involves not only what the technician is wearing, but also
making and keeping the work area safe. The twofold advantage here is if one technician
is protecting himself by wearing personal protection equipment and keeping the shop
clean and safe, then all the other employees or visitors stand a good chance of avoiding
accidents or injury. This chapter discusses those practices and equipment that will provide
overall and personal safety.
64540_ch01_hr_001-044.indd 1 2/2/18 12:00 PM

2 Chapter 1
Housekeeping
Good housekeeping is a safety issue. A cluttered shop is a dangerous shop. Each employee
is responsible for keeping the work area and the rest of the shop clean and safe.
All surfaces must be kept clean, dry, and orderly. Any oil, coolant, or grease on the
Some oil dry or floor can cause slips that could result in injury. Use commercial oil absorbent to clean up
absorbent oil or brake fluid spills (Figure 1-1). Oily rags must be stored in a sealed metal container
compounds have to until disposed of properly. Keep all water off the floor; remember that water is a conductor
be treated as hazard- of electricity. A serious shock hazard will result if a live wire falls into a puddle in which a
ous waste after being person is standing.
used. They should not When a vehicle is raised with a hand-operated jack, always set the car down on safety
be thrown in the trash stands and remove the jack (Figure 1-2). Do not leave the jack handle sticking out from
bin.
under the car where someone can trip over it.
Figure 1-1 Use a commercial absorbent to soak up a spill.
Figure 1-2 Support a vehicle on safety stands such as these and move the jack out of the way.
64540_ch01_hr_001-044.indd 2 2/2/18 12:00 PM

Brake Safety 3
Creepers also must be used and stored safely. When not in use, stand the creeper on
end against a wall. Pushing it completely under the vehicle gets it out of the way, but it is
easy to forget that it is there and drive over it after the job is completed.
Air hoses and power extension cords should be neatly coiled and hung. Do not leave
a tangled mess in walkways or on the shop floor.
Check air hoses and power cords for signs of damage. A leaking or bulging air hose
should be immediately disconnected and replaced. Power cords should be inspected
before each use and replaced if frayed or damaged.
Keep all exits open. A blocked exit violates fire codes and leaves the shop liable to legal
action if people become trapped in a fire or dangerous situation. Memorize the route to
the nearest exit in case of a fire or hazardous material spill.
Vehicle Operation
WARNING: Use extra caution when moving a vehicle that requires brake repairs.
The brakes may be poor or completely inoperative. Damage to the vehicle or shop or
injury to yourself or others could result. It is a good idea to
never reach inside the
Test the brakes on the car to make sure they work before you start the engine. Push the vehicle to start a vehi-
cle in the shop. There
car into the shop if it has a complete brake failure. After completing a brake repair and have been several
before moving the vehicle, always check the service brakes. There have been several small instances in which
but embarrassing and expensive incidents where brakes were replaced but not seated. The technicians have
first time the brakes were applied, there were no brakes. When new brake pads are started a car that
installed in a disc brake system, always apply the brakes several times to move the brake immediately “took off”
pads out against the rotor before putting the vehicle into gear. It will take a few seconds and crashed through
to get pedal back to normal after replacing the pads. a garage door, walls,
and even people! Do
Be very careful when driving a car in the shop. Be watchful of other workers or cus-
not be that techni-
tomers. Drive slowly and carefully, and get someone to act as a guide if visibility is cian! Always get
blocked. Leave a window cranked down so instructions from someone outside the car inside the vehicle to
can be heard. start the engine.
Once the car is in the service area, place the automatic transmission shift lever in
PARK. If the car has a manual transmission, put it in reverse gear with the engine off.
Engage the parking brake by pulling the lever or setting the parking brake pedal.
The engine must often be operated in the shop to check for problems and to check
your repairs. Several safety precautions should be followed when working on a running
engine:
■■ Use wheel blocks to block the front and back of one of the wheels (Figure 1-3).
■■ Never get under a car when someone else is working on it or when the engine is
running.
■■ Do not stand in front of or behind an automobile when the engine is running.
■■ Be careful of hot manifolds and moving engine parts if working under the hood.
■■ Many cars use electric cooling fans. Keep hands, tools, and test equipment clear of
electric fans because they can start up at any time, even when the engine is not
running.
Carbon Monoxide
Running an engine inside a shop can be very hazardous. Engine exhaust contains large
amounts of carbon monoxide, a deadly gas that is odorless and colorless. Carbon mon-
oxide poisoning begins with headaches and drowsiness. High exposure can lead to coma
and death. Never run an engine in the shop without properly venting the exhaust fumes
to the outside or to a dedicated ventilation system for exhaust gas (Figure 1-4), and make
sure the ventilation system is working properly.
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4 Chapter 1
Wheel blocks
Figure 1-3 Block at least one wheel both in front and behind
before raising the other end of the vehicle.
Figure 1-4 When running an engine in a shop, always connect the exhaust
to the ventilation system.
The most easily pre- Housekeeping and Brake Dust

vented injury is an There are special tools and equipment designed to be used to collect and contain brake
eye injury—always dust. This special equipment is discussed in detail in Chapter 2 of this manual, but some
wear safety glasses in common sense should always be used when working on and around vehicles undergoing
the shop.
brake service.
The first and probably most critical is to never use compressed air to blow dust from
the braking components. This, obviously, moves and suspends the dust in the air. Use only
the equipment or their equivalents listed in Chapter 3 to clean the brake components and
surrounding area.
A second commonsense rule is the wearing of safety glasses and gloves. As discussed
earlier in this chapter, brake fluid and cleaning solvents are hazardous materials and can
cause injuries. If a vacuum cleaner is not available to clean the floor around the work area,
mop the floor with water. When the mop is rinsed, the rinse water and the material it
collects must be stored and treated as hazardous waste. This may seem to present some
work problems, but like many things in the automotive repair business it must be done to
protect the employees, the environment, and the community in general. Smokers or per-
sons with some type of respiratory problems must be considered when dealing with brake
64540_ch01_hr_001-044.indd 4 2/2/18 12:00 PM

Brake Safety 5
dust. Even with so-called clean air, those individuals may suffer an extreme reaction to
what we technicians consider everyday conditions. A technician should make every CAUTION
attempt to prevent the spread of brake dust while working on a vehicle. Do not use com-
pressed air to clean
brake components.
Eye and Face Protection
Brake dust will be
The most frequent causes of eye injuries are flying objects, corrosive chemical splash, present and can be
dangerous light rays, and poisonous gas or fumes. blown into the eyes,
embedded into the
WARNING: Grinding and cutting tools can be dangerous, even to a person not skin, and, at least,
in the immediate area of the work. Ensure that the area is cleared of personnel as will contaminate the
surrounding air. Use
much as possible before metal-shaping work. only authorized low-
pressure washers or
The best way to prevent eye injuries is to wear the correct type of eye protection. vacuum-cleaner-type
When you are performing jobs such as grinding metal, cutting metal, or driving a punch equipment.
or chisel, the eyes are at risk from flying objects.
Occupational safety glasses (Figure 1-5) are the best protection against flying objects.
These safety glasses are especially designed to provide the most protection. The glass or
plastic lens provides maximum protection against an impact to the eye. The frames are
constructed to prevent the lens from being pushed out of the frame during impact. They
must have side shields to prevent objects from entering the eye from the side. They are
available in prescriptions for people who need corrective lenses.
WARNING: Wear occupational safety glasses when working in the shop,

e specially when performing any grinding or cutting operations. Ordinary prescription
dress glasses are made to standards that provide impact protection, but the impact
protection and the frame strength of dress glasses are much lower than o ccupational
safety glasses.
The face shield (Figure 1-6) provides protection for the entire face and is a good
choice when the danger is from flying objects or splashing liquids. Goggles can be used
for nearly every type of eye hazard, and they can be used over ordinary dress glasses.
Goggles have another advantage over occupational safety glasses because they fit against
the head, which allows them to distribute an impact better. Clear-cover goggles provide
protection against flying objects or liquid splash. Some goggles have vents and baffles on
top to prevent harmful vapors or fumes from getting into the eyes. When you wear gog-
gles, do not over tighten the straps. They need only be taut enough to hold the goggles in
Figure 1-5 Occupational safety glasses provide protection from

flying objects that ordinary eyeglasses do not.
64540_ch01_hr_001-044.indd 5 2/2/18 12:00 PM

6 Chapter 1
Figure 1-6 A face shield protects your entire face.
place. As with all other clothing, they have to be worn for a while for you to adapt to their
weight and viewing area. When taking off goggles or a face shield, close the eyes. Small
particles of sharp metal may have attached themselves to the outside of the goggles or face
shield and may drop into the eyes.
Initial First Aid

Most shops and all Make sure the location and contents of the shop’s first aid kit are known. There should be
schools require an eyewash solution or eyewash stations in the shop so the eyes can be rinsed thoroughly
accident report to be should hydraulic fluid, battery acid, asbestos dust, or other irritants enter them
completed and filed. (Figure 1-7). See Photo Sequence 1 for details. After eye washing, seek medical atten-
tion. Find out if there is a resident nurse in the shop or at the school, and locate the nurse’s
office. If there are specific first aid rules in the school or shop, find out what they are and
abide by them. In a school, a report is required to be filed for any injuries to a student.
Figure 1-7 An eyewash solution will flush contaminants from your eyes.
64540_ch01_hr_001-044.indd 6 2/2/18 12:00 PM

Brake Safety 7
If someone is overcome by carbon monoxide, move the person to fresh air immedi-
ately. Rinse burns immediately in cold water or apply an ice pack. To stop bleeding from
a deep cut or puncture wound, apply pressure on or around the wound and get medical
help. Never move someone you suspect has broken bones or a back injury unless the
person is in danger from another hazard such as fire or carbon monoxide gas. Call for
medical assistance.
Hand Protection
Hands are one of the most frequently injured parts of the body. This fact is not surprising
when you think of how often the hands are used doing automotive repair. There are two
parts to protecting the hands. One is to keep hands out of dangerous areas. Rotating parts,
such as the belts on the front of an engine, are hand danger areas. Make an effort to keep
the hands out of those areas as much as possible.
Photo Sequence 1
Using Eye Wash
P1-1 Remove the eyewash bottle from the

wall holder. The injured person may require
assistance.
P1-3 Tilt the head back and over so the
injured eye is lower than the other eye.
P1-2 Open the bottle. Attempt
not to touch the mouth of the
bottle once it is opened. The
injured person may require
assistance.
P1-4 Pour the water so the flow goes

from the nose bridge, over the eye, P1-5 The injured eye should be examined by
and down the cheek. Keep both eyes an ophthalmologist for injuries that may not be
open and looking upward during the immediately apparent.
flushing. The injured person may require
assistance.
64540_ch01_hr_001-044.indd 7 2/2/18 12:00 PM

8 Chapter 1
The second part of hand safety is to wear hand protection when necessary. Special
protective gloves are available for many jobs that require hand protection. There are heavy
work gloves for metal working, rubber gloves for electrical shock protection, and nitrile
gloves for handling used oil, brake fluid, and chemicals such as those used to clean parts.
Always use the correct type of gloves for the hand hazards in the work area.
Do not wear a wristwatch or jewelry while working. Watches can get caught in rotat-
ing machinery. Necklaces or rings can get caught in machinery or provide a path for an
electrical shock. Long hair can get caught in rotating machinery. Many serious injuries
have been caused by the hair pulling the face into a rotating part. Always tie up long hair
or wear a hat over it.
Always wear safety shoes in the shop. Safety shoes have metal or fiberglass protection
over the toe to prevent an injury if a heavy object falls on your foot. Safety shoes should
at least have oil-resistant soles that grip slippery floors better than casual dress shoes.
Lifting and Carrying

If you lose control of
The back is one of the most often injured parts of the body. The most common kind of
a lifted object, do not back injury at work is caused by improper lifting. Not all back injuries are caused by lifting
attempt to catch it. too much weight but by lifting relatively small, light objects. The problem occurs while
Step back and let the lifting the object and twisting the body or lifting when the load is unbalanced. Most back
object drop. injuries can be prevented by following these 10 simple rules:
1. Do not lift any heavy object by yourself. Get someone to share the load or get some
equipment such as a chain hoist to do the lifting.
2. Study the load before you attempt to lift it. Use your head before you use your back.
3. Place your body close to the object as shown in Figure 1-8. Keep your legs close to
the load and positioned for good balance.
4. Bend your legs, not your back.
5. Get a strong grip on the object with your hands.
6. Lift with your legs, keeping your back as straight as possible.
7. Keep the load close to your body as you lift it up.
8. Keep a tight grip on the object and do not try to change your grip while lifting.
Straight
back
Position body
over load
Keep
back as
erect as
possible Weight
close to
body
Use leg
muscles Legs
bent
Figure 1-8 Keep your back straight and bend your legs to lift heavy objects safely.
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Brake Safety 9
9. Do not twist your body to change direction. Move your feet in the new direction.
10. When you are ready to set the load down, do not bend forward. Keep the load close
to your body and lower it by bending your legs. When placing the object on a shelf,
place the edge of the load on the surface of the shelf and slide it forward. When set-
ting an object on the floor, lower it by bending your knees and keeping your back
straight. Bending forward strains your back muscles.
Having the body out of position can lead to painful injury even if nothing is being
lifted. The most common muscle sprain or injury happens when the person is lifting a
small weight but the body is twisted off center.
BRAKE SYSTEM SAFETY REGULATIONS

In the United States, brake systems are regulated by Part 571 of the Federal Motor
Vehicle Safety Standards (FMVSS). These regulations are established and enforced by
the U.S. Department of Transportation (DOT). The standards that relate to brake
systems are:
Department of
■■ FMVSS 105 Hydraulic Brake Systems Transportation (DOT)
is the U.S. govern-
■■ FMVSS 106 Brake Hoses ment executive
■■ FMVSS 108 Lamps, Reflective Devices, and Associated Equipment department that
■■ FMVSS 116 Motor Vehicle Brake Fluids establishes and
■■ FMVSS 121 Air Brake Systems enforces safety regu-
■■ FMVSS 122 Motorcycle Brake Systems lations for motor vehi-
cles and for federal
■■ FMVSS 211 Wheel Nuts, Wheel Discs, and Hub Caps
highway safety and
Many U.S. states and Canadian provinces also have regulations that govern the brakes’ oversees, inspects,
safety, condition, and operation. Several of the federal standards apply to specific compo- and regulates all
nents included in this text. General performance requirements for service brakes and interstate transporta-
tion including road,
parking brake systems are governed by FMVSS 105. This standard became effective in rail, and water facili-
1967, was revised significantly in 1976, and has undergone several smaller changes since ties; commercial
then. FMVSS 105 spells out the “requirements for hydraulic service brake and associated operators training/
parking brake systems to ensure safe braking performance under normal and emergency certification; and
conditions for passenger cars, multipurpose passenger vehicles, trucks, and buses with commercial vehicles.
hydraulic service brakes.” They are assisted by
FMVSS 105 does not prescribe the design of brake systems; it establishes brake per- state-funded trans-
portation
formance requirements. By so doing, however, it also establishes the baseline for system
departments.
safety. The standard regulates four major features of brake systems: instrument panel
warning lamps, the fluid reservoir and its labeling, automatic adjustment, and mechani-
cally operated friction parking brakes.
Although FMVSS does not dictate brake system hardware and design, one of its first
major effects that car owners saw was the introduction of dual-chamber master cylinders
and split hydraulic systems on 1967 model-year cars. Also, the increased performance
requirements in the 1976 revision made it impractical to use drum brakes on the front
wheels of cars. The standard did not specify front disc brakes, but discs were the most
practical way to meet the performance requirements.
Brake systems are not designed just to meet minimum legal standards, however. They
are designed in relation to the performance and intended use of a vehicle. Trucks have
larger brakes than passenger cars, for example, to stop a vehicle with a heavier payload. A
high-performance car will have high-performance brakes, but an economy compact car
will not. Every vehicle has a brake system that meets motor vehicle safety requirements
and matches the performance capabilities and intended use of that vehicle. Thus, brake
systems reflect both safety regulations and sound engineering practices.
64540_ch01_hr_001-044.indd 9 2/2/18 12:00 PM

10 Chapter 1
57 feet
at 30 mph
216 feet
at 60 mph
Figure 1-9 One of the 18 stages of the brake performance test in FMVSS 105 requires 1 stop from 30 mph in 57 feet
or less and 1 stop from 60 mph in 216 feet or less.
Brake Performance Test

The brake performance test of FMVSS 105 defines the minimum requirements for the
hydraulic brake system on any vehicle driven on the highway. The technician should know
a bit about the performance test, not for the sake of being able to quote government regu-
lations, but because parts of the test define the kind of performance a brake system should
deliver after the vehicle is serviced.
The brake performance test is divided into eighteen stages and begins with a new set
of brakes on a test vehicle. The first stage of testing is discussed as an example of the other
17. The first stage is to install the test instruments on the vehicle and verify that they
operate correctly. The vehicle then goes through what is called the “first effectiveness test.”
This test is performed with fresh brake linings before they have had a chance to burnish
in. The vehicle makes 6 stops from 30 mph and 6 stops from 60 mph. At least one of the
stops from 30 mph must be made in 57 feet or less, and one stop from 60 mph must be in
216 feet or less (Figure 1-9). These stopping distances and stopping distances in other
stages of the test are absolute requirements for any vehicle of any size and weight.
Remember that FMVSS 105 defines minimum brake performance. It is up to the engineers
to design the vehicle and the brake system to meet the performance standards.
While the governments set the minimal rules and regulations for design and manu-
facturing, the technician should understand the ramifications if a brake system is not
returned to its designed capability. Failure to follow correct repair procedures could cause
a vehicle accident, resulting in damage, injuries, and lawsuits. It takes less time to do it
right rather than to take a shortcut that saves time and labor in the short term but may
result in much greater loss of time and money later.
Brake Service Laws and Regulations

After new vehicles are first sold, the responsibility for maintaining safe brake operation
falls on the vehicle owners. The owners, in turn, rely on service technicians to keep the
brakes in proper operating condition. Many states and provinces have laws that govern
brake system operation and brake service.
Some states require periodic vehicle safety inspection, either every year or every 2
years. These safety inspections usually include at least an inspection of brake components.
Some also include dynamic stopping tests, done on a brake system analyzer or on a mea-
sured course. If a vehicle fails any part of the safety inspection, its registration cannot be
renewed until all defects are fixed. Some states require that a vehicle that has failed a brake
test or inspection or that has been cited for unsafe brakes by a police officer can only be
repaired at a state-authorized repair facility.
In addition, some states, provinces, counties, or cities have regulations for the licens-
ing or certification of brake service technicians. Some areas conduct their own certifica-
tion programs; others rely on Automotive Service Excellence (ASE) certification in brake
64540_ch01_hr_001-044.indd 10 2/2/18 12:00 PM

Brake Safety 11
service. ASE is a nonprofit organization that technically certifies automotive technicians

with a series of standardized written tests. Automotive business leaders, technicians, and
educators select and write the test questions.
Working in an area that has brake service regulations, the technician will find that
safety is not only good common sense, it is good business. Service technicians who pass
all certification requirements for brake systems will get more of the service business, have
more secure employment, and earn higher wages. In addition, any technician who pro-
vides high-quality brake service can take satisfaction in knowing that he or she is contrib-
uting to driving safety.
It is hard to imagine,
BRAKE WARNINGS AND CAUTIONS but even though
asbestos has been
At the beginning of many manufacturers’ service manuals and at appropriate points removed from most
throughout the manuals are various cautions and warnings to alert the technician to some brake linings, there
dangers inherent in brake repair. Some of the most common manufacturers’ warnings and are no regulations
cautions are paraphrased and listed in Table 1-1. Within this text and the Classroom that require that
Manual, there are also warnings and cautions pertaining to servicing brake systems. To imported brake parts
prevent damage both to the vehicle and vehicle equipment and possible injury, it is imper- be free of asbestos.
ative that the technician adhere to the information contained in the alert messages. As Also, even if there is
no asbestos, some of
you read and study further chapters, you will become more conversant with the warnings the compounds that
and cautions and why they are necessary. replaced it are also
hazardous to your
ASBESTOS HEALTH ISSUES health. Treat all brake
lining dust as
One of the greatest safety concerns in any shop doing brake service is personnel exposure hazardous.
to asbestos dust.
Exposure to asbestos was a greater problem in automotive service many years ago
than it is today. Avoiding asbestos exposure and asbestos safety are still equally important
today. However, it is important to note that imported brake shoes do not have the same
restrictions as those made in the United States.
Asbestos is a silicate compound that is very resistant to heat and corrosion. Its excel-
lent heat dissipation abilities and coefficient of friction make it ideal for automotive fric-
tion materials such as clutch and brake linings. Unfortunately, asbestos has other
characteristics that make it an extreme health hazard.
TABLE 1-1 A SAMPLE OF BRAKE WARNINGS AND CAUTIONS. OTHER COMPONENTS AND SUBSYSTEMS OF THE BRAKE SYSTEM WILL ALSO HAVE SPE-
CIFIC ALERT MESSAGES SIMILAR TO THOSE LISTED HERE.
Pertaining to brake fluids:

CAUTION: Brake fluid is corrosive to body finish. Do not allow fluid to spill onto the paint or components.
The fluid will damage the finish and possibly damage some components.
WARNING: Brake fluid can damage the eyes and skin. Wear safety glasses and chemical-resistant gloves
when handling brake fluid. Damage to the eyes or skin can be caused by direct contact with brake fluids.
WARNING: Never mix different types of brake fluids unless specifically authorized by the vehicle manufac-
turer. Mixing different types of brake fluid may result in a loss of braking ability and cause damage or injury.
Pertaining to disc brake calipers:

WARNING: Do not hang the caliper from its brake hose. Damage to the hose could occur that may result in
poor braking ability. Damage or injuries could result.
WARNING: Do not use a sharp object to remove the caliper seal. Scratches or nicks could prevent proper
sealing around the piston. Damage to the caliper bore or the piston could result.
64540_ch01_hr_001-044.indd 11 2/2/18 12:00 PM

12 Chapter 1
Asbestos contains millions of small, linked fibers that give it both strength and flexibil-
ity. Because asbestos does not deteriorate or decompose naturally, inhaling asbestos fibers
lodges them in the respiratory passages and the lungs. Once inhaled, these fibers are in
place forever. Even moderate quantities of inhaled asbestos fibers can lead to serious dis-
eases. The most serious are asbestosis and lung cancer.
Asbestosis is a progressive lung disease caused by asbestos fibers continually lodging
in the lungs and inflaming the lung air sacs. The inflammation of asbestosis can heal, but
it leaves scar tissue in the lungs that thickens the air sacs and makes it increasingly more
difficult for oxygen to enter the bloodstream. Over a period of years, breathing becomes
increasingly more difficult. Once started, asbestosis is irreversible.
Lung cancer is the most deadly of any asbestos-related disease. Asbestos exposure
combined with other respiratory irritations, such as tobacco smoke, can accelerate the
development of cancer and produce more severe effects. It is possible for a person to
develop both asbestosis and lung cancer from severe asbestos exposure. Heavy exposure
to asbestos also can lead to other cancers of the respiratory and digestive systems.
A BIT OF HISTORY
The Occupational Safety and Health Act (OSHA), which regulates workers safety, was passed into
federal law in 1970.
Occupational Safety Asbestos Control Laws and Regulations

and Health Regulations of the U.S. Occupational Safety and Health Administration (OSHA) con-
Administration trol asbestos exposure and handling of materials that contain asbestos. OSHA regulations
(OSHA) is a division state that fibers of 5 microns or larger are hazardous. These regulations further say that
of the U.S.
no worker can be exposed to more than 0.1 fiber per cubic centimeter of air during an
Department of Labor
that establishes and 8-hour period. That is an extremely small exposure to an extremely small amount of mate-
enforces workplace rial. However, these low exposure limits can be maintained in a brake service shop through
safety regulations. the proper use of brake cleaning equipment and respiratory safety devices.
A respirator designed specifically for protection against asbestos inhalation is your
best personal protection. The respirator shown in Figure 1-10 is approved by the National
Institute for Occupational Safety and Health (NIOSH) and has replaceable filters for maxi-
Environmental mum protection. A brake dust vacuum cleaning enclosure (Figure 1-11) and a brake
Protection Agency washing system will keep asbestos dust within safe limits for the entire shop area.
(EPA) is the U.S. gov-
ernment executive
Along with OSHA, the U.S. Environmental Protection Agency (EPA) regulates
department that some aspects of asbestos safety. EPA regulations are concerned primarily with handling
establishes and and disposal of asbestos waste. These regulations state that any waste material containing
enforces regulations more than 1 percent asbestos must be disposed of by rigidly controlled methods that do
to protect and pre- not endanger public health.
serve the physical Technicians’ concern with asbestos safety does not end with prescribed cleaning of
environment through brake systems and respiratory safety. They must dispose of cleaning residue according to
the control of hazard-
EPA regulations. Because brake dust may contain more than 1 percent asbestos, any vac-
ous materials and
waste, including land- uum cleaner bags, filters, and cloths used to wipe up brake dust must be sealed in double
fills. It is best known plastic bags or a similar non-permeable container. The bag or container must then be
for regulations relat- labeled with an asbestos exposure warning, similar to the following:
ing to air quality. In most areas of the country, it is acceptable to turn over properly contained asbestos
Many times OSHA residue to local sanitation agencies for burial in a landfill. This eliminates the hazard of
and EPA authority airborne fibers. Local asbestos disposal regulations may vary, however, and some may
overlap in large require additional special handling. It is the technician’s responsibility to know the local
incidents.
regulations and to ensure that they are observed in the workplace.
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Brake Safety 13
CAUTION
Hazardous Materials.
This container holds
asbestos fibers. Avoid
creating dust when
moving or opening.
Breathing protection
Breathe
should be worn when
air in unsealing/sealing
container. Asbestos
fibers are hazardous
and can cause cancer
Cartridge
and lung disease.
Air out
Figure 1-10 This NIOSH-approved filter-type respirator is ideal for brake work.
Glovebag
collection system
HEPA vacuum
cleaner
Figure 1-11 This full-enclosure asbestos vacuum system traps brake dust and
helps keep the shop’s air free of dust.
A BIT OF HISTORY
Health concerns were good reasons to remove asbestos from brake linings, but there was an
equally good engineering reason. Modern brake friction materials work better than asbestos.
Asbestos was still common in some friction materials in the early 1990s, but higher tempera-
tures of smaller disc brakes caused the asbestos pads to wear faster than was acceptable.
Moreover, even the best asbestos material will start to glaze at temperatures as low as
2508F (1228C). Modern semi-metallic and organic linings are safer, and they also provide better
braking performance than asbestos did.
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14 Chapter 1
AUTHOR’S NOTE All containers in which you store hazardous material or waste
must be labeled as to contents. The text can be handwritten or printed with other
methods as long as it cannot be easily wiped off or will not fade during the time
the container is used for this purpose.
Additional Respiratory Safety

Concern for the health hazards of asbestos exposure has led to a reduction of its use in
automotive components. For many years, asbestos has been eliminated from the brake
linings of new cars and light trucks sold in North America and from replacement brake
linings made in the United States and Canada. These restrictions do not apply, however,
to replacement brake linings manufactured outside North America and imported into the
United States or Canada. Furthermore, the asbestos content of imported brake linings
may not be identified clearly on packaging.
As asbestos content was reduced in brake linings, other materials took its place. Today,
many brake linings are made primarily of organic or semi-metallic compounds. As with
asbestos, however, these materials wear and create airborne dust. Semi-metallic brake
linings, for example, may contain copper or iron compounds, and these materials become
part of the brake dust. Although exposure to these metals may not be as hazardous as
asbestos exposure, it cannot be good for a person to inhale copper or iron dust.
For all of these reasons, proper use of brake cleaning equipment and respiratory safety
devices is as important today as it has ever been. Do not think for a moment that the
reduced use of asbestos in automotive materials has reduced the requirements for safe
material handling. All personnel must take the proper steps to protect themselves and
create a safe work environment.
Most new automotive Chemical Safety

cleaning solvents no
longer contain chlo- Asbestos is not the only hazardous material found in auto service facilities. Solvents,
rine. Chlorine is sus- cleaners, brake fluids, gasoline, oils, and other chemicals all present hazards if not handled
pected of causing properly. They may be flammable, emit harmful vapors, or be irritating to the eyes or skin.
damage to the ozone
layer and is banned
Brake Cleaning Solvents
from common use by
the EPA. One reason liquid solvents were developed for brake cleaning was to reduce the hazard
of blowing off brake assemblies with compressed air and creating clouds of airborne fibers
and dust. Wetting the dirt and dust residue on the brakes with solvent keeps the toxic
materials out of the air.
Always work with cleaning solvents in a well-ventilated area that is free of sparks or
flames. The fumes from aerosol cleaners and open part washers are heavier than air and
will settle to the lower part of the work area such as below floor-level dynamometers
and alignment pits. Solvent vapors may also be harmful if inhaled, particularly in large
quantities for prolonged periods. If necessary, use a respirator to prevent inhaling the
vapors. Chlorinated hydrocarbon solvents may be absorbed through the skin with toxic
effects. Always wear gloves when using any cleaning solvent. The best first aid for skin
and eye contamination is flushing with large amounts of water and contacting medical
personnel. Inhalation exposure requires quick removal to clean air and medical
attention.
Although they are a lesser health hazard than asbestos, various cleaning solvents used
on brake systems must be handled with specific precautions. Among the most significant
64540_ch01_hr_001-044.indd 14 2/2/18 12:00 PM

Brake Safety 15
Figure 1-12 This aerosol brake cleaner contains tetrachloroethylene. You should know and practice the safe use of all solvents
in the shop.
Chlorinated hydrocar-
from a safety standpoint are those that contain chlorinated hydrocarbon solvents such bon solvents are a
as 1,1,1-trichloroethane, trichloroethylene, and tetrachloroethylene (Figure 1-12). class of chemical com-
These are all colorless solvents with a strong odor of ether or chloroform. The vapors from pounds that contain
these solvents can cause drowsiness or loss of consciousness. Very high levels of exposure, various combinations
even for a short time, may be fatal. Although these hydrocarbon solvents are not flam- of hydrogen, carbon,
and chlorine atoms.
mable, they decompose when exposed to flame and release toxic gases such as phosgene,
carbon monoxide, and hydrogen chloride.
This family of chlorinated hydrocarbon solvents reacts in the atmosphere and depletes 1,1,1-
Trichloroethane is a
the Earth’s ozone layer. Their manufacture has been restricted since January 1, 1996. Other chlorinated cleaning
solvents such as hexane, heptane, and xylene are replacing chlorinated hydrocarbons in solvent often used in
brake cleaners (Figure 1-13). Hexane and heptane are flammable, however, so all fire aerosol brake cleaners.
safety precautions must be observed when using these solvents.
Trichloroethylene
Causes and Effects of Chemical Poisoning is a chlorinated toxic
A person may be exposed to chemical health hazards in three ways: by ingestion, by inha- cleaning solvent often
lation, and by contact with the skin. Material safety data sheets (MSDS), discussed in more used in aerosol brake
cleaner and as an
detail in subsequent paragraphs, describe any poisoning hazards and how to counteract
insecticide fumigant.
poisonous effects. An MSDS for every solvent used in the shop should be readily available
to every worker. Phosgene is a poi-
Obviously, swallowing any solvent—even soap—can be hazardous, but this does not sonous gas that is
happen very often. Solvents also can be ingested by a smoker who lights a cigarette while formed when certain
working with the solvent. Solvents must always be handled carefully and kept in properly other gases are
labeled containers. When not in use, the containers must be stored away from untrained exposed to flame; it is
personnel and children. also known as mus-
Contact with solvents occurs most often through inhalation or absorption through tard gas, the principal
poison gas used in
the skin. Inhalation has the more immediate effect. Absorption can be just as dangerous;
World War I.
however, its effects may not be noticeable for several days after exposure.
64540_ch01_hr_001-044.indd 15 2/2/18 12:00 PM

16 Chapter 1
Figure 1-13 Nonchlorinated

cleaning solvents also require
specific handling and safety
precautions.
Current OSHA standards for exposure to airborne trichloroethylene say that more
than 100 parts per million (ppm) in the air during 8 hours is dangerous. To give you an
idea of how small the allowable exposure is, 100 ppm equal 0.0001 percent.
WARNING Always wear nitrile gloves when working with chemicals. Exposure
can lead to skin injuries and, sometimes, ingestion through the skin into the blood-
stream. Serious injury could result.
There is no current standard for physical contact with these solvents, but the immediate
effect is the removal of natural skin oils, which causes drying of the skin and redness and
irritation. Prolonged skin contact with solvent can have the same effects as inhalation.
Exposure to chlorinated hydrocarbons and other solvents by any means can cause
nausea, drowsiness, headache, dizziness, and eventually unconsciousness. Prolonged
exposure can lead to liver and kidney damage.
SAFETY AND ENVIRONMENTAL AGENCIES

Environment Protection Agency
The EPA is a federal agency charged with instituting and enforcing regulations that assist in
protecting the environment. It was formed in the early 1970s to reduce air pollution caused
64540_ch01_hr_001-044.indd 16 2/2/18 12:00 PM

Brake Safety 17
by vehicle and manufacturing emissions. Inherent within that charter was the control and
disposal of waste products from almost all businesses, including the local automotive repair
shop and individuals. The main concern of the EPA is the storage and disposal of hazardous
waste from major manufacturers, plants, the local garbage dump, and everything in between.
Although its formation met with much resistance, the results some 50 years later are cleaner
air and less ground and water pollution. Unless something changes, the agency will be in
operation for the foreseeable future. The EPA’s website is http://www.epa.gov.
Occupational Safety and Health Administration (OSHA)

OSHA was formed to help protect employees and, ultimately, employers. It has the legal
authority to inspect businesses and ensure that working areas are safe for the employees.
Some safety concerns of utmost interest are the control of chemicals within the workplace,
the equipment/facility in which to store or use those chemicals, the equipment and tools
used within the facility, and the general working environment. It should be noted that since
the formation of OSHA, accidents resulting from unsafe working environments have been
reduced, with an increase in production associated with lowered loss of man-hours and
fewer accidents. A suggested website for OSHA is https://www.osha.gov/SLTC/index.html.
Environmental Canada
Environmental Canada is the Canadian version of the U.S. EPA. It has requirements that
relate to Canada’s more northern environment and citizens. Within its organization are sub-
agencies, such as the Canadian Environmental Assessment Agency, which may not be directly
related to sub-agencies of the U.S. EPA. As far as the automotive industry is concerned, how-
ever, the legal and environmental control requirements are almost exactly the same. Section
7 of the Canadian Environmental Protection Act specifically covers the Canadian automotive
industry. The website best suited for information on this agency is http://www.ec.gc.ca.
Canadian Center for Occupational Health and Safety (CCOHS)

The Canadian Center for Occupational Health and Safety (CCOHS) is similar to the
U.S. OSHA with a similar mandate, responsibility, and authority. It performs inspections,
determines administrative fines, files criminal charges, and directs training programs in
much the same manner as the U.S. OSHA does. The website is http://www.ccohs.ca/.
It should be noted that each of the four agencies listed operates “over border” because
many pollutants tend to cross borders. Automotive manufacturing, vehicle repair, and
vehicle operation are shared by the United States and Canada and many associated prob-
lems are the result of actions in one country affecting the environment of its neighbor.
Each of the listed websites has a large amount of information pertaining to almost any
environmental and safety issue.
HAZARDOUS COMMUNICATIONS
Each of the agencies noted in the last section enforces what are known as right-to-know
laws or hazardous communications. Basically, right-to-know requires the employer to
notify employees of dangerous materials that are housed or used on-site. They also require
the initial training of new employees; annual (or more often) refresher training of all
employers; and employer-designated personnel with specific authority to train, maintain
records, and, in some instances, act as first responders to fires or accidents. Of direct
interest to all employees are the three main informational documents pertaining to on-site
chemicals.
Important information about such materials is contained in material safety data
sheets (MSDS), which are multiple-page information sheets (Figure 1-14). The MSDS
64540_ch01_hr_001-044.indd 17 2/2/18 12:00 PM

18 Chapter 1
HEXANE
=======================================================
MSDS Safety Information
=======================================================
Ingredients
=======================================================
Name: HEXANE (N_HEXANE)
% Wt: >97
OSHA PEL: 500 PPM
ACGIH TLV: 50 PPM
EPA Rpt Qty: 1 LB
DOT Rpt Qty: 1 LB
=======================================================
Health Hazards Data
=======================================================
LD50 LC50 Mixture: LD50:(ORAL,RAT) 28.7 KG/MG
Route Of Entry Inds _ Inhalation: YES
Skin: YES
Ingestion: YES
Carcinogenicity Inds _ NTP: NO
IARC: NO
OSHA: NO
Effects of Exposure: ACUTE:INHALATION AND INGESTION ARE HARMFUL AND MAY BE FATAL.
INHALATION AND INGESTION MAY CAUSE HEADACHE, NAUSEA, VOMITING, DIZZINESS, IRRITATION
OF RESPIRATORY TRACT, GASTROINTESTINAL IRRITATION AND UNCONSCIOUSNESS. CONTACT
W/SKIN AND EYES MAY CAUSE IRRITATION. PROLONGED SKIN MAY RESULT IN DERMATITIS (EFTS
OF OVEREXP)
Signs And Symptions Of Overexposure: HLTH HAZ:CHRONIC:MAY INCLUDE CENTRAL
NERVOUS SYSTEM DEPRESSION.
Medical Cond Aggravated By Exposure: NONE IDENTIFIED.
First Aid: CALL A PHYSICIAN. INGEST:DO NOT INDUCE VOMITING. INHAL:REMOVE TO FRESH AIR. IF
NOT BREATHING, GIVE ARTIFICIAL RESPIRATION. IF BREATHING IS DIFFICULT, GIVE OXYGEN.
EYES:IMMED FLUSH W/PLENTY OF WATER FOR AT LEAST 15 MINS. SKIN:IMMED FLUSH W/P LENTY
OF WATER FOR AT LEAST 15 MINS WHILE REMOVING CONTAMD CLTHG & SHOES. WASH CLOTHING
BEFORE REUSE.
=======================================================
Handling and Disposal
=======================================================
Spill Release Procedures: WEAR NIOSH/MSHA SCBA & FULL PROT CLTHG. SHUT OFF
IGNIT SOURCES:NO FLAMES, SMKNG/FLAMES IN AREA. STOP LEAK IF YOU CAN DO SO W/OUT
HARM. USE WATER SPRAY TO REDUCE VAPS. TAKE UP W/SAND OR OTHER NON_COMBUST MATL &
PLACE INTO CNTNR FOR LATER (SU PDAT)
Neutralizing Agent: NONE SPECIFIED BY MANUFACTURER.
Waste Disposal Methods: DISPOSE IN ACCORDANCE WITH ALL APPLICABLE FEDERAL, STATE AND
LOCAL ENVIRONMENTAL REGULATIONS. EPA HAZARDOUS WASTE NUMBER:D001 (IGNITABLE
WASTE).
Handling And Storage Precautions: BOND AND GROUND CONTAINERS WHEN TRANSFERRING LIQUID.
KEEP CONTAINER TIGHTLY CLOSED.
Other Precautions: USE GENERAL OR LOCAL EXHAUST VENTILATION TO MEET
TLVREQUIREMENTS. STORAGE COLOR CODE RED (FLAMMABLE).
=======================================================
Fire and Explosion Hazard Information
=======================================================
Flash Point Method: CC
Flash Point Text: _9F,_23C
Lower Limits: 1.2%
Upper Limits: 77.7%
Extinguishing Media: USE ALCOHOL FOAM, DRY CHEMICAL OR CARBON DIOXIDE. (WATER MAY BE
INEFFECTIVE.)
Fire Fighting Procedures: USE NIOSH/MSHA APPROVED SCBA & FULL PROTECTIVE
EQUIPMENT (FP N).
Unusual Fire/Explosion Hazard: VAP MAY FORM ALONG SURFS TO DIST IGNIT SOURCES & FLASH
BACK. CONT W/STRONG OXIDIZERS MAY CAUSE FIRE. TOX GASES PRDCED MAY INCL:CARBON
MONOXIDE, CARBON DIOXIDE.
=======================================================
Figure 1-14 The MSDS for any chemical lists physical and chemical properties and all necessary safety
information.
is issued by the manufacturer of the material. It provides detailed information on hazard-

ous materials, including dangerous ingredients, corrosiveness, reactivity, toxicity, fire and
explosion data, health hazards, spill and leak procedures, and special precautions. Federal
law requires that an MSDS be available for each hazardous material in the workplace. They
are sometimes posted in the shop or available in the office. An employee must have access
to all MSDS documents pertaining to his or her work area.
The MSDS often states recommended uses for the material and lists specific handling
The Canadian equiva- instructions and safety precautions that must be observed. Emergency treatments for
lent of the MSDS is accidental ingestion, inhalation, and eye and skin contact are given when applicable.
the Workplace Guidelines for cleaning up spills or responding to other emergencies are included. The
Hazardous Materials Canadian equivalent of the MSDS is the Workplace Hazardous Materials Information
Information Sheet
Sheet.
The employer is responsible for obtaining all MSDS for the hazardous materials in the
shop and for making this information available to all employees. The employer must also
64540_ch01_hr_001-044.indd 18 2/2/18 12:00 PM

Brake Safety 19
provide formal training on the safe handling of all hazardous materials and must update
this training yearly.
Containers storing potentially hazardous materials must be properly labeled with
regard to health, fire, reactivity, and handling hazards (Figure 1-15). The simplest way to
ensure compliance is to keep materials in their original containers. If a chemical is moved
into another container, it is the responsibility of the shop to see that the container is the
proper type and is correctly labeled. Do not use materials in unmarked containers. They
may not be what they appear to be, or they may be contaminated.
Every employer also must maintain documentation on all hazardous materials used
in the shop. The employer must provide proof of training programs, keep records of all
accidents or spills, and satisfy all employee requests to review MSDS. Even if a hazardous
material is phased out of use, the MSDS must be kept on file for 30 years. OSHA and other
regulatory agencies are quite serious when it comes to employee safety and hazardous
materials. Each employee should be too.
During the workday, a technician may use any number of materials that can be haz-
ardous. For example, there are solvents, brake cleaners, and brake fluids. The storage
containers for these and all other hazardous materials must have a label that should be
read before using them (see Figure 1-15).
Figure 1-16 shows a typical container label. The label must identify the hazardous
chemicals in the product and tell what the specific hazards are. For example, the label
Figure 1-15 Chemical storage cabinets must be labeled as to contents and Figure 1-16 The label on a can of brake fluid lists hazards, warnings,
fire hazards. and first-aid information.
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20 Chapter 1
Oily Rags
Figure 1-17 Hazardous waste materials must

be stored in clearly labeled safety containers
until they can be disposed of properly.
would tell the technician that the material might be poisonous or flammable and list what
precautions should be taken. There might be a warning to wear eye protection or to use
the material in a well-ventilated area. First-aid information is also provided on the label.
Unlabeled materials can be very dangerous. Many people have been injured when they
did not know what was in a container. There may be times when a material from a labeled
container is placed into another container. Always make a label for the new container that
describes the contents. Other persons may use the container or material.
Many of the waste materials from shop use are also considered hazardous
(Figure 1-17). Dirty solvent, used engine coolant, used batteries, used engine oil, and
vacuum cleaner bags with brake dust are just a few examples of shop hazardous waste.
Never throw these materials in the trash or pour them down a drain. They could end up
in a place where they could injure someone. Federal laws regulate how hazardous waste
materials should be handled. Automotive shops usually have contracts with companies to
pick up these materials and dispose of them properly.
HANDLING OF HAZARDOUS WASTE

When the shop is finished using a hazardous material, it becomes hazardous waste. The
EPA defines hazardous waste as solid or liquid materials that have one or more of the fol-
lowing characteristics:
■■ Ignitability. This characteristic applies to liquids with flash points below 1408F or sol-
ids that can spontaneously ignite.
■■ Corrosivity. Materials that dissolve metals or other materials or burn the skin on con-
tact are considered corrosive.
■■ Reactivity. Reactive materials include those that react violently with water or other
materials. They may release cyanide gas, hydrogen sulfide gas, or similar gases when
exposed to low-pH acid solutions. They may also generate toxic or flammable vapors.
■■ Extraction Procedures (EP) toxicity. Materials that leach one or more heavy metals
in concentrations greater than 100 times primary drinking water standard concentra-
tions are considered toxic.
A complete list of hazardous wastes may be found at the EPA or CCOHS websites.
When handling any hazardous waste material, always wear the safety equipment specified
in the MSDS. In many cases, this includes full eye protection, chemical-resistant gloves,
and a respirator (Figure 1-18).
64540_ch01_hr_001-044.indd 20 2/2/18 12:00 PM

Brake Safety 21
Figure 1-18 Wear proper safety equipment when handling

hazardous materials such as cleaning solvents.
Cleaning Equipment Safety

Parts cleaning is an important part of any brake repair job. Be careful when using solvents.
Most are toxic, caustic, and flammable. Avoid placing bare hands in solvent; wear protec-
tive gloves, if necessary. Read all manufacturer’s precautions and instructions and material
safety data sheets (MSDS) before using.
Do not use gasoline to clean components. This practice is very dangerous. Gasoline
vaporizes at such a rate that it can form a flammable mixture with air at temperatures as
low as 2508F. Gasoline also is dangerous if it gets on the skin because the chemicals in
gasoline can be absorbed through the skin and get into your body.
WARNING: Never work with gasoline in a closed area. One experienced techni-
cian was working on a carburetor in his home garage. After leaving for awhile to go
shopping, he re-entered the garage through a door between the kitchen and garage.
When he flipped the light switch on, an explosion demolished the kitchen and garage.
He was killed instantly. An investigation found that he apparently left a gasoline
container open and the vapors filled the two-car garage sufficiently to ignite from a
small electrical spark. Even a small amount of gasoline or other flammable liquid can
produce enough vapors to cause lots of damage and injuries.
Small cleaning jobs are often done with aerosol cleaners. These spray cans contain
chemicals that break down dirt and grease and allow them to be removed. Always read the
warnings on the can and follow them. Wear eye protection, proper gloves, and a shop coat
to prevent exposure to the skin or eyes. Always do the cleaning in a well-ventilated area.
64540_ch01_hr_001-044.indd 21 2/2/18 12:00 PM

22 Chapter 1
A B C
Figure 1-19 To relieve high ABS pressures, (A) disconnect the battery negative cable, (B) be sure the ignition is off, and (C) pump the brake pedal 25–50
times until you feel a definite increase in pedal firmness.
Many of the solvents used in solvent cleaning tanks are flammable. Be careful to pre-
vent an open flame around the solvent tank. Never mix solvents. One could vaporize and
act as a fuse to ignite the others.
Wear neoprene gloves when washing parts. Some solvents can be absorbed through
the skin and into the body. This is especially true if there is a cut on your hand. Do not
blow compressed air onto the hands if they get wet with solvent, as this can cause the
solvent to go through your skin.
Wipe up spilled solvents promptly, and store all rags in closed, properly marked metal
containers. Store all solvents either in their original containers or in approved, properly
labeled containers. Finally, when using a commercial parts washer, be sure to close the lid
when the job is finished.
Antilock Brake Hydraulic Pressure Safety

Many ABSs generate extremely high brake fluid pressures that range from 2,000 to 3,000
psi. Failure to fully depressurize the hydraulic accumulator of an ABS before servicing any
part of the system could cause severe personal injury from high-pressure brake fluid escap-
ing from a service connection. Follow the exact shop manual procedure for the vehicle being
serviced. A typical depressurizing procedure follows, with complete details in Chapter 10.
1. Disconnect the negative (−), or ground, battery cable (Figure 1-19A).
2. Be sure the ignition key is off (Figure 1-19B).
3. Pump the brake pedal at least 25 to 50 times, using about 50 pounds of pedal force
(Figure 1-19C).
4. Continue pumping until you feel a definite increase in pedal firmness. Pump the
pedal a few more times to ensure complete relief of hydraulic pressure from the
system.
5. Proceed with system service.
AIR BAG SAFETY

WARNING: Late-model cars and light trucks have supplemental inflatable
restraint systems (SIRSs), known as air bags. To avoid accidental deployment of the
air bag and possible injury or vehicle damage, always disconnect the battery ground
(negative) cable, then the positive battery cable, and wait a minimum of 20 minutes
before working near any of the impact sensors, steering column, or instrument panel.
Do not use any powered electrical test equipment on any of the air bag system wires
or tamper with them in any way unless specifically directed by the instructor or
supervisor. Do not use memory saver devices unless the air bag system is disabled.
64540_ch01_hr_001-044.indd 22 2/2/18 12:00 PM

Brake Safety 23
Most vehicles built since the early 1990s have a supplemental inflatable restraint
system (SIRS), more commonly called an air bag. This system is designed to protect the
driver and other passengers from injury in case of a collision. The system consists of an
air bag module in the center of the steering wheel, another in the right side of the instru-
ment panel, and possibly others in the side panels and headrests.
When working on brake system components under the instrument panel or near any
of the air bag sensors or actuators, it is a good idea to deactivate the air bag system as
described in the warning above. Exact procedures may vary from one vehicle to another,
so consult the specific vehicle service manual for details.
Automotive manufacturers have installed side and headrest air bags in many of the
2000 and later model vehicles. Some side bags are in the doors, whereas others are in the
side of the seat backrest. They are protection during a side impact. The headrest bags are
designed to reduce head and neck injuries during a collision from the rear. It is an accepted
fact that SIRSs of this type can be dangerous to automotive and emergency technicians.
The newest SIRSs are disarmed in a manner similar to that for driver and passenger bags.
Always consult the service manual before beginning work in or around any SIRS
components.
Hybrid Vehicle Electrical Hazards
WARNING: Hybrids have very high voltage systems that can kill you if they are
mishandled! Do not attempt to service a hybrid vehicle until you have been trained
and understand the proper procedures necessary to keep you safe!
Every manufacturer is using high voltage for their hybrid and electric vehicles
(EV). It is important to know what the proper procedures are for disarming the high
voltage system to prevent electrocution and or property damage. It is beyond the
scope of this text to describe every manufacturer’s specific safety precautions, so never
ever attempt ANY repair on a hybrid vehicle until you know the proper procedures
through training. Generally, orange wiring and conduit identify the high voltage sys-
tem (Figure 1-20). It is also important to know that some hybrids will restart on their
own if the battery is low and the key is in (or near, in the case of a smart key) the igni-
tion. Imagine what would happen if you had your hands around a rotating part if the
engine started.
Figure 1-20 The Chevrolet Volt has high voltage wiring identified
by orange insulation and conduit.
64540_ch01_hr_001-044.indd 23 2/2/18 12:00 PM

24 Chapter 1
FIRE CONTROL
There are four general classifications of fires and a type of fire extinguisher to match the
burning materials (Figure 1-21). Each class of fire is matched with a type of fire extin-
guisher containing the best material for controlling or extinguishing that fire. The automo-
tive repair shop is normally in danger of fire from fuel, mostly gasoline, or from electrical
fires. Electrical fires can sometimes be easily extinguished by disconnecting the battery,
but do not go in harm’s way trying to do this. Fuel fires will continue to burn as long as
there is fuel. One thing not to use on fuel fires is spraying water. That will only spread the
fuel and the fire. A Class B or a multiple-purpose fire extinguisher is the best tool for stop-
ping a fuel fire. Most automotive shops have multiple-purpose-type extinguishers because
they will work on different types of fire.
The first thing that should be done when a fire is discovered is to sound the alarm,
then locate and remove the extinguisher from its mount. Using a fire extinguisher is fairly
simple provided that the employer and employee have done their routine checks. Each
fire extinguisher in the shop must have a tag where the date and time of inspection have
Class of Fire Typical Fuel Involved Type of Extinguisher
For Ordinary Combustibles Wood Water*1

Put out a Class A fire by lowering Paper Foam*
Class A Fires its temperature or by coating Cloth Multipurpose dry chemical4
the burning combustibles. Rubber
Plastics
(green)
Rubbish
Upholstery
For Flammable Liquids Gasoline Foam*

Put out a Class B fire by smothering Oil Carbon dioxide5
Class B Fires it. Use an extinguisher that gives Grease Halogenated agent6
a blanketing, flame-interrupting Paint Standard dry chemical2
(red) effect; cover whole flaming liquid Lighter fluid Purple K dry chemical3
surface. Multipurpose dry chemical4
For Electrical Equipment Motors Carbon dioxide5

Class Fires Put out a Class C fire by shutting off Appliances
C power as quickly as possible and by Wiring
Halogenated agent6
Standard dry chemical2
always using a nonconducting Fuse boxes Purple K dry chemical3
extinguishing agent to prevent Switchboards Multipurpose dry chemical4
(blue) electric shock.
For Combustible Metals Aluminum Dry powder extinguishers

Put out a Class D fire of metal chips, Magnesium and agents only
Class Fires
D turnings, or shavings by smothering Potassium
or coating with a specially designed Sodium
extinguishing agent. Titanium
(yellow)
Zirconium
*Catridge-operated water, foam, and soda-acid types of extinguishers are no longer manufactured. These extinguishers should be removed
from service when they become due for their next hydrostatic prerssure test.
Notes:
(1) Freezes in low temperatures unless treated with antifreeze solution, usually weighs over 20 pounds (9 kg), and is heavier than any other
extinguisher mentioned.
(2) Also called ordinary or regular dry chemical (sodium bicarbonate).
(3) Has the greatest initial fire-stopping power of the extinguishers mentioned for class B fires. Be sure to clean residue immediately after
using the extinguishers so sprayed surfaces will not be damaged (potassium bicarbonate).
(4) The only extinguishers that fight A, B, and C classes of fires. However, they should not be used on fires in liquefied fat or oil of appreciable
depth. Be sure to clean residue immediately after using the extinguisher so sprayed surfaces will not be damaged (ammonium phosphates).
(5) Use with caution in unventilated, confined spaces.
(6) May cause injury to the operator if the extinguishing agent (a gas) or the gases produced when the agent is applied to a fire is inhaled.
Figure 1-21 Class B- and C-type fires present the greatest fire concern in an automotive shop. A multiple-purpose fire extinguisher will work on each type.
64540_ch01_hr_001-044.indd 24 2/2/18 12:00 PM

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Pompeo; e fra i tribuni della plebe, l’eroe famigerato dello scandalo
della Dea Bona, P. Clodio Pulcro, doveva essere, più che un
artigiano, uno strumento. Clodio era un patrizio, di quella famiglia dei
Claudii, che contava tra le più antiche e celebri di Roma. Non è
quindi da stupire se, fino allo scandalo del 62, fosse stato più incline
agli oligarchi che ai popolari, e insomma non si fosse condotto in
modo molto diverso da Pompeo, di cui era amico. Ma dopo lo
scandalo, respinto dalla sua casta e dal suo partito, non restava a
Clodio altro scampo che o ritirarsi per sempre nell’oscurità o buttarsi
nelle braccia dei popolari. Cesare capì che avrebbe potuto sfruttare il
nome e il vario ingegno di questo reietto della nobiltà; gli fece
ottenere con una legge il passaggio dal patriziato alla plebe; lo aiutò
ad essere eletto tribuno della plebe pel 58, e si intese con lui per
organizzare il popolino di Roma, in modo da poter sicuramente
padroneggiare i comizi, l’organo legislativo con cui egli aveva
umiliato ed esautorato il senato; e sul quale faceva assegnamento,
come principale strumento della potenza sua, di Pompeo e di
Crasso, per domare le future resistenze del Senato. Da gran tempo,
da prima della restaurazione sillana, i collegia o associazioni
d’artigiani, numerosi in Roma, s’erano buttati nella politica e nelle
elezioni, e di solito avevano favorito il partito popolare. Ma
abbandonati a sè medesimi, erano stati sempre in balìa del caso; e
spesso assenti per indifferenza o volubili per ignoranza. Cesare
pensò di dare a questo popolino, che, essendo numeroso e sempre
presente a Roma, poteva essere maggioranza nei comizi quando
volesse, una solida organizzazione; e incaricò Clodio di compire
quest’opera, irreggimentando bande numerose di elettori e
guadagnandone il favore con leggi e beneficî.
Nel senato veniva meno, del resto, perfino la voglia di opporsi a
Cesare, a Crasso e a Pompeo. Catone e i suoi amici erano ormai un
piccolo gruppo solitario e impotente: tanta paura incuteva la
coalizione dei tre potenti personaggi, dopo le umiliazioni inflitte al
senato per mezzo dei comizi. Cesare solo non avrebbe
spadroneggiato a quel modo: ma chi poteva presumere di opporsi a
Cesare, a Crasso e a Pompeo uniti? Le elezioni per il 58, così
favorevoli ai tre potenti cittadini, disanimarono interamente
l’opposizione; cosicchè subito dopo le elezioni il senato, su proposta
di Crasso e di Pompeo, arrotondò, ancora più che non fosse saggio,
i poteri proconsolari di Cesare, e gli conferì anche quella parte della
Transalpina che era provincia romana, col comando di una legione.
E non appena fu entrato in carica, il 10 dicembre, Clodio si accinse a
compier l’opera di Cesare, lanciando le nuove proposte con le quali
Cesare, Crasso e Pompeo pensavano di padroneggiare i comizi, e
farne lo strumento sicuro del loro governo: una lex frumentaria, per
la quale i cittadini poveri di Roma avrebbero diritto di avere il grano,
non più a prezzi di favore, ma gratuitamente; una lex de jure et
tempore legum rogandarum, che liberava i comizi tributi da ogni
osservanza liturgica e che permetteva di tener le assemblee
politiche in tutti i dies fasti, anche nei festivi, e quindi facilitava ai
campagnoli l’intervento nei comizi: una lex de collegiis, che toglieva
di mezzo diverse limitazioni poste dal senato alle associazioni degli
artigiani; infine una lex censoria, che scemava ai censori la facoltà di
non ammettere in senato quanti avevano rivestito le necessarie
magistrature. Queste leggi furono approvate quasi senza
opposizione, pochi giorni dopo che il consolato di Cesare era finito; e
quasi come una postuma vittoria di questo.
8. Importanza storica e carattere politico del consolato di
Cesare. — Il quale aveva operato — o almeno tentato — nello Stato
romano un mutamento assai più profondo, che i contemporanei
forse non credessero. Se si badi solo alle leggi proposte da lui e da
Clodio, Cesare è il continuatore di Caio Gracco e dei suoi
successori. Ritroviamo le stesse leggi agrarie e frumentarie, le
stesse leggi favorevoli ai cavalieri, le stesse leggi, che cercano di
restringere l’autorità del senato. Ma tra queste leggi non ce ne è più
nessuna, come la legge agraria e la legge della cittadinanza per
Caio Gracco, che sia il fine, per raggiungere il quale le altre servono
di mezzo: per Cesare queste leggi sono mezzi e preparazioni di una
rivoluzione politica, nella quale deve ricercarsi la vera opera sua. In
che consiste questa rivoluzione? Non in viste o ambizioni
monarchiche, quali troppi e troppo ingenui storici gli hanno attribuite;
ma nell’aver incominciato a sostituire — in fatto se non in diritto — al
governo aristocratico del senato un governo sul modello della
τυραννίς la tirannide greca; una triarchia — potremmo dire — il
governo personale di tre cittadini più potenti degli altri, che, ciascuno
a capo non di un partito politico ma di una clientela di interessi,
dominerebbero uniti i comizi e il senato disporrebbero delle cariche,
e potrebbero dirigere tutta la politica dell’impero, senza però mutare
la costituzione e solo facendola agire a proprio vantaggio. Arbitri dei
comizi, questi tre cittadini potrebbero disporre delle cariche; e
potendo disporre delle cariche, dominerebbero la maggioranza del
senato e tutto lo Stato. È chiaro che per simile rivolgimento il
governo di Roma, che era stato sino allora in potere di una
aristocrazia, divisa in larghe consorterie di famiglie, veniva ad
alterarsi profondamente. Senonchè non bisogna credere che Cesare
fosse spinto a cambiar così la costituzione politica di Roma da una
smodata ambizione. I tempi e la situazione potevano più che le sue
ambizioni. Egli tentava di sostituire questo governo di clientele
all’aristocratico governo del senato, perchè la riforma di Silla era
fallita; e l’aristocrazia non era più capace di far operare la
costituzione romana e di governare nel senato l’Impero. Non era
anzi neppur più una aristocrazia nel senso vero della parola; una
aristocrazia compatta, omogenea, abbastanza concorde, attiva e
forte; ma una accozzaglia di antiche famiglie e di nuove, di guerrieri,
di diplomatici, di uomini d’affari, d’avvocati, di letterati, di gaudenti,
diversi per origine, per tradizione, per gusti, per idee, gelosi e
invidiosi gli uni degli altri; che risentiva in se medesima tutte le
confusioni e oscillazioni e discordie della vita circostante. La
cresciuta potenza e ricchezza, la cultura greca, le guerre civili e i
diuturni conflitti politici avevano portato a compimento questa
dissoluzione, il cui segno più manifesto era il fiacco, incoerente,
slegato governo che aveva retto l’impero dalla morte di Silla in poi. In
quei venti anni nessuno aveva più governato Roma, nè il senato, nè
i comizi, nè la vecchia nobiltà, nè i cavalieri, nè il partito democratico;
ma l’impressione del momento, la tradizione, la violenza fugace dei
partiti. Onde le finanze erano in disordine; le elezioni dipendevano
ogni anno da un capriccio dell’opinione pubblica o da una sorpresa
preparata dagli interessi; la pirateria e il brigantaggio infestavano i
mari e le terre; perfino l’esercito era disorganizzato: gli effettivi delle
legioni, dimezzati; nessuna o quasi nessuna istruzione militare per le
nuove reclute volontarie; i generali e gli ufficiali superiori,
improvvisati tra i politicanti; solo i centurioni, questi oscuri ufficiali di
carriera, conoscevano per esperienza il mestiere delle armi, e
formavano il sostegno dell’esercito in dissoluzione. Nè più vigorosa e
illuminata era la politica estera, nella quale, quando non capitava un
Lucullo o un Pompeo a decidere a suo rischio e pericolo, l’azione del
senato si riduceva a tirare in lungo tutte le questioni, senza
risolverle. Non aveva il senato esitato lungamente perfino ad
accettare il Ponto e la Siria, che Pompeo gli offriva, già domati e
fruttuosi? Ma quando un potere indebolisce invecchiando, sempre
accade che presto o tardi un altro, più vigoroso cerca di togliergli di
mano scettro e spada. Questo appunto aveva fatto Cesare,
approfittando delle debolezze, degli errori, delle discordie, dei
conflitti di interesse da cui era diviso l’ordine sociale, a cui secondo
la costituzione spettava di governare l’impero. Il tentativo, grazie alla
sorpresa e alla sua maestria, era lì per lì riuscito: ma il nuovo
governo, fondato in un baleno, resisterebbe o no, secondo che
riuscisse a reggersi e a far cose utili e grandi, in quella vecchia
repubblica, troppo aristocratica per tradizione, perchè un tentativo di
quella natura non dovesse, passata la sorpresa, scontentare, irritare
e spaventare. Difatti da ora in poi non si può più dire che ci siano,
nel senato e in Roma, un partito oligarchico e un partito popolare; c’è
piuttosto un partito che potremmo chiamare senatorio, il quale mira a
difendere l’autorità del senato contro le usurpazioni del potere
personale e della triarchia, sfruttando l’avversione di molti per ogni
forma di potere personale, e attribuendogli tutte le sventure della
repubblica. La rivendicazione dei diritti e dell’autorità del senato sarà
sottintesa in tutte le agitazioni che turberanno la repubblica. Il nerbo
di questo «partito del senato» sarà formato dal piccolo e fiero gruppo
capeggiato da Catone.
Note al Capitolo Primo.
1. Su questa ambizione di Crasso, cfr. Plut., Crass., 13, 2, 7, e G.

Ferrero, Grandezza e Decadenza di Roma, vol. I, cap. XIII; vol. II,
Appendice C.
2. Per il programma dei Catilinari si veda il documento, che il maggiore,

eppur tanto ostile, storico di quella congiura — C. Sallustio Crispo —
riferisce: una loro lettera al senato (Sall., Cat., 33).
3. Per la discussione in senato, come per il discorso di Cesare, cfr. Sall.,

Cat., 50-54.
4. Fu questa la così detta IVª Catilinaria.
5. Cic., ad Att., I, 18, 3: Exagitatus senatus, alienati equites romani. Sic ille
annus duo firmamenta rei publicae, per me unum constituta, evertit.
6. Che le pratiche e gli accordi pel primo triumvirato siano stati conclusi
dopo l’elezione consolare di Cesare non è soltanto affermato da Suet.,
(Caes., 19 contro Dio Cass., 37, 54 e Plut., Caes., 13; Pomp., 47;
Crass., 14; App. B. Civ., 2, 9), ma è confermato dalla precisa
testimonianza di Cicerone, ad Att., 2, 3, 3. Cfr. G. Ferrero, vol. I, pag.
435.
7. Cfr. Caes., B. G., I, 31, 4 sgg. Tutta la prima parte della campagna
gallica di Cesare è raccontata in modo molto diverso dalla tradizione: le
ragioni di questi mutamenti sono state esposte lungamente
nell’Appendice D, pubblicata nel vol. II della traduzione francese di G.
Ferrero, Grandeur et Décadence de Rome, Paris, 1915. Questa
appendice manca nell’edizione italiana, nella quale il racconto segue
ancora la tradizione.
CAPITOLO SECONDO
L’ANNESSIONE DELLA GALLIA
9. L’esilio di Cicerone (58 a. C.). — Nei primi mesi del 58 Clodio

adempiè al suo impegno, anche oltre il desiderio dei triumviri. Non
solo fece approvare le leggi proposte; ma riuscì a mandare via di
Roma i due maggiori uomini che potevano dar ombra a Crasso, a
Pompeo e a Cesare: Catone e Cicerone. Al primo una sua legge
impose di recarsi ad occupare Cipro, sebbene godesse di un
governo indipendente. E Catone dovette, per quanto a malincuore,
obbedire al comando del popolo. A Cicerone toccò di peggio. Clodio
voleva vendicarsi della deposizione che Cicerone aveva fatta contro
di lui nel famoso processo: propose dunque sui primi del 58 una
legge, con la quale si minacciava l’interdictio aqua et igni a chiunque
condannasse o avesse condannato a morte un cittadino romano
senza appello al popolo. Era precisamente il caso dei Catilinari e di
Cicerone. Il grande oratore e i suoi amici dapprima tentarono di
commuovere il popolo, e sollecitarono Cesare, Crasso e Pompeo ad
intervenire. Ma il popolo non si mosse; Clodio era popolarissimo; i
tre capi del governo avevan troppo bisogno di lui; onde colui che i
senatori e Pompeo avevano chiamato Padre della Patria, non
aspettò nemmeno che la legge fosse approvata e ai primi di marzo
prese la via dell’esilio, salpando alla volta della Macedonia. Appena
Cicerone fu partito, Clodio si affrettò a far approvare la sua legge e a
far confermare con un’altra legge l’esilio del suo nemico, relegandolo
a 400 miglia da Roma, confiscandone i beni, distruggendone le case
e le ville.
10. La campagna di Cesare contro gli Elvezi (58 a. C.). —
Frattanto Cesare indugiava a Roma, invece di recarsi nella sua
provincia, dove pure parecchi mesi prima s’era detto che una grande
guerra stava per scoppiare; e non partì che a primavera, quando, sul
finire di marzo, anche gli Elvezi finalmente si mossero alla loro
migrazione [8]. Se veramente Cesare era persuaso che quelli fossero
i nuovi Cimbri e i nuovi Teutoni, occorre dire che egli fu di una
singolare imprudenza; perchè si lasciò sorprendere dal movimento
elvetico con una sola legione nella Provincia, mentre altre tre si
trovavano acquartierate ad Aquileia. Per fortuna, giunto che fu in
gran fretta a Ginevra, non ci trovò che un’ambasceria, la quale
chiedeva umilmente di poter attraversare la Provincia, per andare a
stabilirsi nella Gallia. La orda era così remissiva, che accondiscese
senza difficoltà ad aspettare alcuni giorni la risposta, quando Cesare
di ciò la richiese; e mentre Cesare faceva venire le altre tre legioni e
fortificava i punti in cui il Rodano era facile a passare tra il lago e il
Giura, non cercò, in quel non breve intervallo, di forzare il passo,
come avrebbe potuto senza soverchia difficoltà. Cosicchè il 13 di
aprile, Cesare, ormai sicuro di poter respingere un attacco, rifiutò
loro il passaggio: e allora i nuovi Cimbri e Teutoni non insistettero; e
chiesero invece ai Sequani il permesso di transitare pel loro
territorio.
Roma non voleva che gli Elvezi si stabilissero in Gallia, temendo un
nuovo pericolo cimbrico; e il senato aveva ordinato al governatore
della Narbonese di difendere gli Edui, i quali avevano implorato
l’aiuto di Roma contro la nuova invasione. Cesare poteva dunque
considerarsi in obbligo di inseguire gli Elvezi nell’interno della Gallia.
Ritornò nella Cisalpina, arrolò due nuove legioni, passò il
Monginevra, scese a Grenoble e, volgendosi a settentrione, marciò
verso le frontiere della Provincia. La lentezza del supposto nemico,
che conduceva seco donne, fanciulli, masserizie e viveri per tre
mesi, aveva concesso al generale romano il tempo di compiere
operazioni così complicate. Per un momento, anzi, Cesare,
oltrepassata verso il principio di giugno la frontiera della Provincia,
con circa 25.000 uomini, sperò di raggiungere gli Elvezi, mentre
stavano passando la Saona, sul punto di entrare, attraversato il
territorio sequano, nel territorio degli Edui. Ma per quanto egli si
affrettasse, non riuscì che ad annientare una piccola retroguardia,
rimasta di qua dal fiume. Passò allora con l’esercito il fiume, e si
diede ad inseguire il nemico: quand’ecco presentarglisi
un’ambasceria di Elvezi, alla cui testa era lo stesso loro capo,
Divicone, una vecchia conoscenza dei Romani, perchè tanti anni
prima, giovanissimo, aveva preso parte all’invasione dei Cimbri e dei
Teutoni. Questa ambasceria dichiarò che gli Elvezi non avevano
alcuna intenzione di far la guerra a Roma; che volevano solo
stabilirsi in Gallia e con il consenso dei Romani.... Le richieste non
avrebbero potuto essere più discrete: ma chi le faceva era un antico
capo dell’orda cimbrica e Cesare non si fidò. Respinse le proposte e
ricominciò a seguire a qualche distanza gli Elvezi, che avevano
ripresa la marcia, senza tuttavia subito attaccarli, parte perchè
aspettava una buona occasione, parte perchè i suoi movimenti
erano di continuo intralciati dalla mancanza di vettovaglie. A queste
si erano incaricati di provvedere gli Edui: ma troppo spesso al loro
impegno mancavano, allegando ora un pretesto ora un altro. Cesare
volle alla fine mettere le cose in chiaro; fece un’inchiesta; e allora,
per la prima volta, si accorse che inseguendo gli Elvezi era venuto a
cacciarsi nel tremendo ginepraio delle discordie galliche. Se il
governo eduo gli aveva chiesto aiuto contro gli Elvezi, c’era tra gli
Edui un partito — e potentissimo — che considerava gli Elvezi come
amici. Anche tra gli Edui, come presso quasi tutti i popoli gallici, la
vecchia nobiltà, che fin allora aveva tenuto il potere, impoveriva e si
indebitava; arricchiva invece e predominava una piccola plutocrazia,
che accaparrava terre e capitali, monopolizzava la riscossione delle
imposte, esercitava con grande profitto l’usura, e, appoggiandosi
sulla plebe, ch’essa si studiava di favorire e accarezzare, lottava per
spodestare la vecchia aristocrazia, instaurando dei governi
personali, non dissimili da quello, che Cesare, Crasso e Pompeo
avevano costituito in Roma. Questo partito aveva sollecitato gli
Elvezi a venire in Gallia, perchè sperava di servirsene come di una
milizia, sia per scacciare Ariovisto, sia per consolidare il suo potere;
ed ora cercava di favorirli, tagliando i viveri ai Romani.
Entrato in Gallia come un liberatore, Cesare s’accorgeva ad un tratto
che una parte di coloro che egli voleva liberare, erano amici del
nemico e se la intendevano segretamente con lui ai danni del
presunto salvatore. Egli fu così preoccupato di questa strana
posizione, che deliberò di ritornare indietro, per provvedere meglio al
proprio vettovagliamento. Ma allora gli Elvezi attaccarono
d’improvviso i Romani. Lo scontro fu lungo e difficile; e Cesare potè
disimpegnare il grosso delle sue legioni solo a costo di perdite gravi.
Cosicchè, mentre il tanto inseguito nemico poteva tranquillamente
proseguire verso il nord, egli era obbligato a restare tre giorni sul
posto per seppellire i morti e rimediare a tutto lo scompiglio arrecato
da quell’attacco improvviso. Quel che sarebbe successo se Divicone
lo avesse assalito di nuovo il giorno dopo, è difficile dire: ma gli
Elvezi non volevano la guerra a oltranza con Roma; e stanchi della
lunga marcia, impressionati dalle difficoltà dell’emigrazione e dalla
ostilità dei paesi che attraversavano, forse anche atterriti dalle loro
stesse vittorie e dalle prevedute vendette di Roma, offersero
novamente pace. E l’ottennero a condizioni che mostrano quanto
poco Cesare sentisse d’averli vinti. Quelli che vollero tornarono nel
loro antico territorio, ma ottenendo da Cesare il titolo di alleati del
popolo romano: quelli che vollero restare in Gallia, ebbero territori
dagli Edui (58 a. C.).
11. La guerra contro Ariovisto (58 a. C.). — La prima impresa di

Cesare in Gallia era finita senza una grande vittoria e per di più
aveva alienato da Roma il partito nazionale e le moltitudini. Il solo a
cui la guerra di Roma contro gli Elvezi giovava era appunto Ariovisto.
Cesare non tardò ad accorgersene nell’assemblea generale dei
Galli, che venne spontaneamente a radunarsi dopo la pace con gli
Elvezi; e nella quale le città galliche gli domandarono di liberare la
Gallia da Ariovisto. Egli era venuto come un liberatore: quello, non
gli Elvezi, era il nemico della Gallia [9]. Cesare capì che il prestigio
suo e di Roma era finito, se egli non faceva e subito la guerra contro
Ariovisto e non liberava la Gallia dal pericolo germanico. Ma il re
degli Svevi, non era solo un nemico forte; era anche stato dichiarato
dal senato, l’anno prima, «amico ed alleato del popolo romano».
Mancava dunque la ragione legale della guerra: il che accresceva
per Cesare il pericolo di farla, nel caso che fosse vinto. Tuttavia
l’impegno era tale, che Cesare non esitò; e subito prese a cercare
un casus belli. Intimò dunque ad Ariovisto di non condurre altri
Germani in Gallia, di restituire agli Edui gli ostaggi, di smettere da
ogni molestia o atto di guerra contro questo popolo ed i suoi alleati:
cercò insomma di trovare il pretesto di un litigio con Ariovisto
nell’incarico di difendere gli Edui, che il senato gli aveva commesso.
Ma Ariovisto rispose — e non senza acutezza — che il senato,
dichiarandolo amico e alleato, aveva riconosciuto tutte le conquiste
da lui fatte in Gallia. Cesare allora dichiarò la guerra e marciò alla
volta del Reno. La battaglia fra le legioni e le schiere di Ariovisto
ebbe luogo nell’Alsazia superiore, forse non lungi da Mülhouse. Ma
questa volta, l’esercito romano ebbe interamente ragione di un
nemico, che la voce pubblica diceva feroce e crudele. I Germani
furono gettati al di là del Reno, e lo stesso Ariovisto potè a mala
pena scampare alla morte con la fuga (settembre 58).
12. Il richiamo di Cicerone e la prima crisi della triarchia. — La

dominazione germanica in Gallia era caduta per secoli; la Gallia era
restituita a se stessa. Cesare aveva questa volta riportato una vera e
grande vittoria, i cui effetti durerebbero nei secoli. Ma il giudizio dei
contemporanei sugli eventi è spesso fallace; e Roma si accorse
appena di questa vittoria, che apriva alla lingua e allo spirito latino
una delle terre privilegiate dell’Europa. Roma era tutta intenta a ben
altra faccenda: l’ingiusto bando di Cicerone. Esiliando Cicerone per
la condanna dei congiurati, Clodio aveva abusato della sua potenza.
Passato il primo spavento, la pubblica opinione si era riavuta. Quanti
non erano contenti, specie in senato, del governo della triarchia,
avevano visto subito nella prepotenza di Clodio un’arma per nuocere
a Crasso, a Pompeo e a Cesare; e quindi non avevano risparmiato
fatiche per commuovere il pubblico a favore di Cicerone: il pubblico,
che amava e ammirava Cicerone, si era a poco a poco
appassionato: persin dei collegia di artigiani e dei municipi d’Italia
avevano chiesto il richiamo. In breve, mentre Cesare combatteva
Ariovisto, Roma dimenticava ogni altra cosa, non pensava che a
Cicerone e al modo di rendergli giustizia. Pompeo stesso che, come
Cesare del resto, aveva subìto, più che voluto, questa vendetta del
tribuno, non aveva tardato, per non contrariare troppo il pubblico, a
dichiararsi favorevole al ritorno del grande uomo. Senonchè Clodio,
che dell’esilio di Cicerone aveva fatto un impegno personale, non
aveva esitato a rivoltarsi perfino contro Pompeo, attaccando la sua
politica in Oriente, andando alla testa di bande armate a disturbare i
comizi pubblici, agitando Roma con continue dimostrazioni e tumulti,
e cercando di imporsi alla viltà universale con il terrore. Gli avversari,
esasperati, si intestarono ancor di più a volere a Roma a tutti i costi
Cicerone; le elezioni, fatte sulla disputata questione, furono
favorevoli alla nobiltà, anche perchè Pompeo si era accostato al
partito senatorio. La causa di Cicerone procedeva dunque a gonfie
vele; e già i consoli e i tribuni si preparavano a presentare una legge
per il suo richiamo. Ma Clodio non era uomo da dichiararsi vinto così
facilmente e, anche scaduto da tribuno, tentò impedire con la forza
l’approvazione della legge. Roma era piena di tumulti e di risse.
13. La guerra contro i Belgi (57 a. C.). — Insomma, le cose

volgevano piuttosto male a Roma per Cesare. Roma non badava a
quel che Cesare faceva in Gallia, e il governo personale dei tre
potenti vacillava, dopo un anno, per la discordia nata dalla questione
del richiamo di Cicerone tra Pompeo e Clodio. Il congegno elettorale,
con cui egli si era immaginato di dominare la repubblica, stava per
spezzarsi. Era doppiamente necessario per Cesare di compiere,
l’anno prossimo, in Gallia, qualche impresa anche maggiore. Avendo
appreso nell’inverno dal 58 al 57 che la Gallia settentrionale, il
potente paese dei Belgi e la parte occidentale della Gallia del Nord,
l’Armorica, ossia tutte le popolazioni gallo-germaniche, stendentisi
tra il Reno, la Schelda, l’Atlantico e la Senna, si agitavano, inquiete
per la presenza delle legioni romane, svernanti in Gallia, deliberò di
andare incontro nella prossima primavera al pericolo, interpretando
anche egli l’incarico avuto dal senato così largamente, come aveva
fatto Lucullo nell’ultima guerra mitridatica.
Era una impresa difficile quella a cui Cesare si accingeva.
Cinquant’anni prima, la Belgica aveva resistito strenuamente a quei
Teutoni e Cimbri, che più volte avevano sconfitto gli eserciti romani.
Si diceva che potesse mettere in campo 350.000 guerrieri; ed era
paese ignoto. Nè c’era da far molto assegnamento sulla fresca
amicizia dei Galli del centro. Cesare arrolò due nuove legioni e molti
arcieri e frombolieri in Asia, a Creta, nelle Baleari; persuase gli Edui
a invadere il paese dei Bellovaci, il più forte dei popoli Belgi; ed andò
ad aspettare l’orda belga che si avanzava, sull’Aisne, dove si
trincerò. I Belgi arrivarono e si trincerarono alla loro volta: i due
eserciti stettero parecchi giorni a guardarsi, ciascuno aspettando che
l’altro l’attaccasse; ma nessuno dei due volle fare il giuoco
dell’avversario, e alla fine un giorno, dopo poche scaramucce,
l’esercito belga si ritirò. La meraviglia di Cesare fu così grande, che
a tutta prima dubitò di un inganno. Solo più tardi egli seppe che i
Bellovaci, preoccupati della invasione degli Edui, avevano voluto
ritirarsi a difendere il proprio paese. Quella defezione, l’imperfetto
servizio delle sussistenze, il timore della potenza romana avevano
sciolto la lega. La fortuna aveva dunque mirabilmente servito
Cesare; il quale comprese che quello era proprio il momento di dar
addosso al nemico sparpagliato e di domare una ad una quelle tribù
valorose, ma volubili. Fu questa la seconda e più fortunata fase della
sua guerra belgica. Uno dopo l’altro i Suessioni, i Bellovaci, gli
Ambiani, gli Aduatici, perfino i terribili Nervii, i più bellicosi fra i Belgi,
furono per amore o per forza assoggettati (57 a. C.).
14. L’annessione della Gallia (56 a. C.). — Senonchè mentre

Cesare combatteva con fortuna in Gallia, le cose precipitavano a
Roma. Cicerone era finalmente ritornato, accolto in tutta l’Italia da
entusiastiche dimostrazioni; ma solo dopo che Pompeo aveva
trovato un tribuno della plebe, Tito Annio Milone, il quale aveva
raccolto una banda di gladiatori e di bravi, e con quella, tra tumulti,
zuffe e sangue, fatta approvare, il 4 agosto del 57, la legge che lo
richiamava. Ma Clodio non si era dato per vinto: aveva annunziato la
sua candidatura alla edilità per l’anno prossimo; aveva tentato di
sollevare il popolo contro Pompeo, spargendo la voce che questi
faceva la carestia per essere creato re di Roma; cercava d’impedire,
per mezzo di tribuni amici, che si ripagasse a Cicerone la casa
distruttagli; e infine nelle elezioni per il 56 aveva portato l’inatteso
soccorso delle sue bande elettorali ai candidati del partito senatorio,
avversi alla triarchia, facendo loro conquistare tutti i posti di pretore e
i due consolati. Come se tanti guai non bastassero, la questione
dell’Egitto era inopinatamente risorta. Tolomeo Aulete, che Cesare
aveva ufficialmente fatto riconoscere re d’Egitto, era stato scacciato
da una rivoluzione ed era in quel tempo tornato a richiedere la
protezione della repubblica. Ma troppi erano quelli che ambivano
l’incarico di restituirlo sul trono: primo fra essi Pompeo. Invece il
senato, al solito, non ne voleva sapere, e la sua opposizione era
apertamente o nascostamente aiutata da Clodio, e, pare, anche da
Crasso. Insomma quel governo personale e di clientela, che doveva
sostituire il senato invecchiato e impotente, si sfasciava appena
formato; e verso la metà del 57, potè sembrare ormai spacciato.
Clodio, per vendetta, era passato interamente al partito senatorio e
già aveva tentato di far abrogare le leggi del 59. Fu allora che la
mente vasta e ardita di Cesare concepì un’idea grandiosa, che
doveva aver nella storia effetti immensi, oggi ancora vivi e profondi.
Le vittorie sui Belgi avevano commosso Roma profondamente.
Secondo dirà poco di poi Cicerone, fino a quel momento i generali
della repubblica, Mario compreso, erano stati paghi di respingere i
Galli: Cesare invece era entrato nel loro paese. Che cosa dunque si
sarebbe pensato se Cesare ora, d’un colpo, avesse annunziato a
Roma che la Gallia Transalpina poteva considerarsi soggetta a
Roma tal quale come le Spagne, la Macedonia, la Siria?
Fu questa l’idea che egli venne maturando dopo le vittorie sui Belgi.
Per porla ad effetto, spedì il suo luogotenente P. Crasso, con una
legione, nella Gallia occidentale a ricevere pro forma l’atto di
sommissione delle tribù sparse tra le foci della Loira e della Senna; e
un altro suo luogotenente, Sulpicio Galba, con una legione, nell’alto
Vallese, presso il Gran San Bernardo. Dopo di che tornò
rapidamente nella Cisalpina, annunziando al senato ch’esso poteva
deliberare l’annessione della Transalpina ed inviare, come di regola,
i dieci commissari, che avrebbero dovuto organizzare, insieme con il
proconsole, la nuova provincia. Era questa un’audacia quale nessun
altro generale romano aveva ancora osato: affermare che due
guerre e due anni erano bastati a conquistare un paese così vasto e
del quale tante parti non avevano ancora visto l’elmo d’un legionario
o la toga di un magistrato romano. La temeraria affermazione
scatenerebbe nella Gallia un uragano di guerre, assai più tremende
di quelle che Cesare aveva fin allora sostenute: ma l’impegno
solenne, al quale Cesare incatenava la Repubblica, costringerebbe
questa, e il suo audace generale, a compiere una conquista, che
distraendo Roma dai facili successi orientali, avrebbe spostato l’asse
della civiltà verso Occidente.
15. Il convegno di Lucca e il consolato di Crasso e di Pompeo

(56-55 a. C.). — All’annunzio l’Italia tutta andò in delirio per la gioia.
Roma aveva avuto per tanti secoli tanta paura dei Galli, che nessuna
conquista poteva sembrargli più meravigliosa di questa o rallegrarla
maggiormente. Il popolo deliberò di inviare a Cesare una
deputazione di senatori per felicitarlo della vittoria; il senato,
cedendo all’opinione pubblica, decretò una supplicazione di quindici
giorni, la più lunga ordinata fino ad allora; molti avversari dell’anno
innanzi si convertivano all’ammirazione. Cesare diventò l’idolo del
pubblico; e di questo fugace favore approfittò per ricostituire il
governo del 59: urgente bisogno, perchè dopo Cicerone anche
Catone ritornava da Cipro. Convocò dunque Crasso e Pompeo a
Lucca, dove i suoi amici giunsero, seguiti da una vera corte di
senatori, ed espose loro un vasto piano, con il quale avrebbero
salvato la comune potenza, ormai pericolante sotto i colpi della
ringagliardita opposizione. Crasso riconcilierebbe Clodio con
Pompeo; ed ambedue si proporrebbero candidati al consolato per
l’anno 55: durante il consolato essi farebbero prolungare a lui, per
altri cinque anni, il comando della Gallia e assegnargli i fondi per
pagare le legioni che aveva reclutate, oltre quelle assegnategli dal
senato, dopo il principio della guerra: egli conquisterebbe in quei
cinque anni la Britannia e porterebbe le legioni oltre il Reno; Crasso,
dopo il consolato, avrebbe avuto la provincia della Siria e compiuto
la conquista della Persia; quanto all’Egitto, ambedue ne
deporrebbero l’idea, ma si incaricherebbe Gabinio di ricondurre,
senza autorizzazione del senato, Tolomeo nell’Egitto, a condizione
che pagasse a ciascuno di loro una somma considerevole. Sembra
che la somma chiesta da Cesare fosse di 17 milioni e mezzo di
sesterzi. In cambio, Pompeo avrebbe, dopo il consolato, per cinque
anni, le due Spagne.
Non sappiamo quali discussioni ebbero luogo tra Crasso, Pompeo e
Cesare; ma sappiamo che essi si misero d’accordo e che quella
specie di rivoluzione politica, adombrata da Cesare nell’anno del
consolato, sembrò acquistare forma e corpo di saldo governo. Tre
clientele e tre capi potentissimi governerebbero d’accordo, in luogo
del senato, la repubblica; e invece di temporeggiare con prudenza,
come il senato faceva, conquisterebbero tutto ciò che potevano:
dopo la Gallia, la Britannia e la Persia. E per un istante la repubblica
sembrò davvero, per effetto del rinnovato accordo, riordinarsi ed
agire. Nessuno pensò più ad abrogare la legge agraria di Cesare;
Cicerone rispose trionfalmente, in senato, con la sua storica
orazione de provinciis consularibus, a coloro che, poichè la Gallia
era conquistata, avrebbero voluto scorciare e ridurre i poteri
proconsolari di Cesare; la proposta di ordinare la Gallia Transalpina
in provincia e di inviare all’uopo i dieci legati senatorî fu
approvata [10]. I popoli della Gallia con cui Roma aveva trattato di
alleanza, come gli Edui e i Sequani, i popoli più ricchi e civili del
centro, conservarono la indipendenza con il titolo di alleati; mentre le
barbare popolazioni del settentrione e dell’occidente furono
sottomesse al dominio romano. Per impedire infine che i consoli in
carica si valessero dei loro poteri per fare ostruzione alle candidature
di Pompeo e di Crasso, si trovò modo di rimandare le elezioni sino ai
primi giorni del 55, e di farle sotto la presidenza di un interrex amico.
Crasso e Pompeo furono eletti; e, appena eletti, brigarono affinchè
anche la maggioranza delle restanti magistrature fosse occupata dai
loro amici. Così M. Porcio Catone non fu eletto pretore e riuscì in
suo luogo P. Vatinio, l’autore della legge che nel 59 aveva conferito a
Cesare il governo delle Gallie. A tenore delle leggi vigenti, il senato
aveva già in anticipazione decretato che ai consoli dell’anno
toccassero, per il 54, rispettivamente, la Siria e la Spagna ulteriore.
Ma i due consoli provvidero subito anche a questo: un tribuno, C.
Trebonio, propose che il duplice proconsolato fosse invece
quinquennale, e che non solo la Spagna ulteriore, ma le due
Spagne, ulteriore e citeriore, fossero affidate a Pompeo. Approvata
questa, i due consoli fecero approvare un’altra legge che prorogava
di cinque anni a Cesare il comando delle Gallie e dell’Illiria.
Restavano le difficoltà egizie.... Se non che ad un tratto si apprese a
Roma che Tolomeo era stato ricondotto in Egitto; che sua figlia
Berenice, la quale aveva in sua assenza usurpato il trono, era stata
uccisa; che il nodo egiziano era stato tagliato, e tutto ciò per opera
del governatore della Siria, A. Gabinio. Gabinio aveva agito, senza
aspettare gli ordini del senato, per incarico di Pompeo.
Note al Capitolo Secondo.
8. Sul numero degli Elvezi, cfr. G. Ferrero, Grandezza e Decadenza di

Roma, Milano, 1902, vol. II, p. 3.
9. Sull’interpretazione della complicata questione gallica in questo tempo,

cfr. G. Ferrero, Grandeur et Decadence de Rome, vol. II, App. D;
Idem, Le premier livre des Commentaires et les critiques de M. T. Rice
Holmes, in The Classical Quarterly, 1910, pp. 28 sgg.
10. La Gallia Transalpina fu veramente eretta a provincia nel 56 a. C. Cfr.

Cic., De prov. cons., 12, 29; 13, 32-33; 14, 34; Cic., ad fam., I, 7, 10;
Dio Cass., 39, 25, 1; G. Ferrero, in Revue arch., 1910 (15), pp. 93
sgg. e, per una più ampia informazione C. Barbagallo, L’opera storica
di G. Ferrero e i suoi critici, Milano, Treves, 1911, pp. 197-209.
CAPITOLO TERZO
LA CRISI DELLA POLITICA CESARIANA
16. L’impresa di Britannia e la disfatta di Crasso in Oriente (55-

53 a. C.). — Ma le cose, per un istante composte, non tardarono a
guastarsi di nuovo. Mentre Pompeo e Crasso portavano ad effetto in
Roma gli accordi del congresso di Lucca, la Gallia incominciava a
dimostrare che era stata annessa a parole, non conquistata con il
braccio. Già nel 56 Cesare aveva dovuto guerreggiare parecchi mesi
per reprimere una insurrezione degli Armorici e dei Veneti. Era
riuscito a domarli; e aveva fatto gran bottino, incominciando il
saccheggio delle Gallie. Aveva anzi preparato per il 55 l’invasione
della Britannia.... Ma al momento di muoversi, era stato trattenuto da
un’invasione germanica, che irrompeva in Gallia, non più paventata
e maledetta, ma sollecitata dagli indigeni, come l’avanguardia di un
esercito liberatore. Erano queste le orde degli Usipeti e dei Tencteri.
Con la rapidità consueta Cesare mosse contro gli invasori, intimando
loro di ripassare il Reno; con uno strattagemma poco leale, fece
prigionieri i loro capi venuti a lui in ambasceria, e condusse le sue
legioni contro l’esercito germanico rimasto senza duci. La sconfitta,
che egli inflisse alle orde, fu grave; e fu seguita da una sua breve
incursione al di là del Reno: ma questa guerra gli aveva fatto
perdere troppo tempo perchè Cesare potesse ancora, in quell’anno,
tentare la divisata invasione della Britannia. Si contentò dunque di
fare nell’isola un rapido sbarco con due legioni, e rimandò l’impresa
all’anno seguente.
L’anno seguente, il 54, Roma tenterebbe dunque di conquistare in
Asia niente meno che l’impero dei Parti; in Europa, la grande isola

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

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Chapter 1 Brake Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Chapter 2 Brake Service Tools and Equipment . . . . . . . . . . . . . . . . 45

Chapter 3 Related Systems Service . . . . . . . . . . . . . . . . . . . . . . . . . 97

Chapter 4 Master Cylinder and Brake Fluid Service . . . . . . . . . . . 133

Chapter 5 Hydraulic Line, Valve, and Switch Service . . . . . . . . . . . 199

64540_fm_hr_i-xxii.indd 5 02/02/18 3:27 pm

Chapter 6 Power Brake Service . . . . . . . . . . . . . . . . . . . . . . . . . . . 247

Chapter 7 Disc Brake Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285

Chapter 8 Drum Brake Service . . . . . . . . . . . . . . . . . . . . . . . . . . . 373

Chapter 9 Parking Brake Service . . . . . . . . . . . . . . . . . . . . . . . . . . 435

Chapter 10 Electrical Braking Systems Service . . . . . . . . . . . . . . . 461

Chapter 11 Advanced Braking Systems . . . . . . . . . . . . . . . . . . . . . 515

APPENDIX Ase Practice Examination . . . . . . . . . . . . . . . . . . . . . . . . . 539

64540_fm_hr_i-xxii.indd 6 02/02/18 3:27 pm

1. Using Eye Wash 7

64540_fm_hr_i-xxii.indd 7 02/02/18 3:27 pm

1. Shop Safety Survey 27

64540_fm_hr_i-xxii.indd 8 02/02/18 3:27 pm

38. Machining Brake Drums 431

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HIGHLIGHTS OF THIS NEW EDITION—CLASSROOM

64540_fm_hr_i-xxii.indd 10 02/02/18 3:27 pm

HIGHLIGHTS OF THIS NEW EDITION—SHOP MANUAL

64540_fm_hr_i-xxii.indd 11 02/02/18 3:27 pm

Basic Tools Lists

ate safe eaks in g brake pa s must

64540_fm_hr_i-xxii.indd 12 02/02/18 3:27 pm

This feature includes simple pedal height.

These are included to help PhOTO SEqUEN

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y Power Brake Service 271

Figure 6-27 Before removing the is based

Before installing the new booster, ensure that

the battery and road test4-3the

Figure 4-5 Apply the specified amount of pedal force.

appear whenever necessary.

material covered in other The increased

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1. Using Eye Wash 7

1. Shop Safety Survey 27

38. Machining Brake Drums 431