Operation manual for HV-130_053243 Heavy truck steering system trainer HV-130_053243-93_V2023-3 © ConsuLab Educatech Inc, 2023. All rights reserved. Scan this QR code for: Operation Manual Teacher Resources https://www.consulab.com/customer-space https://www.consulab.com/customer-space HV-130_053243-93 Table of Contents 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada consulab.com info@consulab.com Toll-free: +1 (800) 567-0791 USA: +1 (810) 222-4525 Canada: +1 (418) 688-9067 Fax: +1 (418) 843-3444 3 © ConsuLab Educatech Inc, 2023. All rights reserved. No part of this work may be reproduced or transmitted in any form by any means, electronic, mechanical, including photocopying and recording, or by any information storage or retrieval system, without written permission from the publisher. Printed in Canada. The content of this manual is applicable to models 053243 and above. Table of Contents HV-950-95 Student Assignments — Table of Contents 4 General description 5 Intro to HV-130 5 Educational advantages 5 Component localisation 6 consulab.com info@consulab.com 4 HV-130_053243-93 Teacher Resources HV-950-95 Student Assignments — Table of Contents HV-130_053243-95_V2023-1 Table of contents 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada consulab.com info@consulab.com Toll-free: +1 (800) 567-0791 USA: +1 (810) 222-4525 Canada: +1 (418) 688-9067 Fax: +1 (418) 843-3444 2 © ConsuLab Educatech Inc, 2023. All rights reserved. No part of this work may be reproduced or transmitted in any form by any means, electronic, mechanical, including photocopying and recording, or by any information storage or retrieval system, without written permission from the publisher. Printed in Canada. The content of this manual is applicable to models 053243 and above. Table of content General description 3 Intro to HV-130 3 Educational advantages 3 Assignments 4 Assignment 1 — Axle Identification 5 Assignment 2 — Component Identification 6 Assignment 3 — General Inspection 7 Assignment 4 — Wheel Alignment 8 Assignment 5 — Wheel Bearing Adjustment 9 Assignment template 10 Scan this QR code for: Operation Manual Teacher Resources https://www.consulab.com/customer-space https://www.consulab.com/customer-space consulab.com info@consulab.com 5 HV-130_053243-93_V2023-1 General description General description Intro to HV-130 The ConsuLab HV-130 Heavy Truck Steering System is designed to assist instructors in teaching basic alignment ge- ometry and the function of a truck steering axle system. The trainer is extremely versatile in that students can easily visualize all component operation as well as practice adjusting the components. Students can also visualize and learn common braking system components. The descriptions contained in this publication are current at the time of print- ing. Any reference to brand names in this publication is made simply as an example of the types of tools and materials recommended for use and should not be considered an endorsement. Equivalents, if available, may be used. Follow all manufacturers safety information as outlined in the Meritor® service manual. This manual outlines the simple operation of the HV-130 heavy duty class 8 truck steering axle, and references the Meritor® Service Manual MM2, dated July 2019, which can be found with a simple web search as well as this link. RP 642B Total Vehicle Alignment: Recommendations for Maximizing Tire and Alignment-Related Component Life and RP 618 Wheel Bearing Adjustment, references standard documents for alignment and wheel bearing adjustment are available from the Technology Maintenance Council (TMC), of the American Trucking Associations. These documents are current and reflect agreed upon industry standards in each topic. Educational advantages • Safety, visibility, and portability are key features of this front axle trainer. Roll it into any classroom with standard size doors. • This axle covers a broad range of front axle types for maximum educational value. • Imagine being able to demonstrate to your students the concepts of heavy truck front axle alignment and the im- portance of proper alignment on drivability, tire wear and fuel consumption, all without the constraints of the hood, radiator, engine and all of the other things in your way while instructing. • With the HV-130 you can show, caster, camber, toe, king pin inclination, toe-out on turns, Ackerman angle, steering stops, poppets, and steering geometry. It is not recommended to disassemble or adjust the king pin because it requires special tools and a specific technique. • The steering gear is fully operational, without hydraulic power, and operates fi‘om stop-to-stop to show the full ac- tion of the steering components. This allows stop-to—stop operation without the hazard of hydraulic power steer- ing. • Easily measure camber, caster and set toe. • Assignments that follow manufacturer service information and procedures are included in the package consulab.com info@consulab.com 6 HV-130_053243-93_V2023-1 Component localisation Component localisation 1. Steering wheel 2. Steering shaft 3. Axle beam 4. Brake chambers 5. Spring pad 6. Tie rod 7. Tie rod end 8. Steering gear 9. Sector shaft 10. Pitman arm 11. Drag link 12. Nomenclature tag 11 10 9 8 6 7 3 5 4 2 1 12 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada © ConsuLab Educatech Inc, 2023. All rights reserved. HV-950-95 Student Assignments — Table of Contents General description Intro to HV-130 Educational advantages Component localisation

Student assignments for HV-130_053243 Heavy truck steering system trainer HV-130_053243-95_V2023-2 © ConsuLab Educatech Inc, 2023. All rights reserved. HV-130_053243-95 Table of contents 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada consulab.com info@consulab.com Toll-free: +1 (800) 567-0791 USA: +1 (810) 222-4525 Canada: +1 (418) 688-9067 Fax: +1 (418) 843-3444 2 © ConsuLab Educatech Inc, 2023. All rights reserved. No part of this work may be reproduced or transmitted in any form by any means, electronic, mechanical, including photocopying and recording, or by any information storage or retrieval system, without written permission from the publisher. Printed in Canada. The content of this manual is applicable to models 053243 and above. Table of content General description 3 Intro to HV-130 3 Educational advantages 3 Assignments 4 Assignment 1 — Axle Identification 5 Assignment 2 — Component Identification 6 Assignment 3 — General Inspection 7 Assignment 4 — Wheel Alignment 8 Assignment 5 — Wheel Bearing Adjustment 9 Assignment template 10 consulab.com info@consulab.com 3 HV-130_053243-95 General description General description Intro to HV-130 The ConsuLab HV-130 Heavy Truck Steering System is designed to assist instructors in teaching basic alignment ge- ometry and the function of a truck steering axle. The trainer is extremely versatile in that students can easily visualize all component operation as well as practice adjusting the components. Students can also visualize and learn common braking system components. The descriptions contained in this publication are current at the time of printing. Any reference to brand names in this publication is made simply as an example of the types of tools and materials recommended for use and should not be considered an endorsement. Equivalents, if available, may be used. Follow all manufacturers safety information as out- lined in the Meritor® service manual. This manual outlines the simple operation of the HV-130 heavy duty class 8 truck steering axle, and references the Meri- tor® Service Manual MM2, dated July 2019, which can be found with a simple web search as well as this link. RP 642B Total Vehicle Alignment : Recommendations for Maximizing Tire and Alignment-Related Component Life and RP 618 Wheel Bearing Adjustment, the references standard documents for alignment and wheel bearing adjustment and are available from the Technology Maintenance Council (TMC), of the American Trucking Associations. These documents are current and reflect agreed upon industry standards in each topic. Educational advantages • Safety, visibility, and portability are key features of this front axle trainer. Roll it into any classroom with standard size doors. • This axle covers a broad range of front axle types for maximum educational value. • Imagine being able to demonstrate to your students the concepts of heavy truck front axle alignment and the im- portance of proper alignment on drivability, tire wear and fuel consumption, all without the constraints of the hood, radiator, engine and all of the other things in your way while instructing. • With the HV-130 you can show, caster, camber, toe, king pin inclination, toe-out on turns, Ackerman angle, steering stops, poppets, and steering geometry. It is not recommended to disassemble or adjust the king pin because it requires special tools and a specific technique. • The steering gear is fully operational, without hydraulic power, and operates fi‘om stop-to-stop to show the full ac- tion of the steering components. This allows stop-to—stop operation without the hazard of hydraulic power steer- ing. • Easily measure camber, caster and set toe. • Assignments that follow manufacturer service information and procedures are included in the package consulab.com info@consulab.com 4 HV-130_053243-95 Assignments Assignments consulab.com info@consulab.com 5 HV-130_053243-95 Assignment 1 — Axle Identification Assignment 1 — Axle Identification Identify The location and decoding of the “Axle Assembly Tag” is critical for the technician to source the correct service infor- mation and parts for this steering axle. This assignment will allow individual students or teams of students to correctly identify axle and its configuration. They will need to know this information to complete successive assignments. This axle references the Meritor® MM2 Front Non-Drive Steer Axles Service Manual, dated March 2019. This may also be located with a simple web search. Use the linked documentation to complete the student assignments. Write in your findings for this axle : 1. Part number 2. Serial number 3. Model number 4. Julian Date Code 5. Series 6. GAWR x 100 lbs. 7. Knuckle Configuration 8. Beam Type 9. Nominal Load Rating lbs. [kg] https://graphicvillage.org/meritor/mm2.pdf consulab.com info@consulab.com 6 HV-130_053243-95 Assignment 2 — Component Identification Assignment 2 — Component Identification Identify This assignment will allow individual students or teams of students to correctly identify all the components of the axle. They will need to know this information to complete successive assignments. This axle references to the Meritor® MM2 Front Non-Drive Steer Axles Service Manual, dated March 2019. This can be found with a simple web search. Use the linked documentation to complete the student assignments. Write in the component names, at the correct numbers, using the correct axle family exploded view. Your instructor may give you a set of numbered tags to place at each component. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. https://graphicvillage.org/meritor/mm2.pdf https://graphicvillage.org/meritor/mm2.pdf consulab.com info@consulab.com 7 HV-130_053243-95 Assignment 3 — General Inspection Assignment 3 — General Inspection Inspect This assignment will allow individual students or teams of students to correctly inspect and measure the components of the axle. They will need to have this information to complete successive assignments. References This axle references to the Meritor® MM2 Front Non-Drive Steer Axles Service Manual, dated March 2019. This can be found with a simple web search as well as the link. RP 642B Total Vehicle Alignment : Recommendations for Maximizing Tire and Alignment-Related Com¬ponent Life from the Technology Maintenance Council, American Trucking Associations. Use the linked documentation to complete the student assignments. 1. Measure the knuckle vertical play. A. Note the dial indicator reading here : B. Service required? Yes No 2. Measure upper bushing lateral wear. A. Note the dial indicator reading here : B. Service required? Yes No 3. Measure lower bushing lateral wear. A. Note the dial indicator reading here : B. Service required? Yes No 4. Inspect axial movement of the tie rod ends. A. Note the dial indicator reading here : B. Service required? Yes No 5. Inspect radial movement of the tie rod ends. A. Note the dial indicator reading here : B. Service required? Yes No 6. Adjust toe-in. A. Note the toe reading here : https://graphicvillage.org/meritor/mm2.pdf consulab.com info@consulab.com 8 HV-130_053243-95 Assignment 4 — Wheel Alignment Assignment 4 — Wheel Alignment Align This assignment will allow individual students or teams of students to correctly inspect, measure and correctly adjust the steering axle alignment. They will need to have this information to complete successive assignments. References This axle references to the Meritor® MM2 Front Non-Drive Steer Axles Service Manual, dated March 2019.This can be found with a simple web search as well as the link. RP 642B Total Vehicle Alignment : Recommendations for Maximizing Tire and Alignment-Related Com¬ponent Life from the Technology Maintenance Council, American Trucking Associations. Use the linked documentation to complete the student assignments. Level the axle along the length of the beam (side-to-side). 1. Measure the camber. A. Note the indicator reading here in degrees (°) : B. Service required? Yes No 2. According to the manufacturer it is permissible to bend the axle True False 3. Measure caster. A. Note the indicator reading here in degrees (°) : B. Service required? Yes No C. If YES, why? C. If NO, why? 4. Can caster be adjusted? Yes No 5. Double check the toe setting from assignment 3. D. Note the toe reading here : 6. Adjust the steering stops. Yes No https://graphicvillage.org/meritor/mm2.pdf consulab.com info@consulab.com 9 HV-130_053243-95 Assignment 5 — Wheel Bearing Adjustment Assignment 5— Wheel Bearing Adjustment Identify This axle references to the Meritor® MM2 Front Non-Drive Steer Axles Service Manual, dated March 2019.This can be found with a simple web search as well as the link. Assignment Adjust wheel bearings following TMC Recommended Practice 618. Use the linked documentation to complete the student assignments. TMC RP-618 Tapered Wheel Bearing Adjustment Wheel bearing adjustment is an important consideration for all wheel ends because of : safety, component life and the effects on the wheel speed sensors. The RP 618 sets the standard for wheel bearing adjustment procedures. 1. The student has demonstrated the complete procedure. Yes No 2. The wheel bearing clearance is between 0.001”-0.005” as demonstrated by a properly affixed dial indicator. Yes No https://graphicvillage.org/meritor/mm2.pdf http://autoam.timken.com/techseries/trb_pages/TRB%20Adjustment%20RP-618.pdf consulab.com info@consulab.com 10 HV-130_053243-95 Assignment template Assignment — Identify This axle references to the Meritor® MM2 Front Non-Drive Steer Axles Service Manual, dated March 2019.This can be found with a simple web search as well as the link. Use the linked documentation to complete the student assignments. https://graphicvillage.org/meritor/mm2.pdf consulab.com info@consulab.com 11 HV-130_053243-95 Notes Notes 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada © ConsuLab Educatech Inc, 2023. All rights reserved. General description Intro to HV-130 Educational advantages Assignments Assignment 1 — Axle Identification Assignment 2 — Component Identification Assignment 3 — General Inspection Assignment 4 — Wheel Alignment Assignment 5 — Wheel Bearing Adjustment Assignment template

Model MF102-TSE HC-R004-102-TSE-TA REVISION 10.6 Contents INTRODUCTION ........................................................................................... 2 WORKSHOP OBJECTIVES ......................................................................... 3 WORKSHOP OUTLINE ................................................................................ 4 EIGHT STEPS TO SUCCESSFUL TROUBLESHOOTING ........................... 5 SECTION 1 How To Test Hydraulic Components and Basic Diagnostics Activities ......................................................................... 1-1 SECTION 2 Advanced Diagnostic Activities .................................................................... 2-1 SECTION 3 Closed-Loop System Troubleshooting Flowcharts ........................................3-1 Introduction This workshop is designed to teach you how to execute safe and effective procedures for troubleshooting the vast majority of hydraulic components found on industrial and mobile machines. If troubleshooting cannot be done safely, it is not worth doing at all! Thus, safety MUST form the foundation for any and all troubleshooting tasks. The fundamental objective of this workshop is to teach you safe procedures for testing hydraulic components. DO NOT deviate in any way from the procedures you will learn. A high pressure hydraulic system can present safety hazards. If a procedure is not correctly executed, it could result in severe personal injury, death, and/or substantial property damage. During the workshop, you will be introduced to a variety of diagnostic equipment. You will quickly learn that it is physically impossible to execute safe troubleshooting procedures without them - you MUST become dependent on them! It is absolutely essential that you acquire similar diagnostic equipment as soon as possible after the workshop. DO NOT attempt to troubleshoot without proper test equipment. Doing so may result in severe personal injury, death, and/or substantial property damage. This is an interactive workshop, your input is encouraged. If you have a recommendation on how to improve a procedure, please voice it. 2 Workshop Objectives Upon completion of this workshop you will be able to execute the following diagnostic procedures: 1. Pump Inlet Restriction Test. 2. Pump - In-Circuit Flow Test. 3. Pump - Direct Access Flow Test. 4. Pump/Motor Case Pressure Test. 5. Pressure Control Valve - MicroLeak Test. 6. Check Valve - MicroLeak Test. 7. Cylinders - Leakage Test. 8. Directional Control Valve. 9. Circuit Module - MicroLeak Test. 10. Motor - Internal Drain - Direct Access Flow Test. 11. Motor - Internal Drain - In-Circuit Flow Test. 12. Directional Control Valve - Conversion. 13. Pressure-Compensated Pump - Setup, Adjust, and Test. 14. How to select and safely use diagnostic instruments. 3 Workshop Outline Section 1- How to Test Hydraulic Components and Basic Troubleshooting Student Activities All aspects of troubleshooting pumps, pressure control valves, check valves, cylinders, directional control valves, circuit modules, and motors will be discussed. These include: 1. General safety. 2. Review of theory-of-operation of each component. 3. Important facts about testing each component. 4. Rules-of-thumb regarding the specifications, or normal operation of each component. 5. Common symptoms associated with problems with each component. 6. How to properly execute each test. 7. How to properly document each test. 8. How to properly analyze each test. Section 2 - Advanced Troubleshooting Student Activities There is no better way to learn how to execute test procedures than to practice them. These exercises are designed to give you an opportunity to review, at your own pace, each test in an in-circuit setting. Once you have completed these activities, you should be ready to roll up your shirt sleeves and do some effective, safe, troubleshooting at work. Good Luck! Remember, “If a job isn’t worth doing safely, it isn’t worth doing at all!” 4 Guidelines to Successful Troubleshooting 1. Know the purpose of each component - The machine operator has reported that there is a problem with a hydraulic system. At what point in the system does the technician begin to find the problem? A hydraulic system typically consists of four or more components. Each component has a specific purpose. When a system’s performance deteriorates, the cause of the problem can be attributed to one or more of the components. The first step in finding the root cause of a problem is to know the specific purpose of each component. 2. Know the function of each component in the system - Knowing how components function is the key to efficient problem solving. Having an intimate knowledge of how each component functions opens the door to efficient problem solving. It provides insight into: how and why hydraulic components fail; how the failure of one component effects the operation of another; how to safely and effectively test the component’s performance and, how to correctly analyze the outcome of a performance test. 3. Know each component’s normal leakage rate - All hydraulic components consist of parts which move in relation to one another. These components are separated by small, oil-filled clearances. The clearances are vital elements of component function because they permit movement, lubrication, cooling and contamination flushing. However, they also have a negative element: they permit leakage. Leakage within hydraulic components and/or systems is expressed as volumetric inefficiency. All hydraulic components leak – some more than others. A vital element of troubleshooting is to know the normal leakage rate of every hydraulic component. Leakage across hydraulic components is affected by three variables: 1) The size of the clearance 2) The temperature of the oil (viscosity) 3) The pressure difference across the clearances 5 Section 1 How To Test Hydraulic Components & Basic Diagnostics Activities 1-1 Section 1 - Contents Review of the theory of operation of inlet (vacuum) side of a hydraulic pump .........1-3 CAVITATION SIMULATOR ACTIVITIES ..................................................................1-7 BASIC DIAGNOSTICS ACTIVITY 1 - Kiln Car .....................................................1-21 How To Test the Performance of Positive Displacement Hydraulic Pumps ............1-33 How To Test the Performance of Internally Drained Pumps - In-circuit ..................1-43 How To Test the Performance of Pressure-compensated Pumps - Direct Access .1-48 How To Test the Performance of Load-Sensing Pumps - Direct Access ................1-53 BASIC DIAGNOSTICS ACTIVITY 2 - Punch Press .............................................1-59 How To Test the Performance of Internally Drained Pumps - Direct Access ..........1-71 BASIC DIAGNOSTICS ACTIVITY 3 - Oil Cooler ..................................................1-77 How To Test the Performance of Externally Drained Pumps - Direct Access.........1-85 BASIC DIAGNOSTICS ACTIVITY 4 - Brick Making Machine .............................1-91 How To Test Pump/Motor Case Pressure ..............................................................1-99 BASIC DIAGNOSTICS ACTIVITY 5 - Concrete Mixer .......................................1-107 How To Test the Performance of Pressure Control Valves................................... 1-115 BASIC DIAGNOSTICS ACTIVITY 6 - Milling Machine ......................................1-125 How To Test the Performance of Check Valves ...................................................1-139 BASIC DIAGNOSTICS ACTIVITY 7 - Engine Block Drill ..................................1-149 BASIC DIAGNOSTICS ACTIVITY 8 - Elevating Table .......................................1-155 How To Test the Performance of Directional Control Valves ................................1-163 BASIC DIAGNOSTICS ACTIVITY 9 - Forklift .....................................................1-173 BASIC DIAGNOSTICS ACTIVITY 10 - Conveyor Drive ....................................1-179 How To Test Stacked Valve Assemblies (Sandwich Circuit Modules) ..................1-187 How To Test Mobile Directional Control Valves ....................................................1-195 BASIC DIAGNOSTICS ACTIVITY 11 - Rough Terrain Forklift ..........................1-205 How To Test the Performance of a Cylinder Seal/Bore ........................................ 1-211 BASIC DIAGNOSTICS ACTIVITY 12 - Strapping Machine ...............................1-221 How To Test the Performance of an Internally Drained Hydraulic Motor ..............1-229 BASIC DIAGNOSTICS ACTIVITY 13 - Drill Rig .................................................1-243 1-2 Pump Inlet Restriction - There are three basic hydraulic pump designs: piston, vane, and gear. The maximum inlet restriction for each type of pump at an operating temperature of approximately 130º F (54º C) is: Piston pump- 4" (51-101mm) Hg (mercury) Vane pump- 6" (101-152mm) Hg (mercury) Gear pump- 8" (152-203mm) Hg (mercury) Pump Inlet Restriction Test Procedure 1. Review of the theory of operation of inlet (vacuum) side of a hydraulic pump (Figure 1): Figure 1 - Theory of operation of the inlet (vacuum) side of a pump - example external gear 2. Important facts about testing the inlet (vacuum) side of a hydraulic pump: a) Pump inlet restriction is the amount of vacuum, measured in inches (mm) of mercury (Hg), generated at the inlet (vacuum) side of a pump while it is operating at rated flow (max. GPM). b) Unless otherwise specified, pump inlet restriction is given as a maximum value, at a predetermined oil temperature which is approximately 130º F (54º C). For example, if the maximum inlet restriction is 8" (203 mm) of mercury (Hg), a pump's inlet restriction can be any amount less than 8" (203 mm) mercury (Hg) but no more than 8" (203 mm) mercury (Hg). c) To measure pump inlet restriction, a vacuum gauge must be installed at the pump inlet port (Figure 1). NOTE: This test procedure cannot detect the resistance caused by the port in the pump. 1-3 d) It is vital to establish a pump’s inlet restriction point-of-reference (POR) when a pump is put into service. Without a POR it is difficult to determine if a pump’s inlet restriction is normal or abnormal. e) When the vacuum generated at the inlet side of a pump is higher or lower than normal, it will generally cause a condition called cavitation (see Figure 2). f) Be careful about how you interpret pump inlet restriction. For example if a pump’s maximum inlet restriction is 8” (203mm) Hg at normal operating temperature it means that the inlet restriction can be less than 8” (203mm) Hg but no more than 8” (203mm) Hg. In other words, the lower the better. However, this logic is only valid if there is a point-of-reference, e.g., if a pump’s maximum inlet restriction is 8” (203mm) Hg at 135ºF (57ºC) and the point-of-reference is 4” (102mm) Hg at 135ºF (57ºC) if the inlet restriction drops to 2” (51mm) Hg there is a serious problem. In this case lower is not better. g) Cavitation by definition is, "the formation and collapse of gaseous cavities in a liquid". h) When the inlet (vacuum) side of a pump is restricted, inlet restriction will be higher than normal - cavitation. i) When air enters the inlet (vacuum) side of a pump, inlet restriction will be lower than normal - pseudo-cavitation. j) The leading causes of pump failure are: 1) Contaminated oil 2) Drive-shaft misalignment 3) High pressure - a pump operating at 1000 PSI (69 bar) will have 8 times the life expectancy of the same pump running at 2000 PSI (138 bar). 4) Excessive oil temperature. 5) Excessive speed – a pump running at 1200 RPM will have a life expectancy about 50% greater than a pump running at 1800 RPM. k) When checking inlet restriction on a variable volume pump (e.g., pressure compensating or load sensing), it is important to make sure that the pump is operating at maximum rated flow during the test. l) Pump flow is proportional to the speed at which it rotates. Excessive flow caused by pump over-speeding could adversely affect inlet restriction. Therefore, pump speed must be checked when diagnosing for high inlet restriction. Figure 2 - Inlet restriction 1-4 3. Common symptoms of cavitation and pseudo-cavitation: a) Noise - both b) Loss of pump flow - both c) Loss of system pressure - both d) Loss of power - both e) Oil temperature above normal - both f) Oil foamy - pseudo-cavitation 4. Common cause(s) of high pump inlet restriction: a) Neglecting to service in-tank filter screen on pump inlet transmission line b) High oil viscosity due to very low ambient temperature c) Exceeding maximum recommended pump speed d) Incorrect pump inlet transmission line diameter e) Pump inlet transmission line too long f) Reducer bushing at pump inlet port g) Incorrect oil h) Plugged reservoir breather 5. Common cause(s) of low pump inlet restriction: a) Low oil level in reservoir b) Loose connector(s) at pump inlet c) Loose hose clamps at pump inlet d) Cracked welds in pump inlet transmission line e) Sub-standard reservoir baffle design f) Defective pump drive-shaft oil seal (applies to internal drain pumps only) 6. Diagnostic instruments needed to conduct a pump inlet restriction test procedure: a) Thermometer b) Vacuum gauge c) Tachometer 1-5 BASIC DIAGNOSTICS ACTIVITY 1 Figure 1 - Kiln car END OF SHIFT OPERATOR REPORT: OPERATOR: ______________________ DATE: _____________ TYPE OF MACHINE: ______________________________ Report any problems with the machine: July 9 Kiln car 1. The kiln car responds really slowly especially at the start of the shift when the system oil is cold. 2. The problem seems to go away when the oil temperature reaches normal. John Instructions: 1. Troubleshoot the kiln car hydraulic system (Figure 1). 2. Complete the troubleshooting worksheet at the end of this activity. 1-21 Figure 2 - Kiln car hydraulic system schematic Kiln Car Hydraulic System Schematic 1-22 a. Construct the circuit shown on Figure 2 and set the system parameters as indicated on the diagram. NOTE: When the circuit is constructed and the flow and pressure(s) have been set in accordance with the specifications, touch "NEXT" button on the screen. (Circle the correct answer(s) where applicable): 1. Remove the lockout device and turn the electric motor on. 2. Record the following operating parameters: a) Ambient temperature: _________________________________ b) Oil temperature: _________________________________ c) Pump flow: _________________________________ d) Pump inlet restriction: _________________________________ e) Electric motor speed: _________________________________ f) Altitude (if possible): _________________________________ 3. Type of pump on simulator: _________________________________ 4. Maximum inlet restriction (ROT): _________________________________ 5. Pump’s inlet restriction (POR): _________________________________ BASIC DIAGNOSTICS ACTIVITY 1 Students, instructors, and observers must wear safety glasses with side shields (which conform to ANSI Z87.1-1989 standard) when per- forming assignments, instructing, or observing simulator operation. Failure to heed this warning can result in severe eye injury or blind- ness if oil is inadvertently discharged to atmosphere. High pressure oil has caused persons to suffer severe eye injury or blindness. Axial piston pump 1-23 BASIC DIAGNOSTICS ACTIVITY 1 6. Two students are discussing a pump manufacturer’s specifications for a piston type pump’s inlet restriction. Janet says that if the manufacturer of a piston type pump specifies that the pump’s maximum inlet restriction, “must not exceed 4” (102mm) of Hg (mercury) with the oil at normal operating temperature," the manufacturer actually means that the pump’s inlet restriction must be 4” (102mm) Hg (mercury). Marco says if the manufacturer of a piston type pump specifies that the pump’s maximum inlet restriction is 4” (102mm) Hg (mercury) at normal operating temperature, it means that the pump’s inlet restriction can be any value less than 4” (102mm) Hg (mercury), but it must not exceed 4” (102mm) Hg (mercury). The student with the correct assessment is: a. Marco c. Both Janet and Marco b. Neither Janet nor Marco d. Janet 7. Two students are discussing why it is vital to establish a pump’s inlet restriction point-of-reference (POR). Marco says it is vital to establish a pump’s inlet restriction point-of-reference because it is used to detect abnormal variations in a pump’s inlet restriction. Janet says there is no need to establish a pump’s inlet restriction point-of-reference because as long as it does not exceed the maximum provided by the manufacturer, there is no need to worry. The student with the correct assessment is: a. Both Marco and Janet c. Janet b. Marco d. Neither Marco nor Janet 8. Two students are discussing why it is necessary to take altitude into consider- ation when testing the restriction at the inlet side of a pump. Marco says it is not necessary to know the altitude when testing the inlet side of a hydraulic pump because altitude has nothing to do with operation at the inlet side of a pump. Janet says it is necessary to take altitude into consideration when testing the inlet side of a pump because atmospheric pressure pushes oil into a hydraulic pump when it is rotating, and if the pump is situated at high altitude atmospheric pressure decreases and could cause cavitation. The student with the correct assessment is: a. Both Marco and Janet c. Neither Marco nor Janet b. Janet d. Marco 9. Two students are discussing why it necessary to check prime-mover speed when testing restriction at the inlet side of a pump. Janet says it is necessary to check prime mover speed when testing the inlet side of a pump because when prime mover speed increases or decreases it will increase or decrease atmospheric pressure. Marco says it is necessary to check prime-mover speed when testing restriction at the inlet side of a pump because when prime mover speed increases pump flow increases and when pump flow increases it causes restriction at the inlet side of the pump to increase. The student with the correct assessment is: a. Neither Marco nor Janet c. Janet b. Marco d. Both Marco and Janet 1-24 BASIC DIAGNOSTICS ACTIVITY 1 10. Two students are discussing the most common causes of cavitation. Marco says the three most common causes of cavitation are: a) Oil return flow discharging above oil level in reservoir b) Low oil level c) Loose connector at pump inlet Janet say the three most common causes of cavitation are: a) Incorrect oil viscosity (too high) b) Inlet transmission line too long c) Increase in pump speed The student with the correct assessment is: a. Janet c. Both Marco and Janet b, Neither Marco nor Janet d. Marco 11. Two students are discussing what pump cavitation is. Janet says hydraulic oil is made up of 10% dissolved air by volume. She says it cannot be seen in the oil because it is compressed by the weight of the oil and atmospheric pressure. She says that when a pump’s inlet restriction gets too high it allows the dissolved air to come out of the oil and form gaseous cavities within the liquid. When the gaseous cavities come into contact with pressure at the outlet port of the pump, they implode. The force of the implosion “tears out” small pieces of metal and the oil flow carries them into the system. Marco says cavitation is what occurs when gaseous cavities form, and then collapse, within a liquid. The student with the correct assessment is: a. Neither Marco nor Janet c. Janet b. Both Janet and Marco d. Marco 12. Two students are looking at the illustration below and discussing how oil gets from the reservoir into the pump when the pump is operating. Marco says the oil is sucked into the pump and then pushed out the other side by the rotating gears. Janet says the rotating gears create a partial vacuum at the pump’s inlet and atmospheric pressure, pushing on the surface of the oil inside the reservoir, pushes the oil into the pump. The student with the correct assessment is: a. Janet b. Neither Marco nor Janet c. Marco d. Both Marco and Janet 1-25 BASIC DIAGNOSTICS ACTIVITY 1 13. Two students are discussing what causes hydraulic oil to “foam.” Marco says hydraulic oil will foam whenever pump cavitation occurs. Janet says pump cavitation does not cause foam. She says foam can only be caused if air is being introduced to the oil by an air leak on the inlet side of the pump, or turbulence caused by low oil level. The student with the correct assessment is: a. Janet c. Both Marco and Janet b, Neither Marco nor Janet d. Marco 14. Two students are discussing the benefits of pressurizing a hydraulic reservoir to a pressure of 3 PSI (0.21 bar) to 5 PSI (0.34 bar). Janet says pressurizing a hydraulic reservoir to a pressure of 3 PSI (0.21 bar) to 5 PSI (0.34 bar) will keep airborne contamination out of the reservoir that would normally enter through the reservoir breather. Marco says pressurizing a hydraulic reservoir to a pressure of 3 PSI (0.21 bar) to 5 PSI (0.34 bar) will compensate for changes in altitude. The student with the correct assessment is: a. Janet c. Both Janet and Marco b. Marco d. Neither Janet nor Marco 15. Two students are discussing what will happen if the service of the air breather on a hydraulic reservoir is neglected and it becomes plugged. Marco says if the service of the air breather on a hydraulic reservoir is neglected and it becomes plugged it will not cause any harm because it will offer the same advantages as pressurizing the reservoir with air. Janet says if the service of the breather on a hydraulic reservoir is neglected and the reservoir breather becomes plugged it will cause severe damage to a hydraulic system. The student with the correct assessment is: a. Janet c. Both Janet and Marco b. Marco d. Neither Janet nor Marco 16. If you believe Janet is correct describe what damage a plugged reservoir breather will cause: _______________________________________________________________ 17. Two students are discussing what diagnostic instruments are needed to properly test a pump’s inlet restriction. Janet says to test a pump’s inlet restriction only a vacuum gauge is needed. Marco says to test a pump’s inlet restriction a vacuum gauge, temperature gauge, and tachometer are needed. The student with the correct assessment is: a. Janet c. Both Marco and Janet b, Neither Marco nor Janet d. Marco 1-26 18. If you believe Marco is correct, explain why a temperature gauge and tachometer are needed to check a pump’s inlet restriction: _______________________________________________________________ _______________________________________________________________ 19. Two students are discussing, which type of cavitation is more harmful to a hydraulic system – cavitation or pseudo-cavitation. Janet says pseudo-cavitation is more harmful to a hydraulic system than cavitation because it has a harmful effect on the purpose of the hydraulic oil. Marco says cavitation is more harmful to a hydraulic system because it damages the pump and also has a harmful effect on the purpose of the hydraulic oil. The student with the correct assessment is: a. Janet c. Both Janet and Marco b. Marco d. Neither Janet nor Marco 20. This statement is correct: “the lower a pump’s inlet restriction the better.” a. True b. False 21. When the oil in a hydraulic tank is “foamy” the problem can be caused by: a. Pump over-speeding b. Low oil level in the reservoir c. Plugged pump inlet screen in hydraulic tank d. Pump case drain line terminating above oil level in reservoir 22. Two technicians are discussing the outcome of an inlet restriction test on a piston type, variable volume, pressure-compensated pump. With the pump running the vacuum gauge showed that the pump’s inlet restriction is 0” (0mm) Hg (mercury). Mike says that the maximum inlet restriction for a piston pump is 4” (102mm) Hg., and, based on the fact that the lower a pump’s inlet restriction the better, 0” (0mm) Hg means the inlet condition of the pump is perfect. Maria says the reason why the piston type, variable volume, pressure-compensated pump’s inlet restriction is 0” (0mm) Hg is because the pump is compensating. The technician with the correct assessment is: a. Mike c. Both Mike and Maria b. Maria d. Neither Mike nor Maria BASIC DIAGNOSTICS ACTIVITY 1 1-27 23. Two students are discussing typical symptoms of pump cavitation. Janet says the most typical symptoms of pump cavitation are noise and a decrease in pressure. Marco says the most typical symptoms of pump cavitation are a decrease in pump flow and a loss of power. The student with the correct assessment is: a. Janet c. Both Janet and Marco b. Marco d. Neither Janet nor Marco 24. Two students are discussing if there is a reason to check pump inlet restriction at scheduled intervals. Janet says there is no need to check pump inlet restriction at scheduled intervals because there is nothing that can cause pump inlet restriction to change. Marco says checking pump inlet restriction every 30- days (based on an 8-hour shift) is critical because it will: a) Help develop a trend that can be used to forecast problems. b) Aid in establishing a pump’s inlet restriction point-of-reference. c) Show the condition of an in-tank suction line filter/screen. d) Detect potential problems that could negatively affect pump inlet restriction: for example, prime mover speed, incorrect oil, plugged tank breather, etc. The student with the correct assessment is: a. Janet c. Both Janet and Marco b. Marco d. Neither Janet nor Marco 25. Two students are discussing the possible causes of pump cavitation. Marco says a defective shaft seal on an externally drained pump can let air come into the pump and cause cavitation. Janet says cavitation can be caused when a pump’s inlet transmission line is too long. The student with the correct assessment is: a. Janet c. Both Janet and Marco b. Marco d. Neither Janet nor Marco BASIC DIAGNOSTICS ACTIVITY 1 1-28 BASIC DIAGNOSTICS ACTIVITY 1 26. Two technicians are advising a production supervisor what to do after they determine, from the symptoms, that the pump on a production machine appears to be suffering severe cavitation. The production supervisor insists on allowing the pump to continue operation until the end of the shift. Mike tells the production supervisor that allowing the pump to continue to operate until the end of the shift, while it is cavitating, could cause irreparable damage to, not only the pump, but to all the components in the system. Maria says allowing a pump that is cavitating to continue operation could cause an unexpected failure of the system that could result in loss of control, which could lead to an accident causing possible injury or death. The technician with the correct assessment is: a. Mike c. Both Mike and Maria b. Maria d. Neither Mike nor Maria 27. Draw a line from each pump type to the correct maximum inlet restriction: a. Axial Piston 4” (102mm) mercury b. Gear 6” (152mm) mercury c. Vane 8” (203mm) mercury 28. Two technicians are discussing what could cause the oil in the oil level sight glass to be foaming. Mike says the only thing that can make oil foam is an air leak at the inlet side of a pump. He says in this case it is not necessary to use a vacuum gauge to find the problem because it is safe to assume that the pump’s inlet restriction will be lower than normal. Maria says it is unwise to assume that the only thing that can cause hydraulic oil to foam is an air-leak at a pump’s inlet port. She says that oil foaming can be caused by high inlet restriction, which could cause air to enter the inlet side of an internally drained pump through the shaft seal. The technician with the correct assessment is: a. Mike c. Both Mike and Maria b. Maria d. Neither Mike nor Maria 1-29 BASIC DIAGNOSTICS ACTIVITY 1 NOTE: Pump must be operating at maximum rated flow during this test. 1. Thermometer 2. Vacuum gauge 3. Tachometer ºF/ºC Ambient Temperature ºF/ºC System Temperature Test Worksheet Pump Inlet Restriction Test Procedure Date: Name: Time: SYSTEM SPECIFICATIONS: Pump type: Piston Maximum inlet restriction (R.O.T.): 4" (102mm) Hg (mercury) @ 135°F (57°C) Inlet restriction point-of-reference (P.O.R.): 3" (76mm) Hg (mercury) @ 75°F (24°C) & 4700ft. (1433m) above sea level. ← . . . and MORE! 1-30 SECTION 1 ADDITIONAL BASIC DIAGNOSTICS ACTIVITIES - Basic Diagnostics Activity 2 - Punch Press (page 159) Basic Diagnostics Activity 3 - Oil Cooler (page 1-77) Basic Diagnostics Activity 4 - Brick Making Machine (page 1-91) Basic Diagnostics Activity 5 - Concrete Mixer (page 107) Basic Diagnostics Activity 6 - Milling Machine (page 1-125) Basic Diagnostics Activity 7 - Engine Block Drill (page 1-149) Basic Diagnostics Activity 8 - Elevating Table (page1-155) Basic Diagnostics Activity 9 - Forklift (pages 1-173) Basic Diagnostics Activity 10 - Conveyor Drive (page 1-179) Basic Diagnostics Activity 11 - Rough Terrain Forklift (page 1-205) Basic Diagnostics Activity 12 - Strapping Machine (page 1-221) Basic Diagnostics Activity 13 - Drill Rig (page 1- 243) SECTION 2 ADVANCED DIAGNOSTICS ACTIVITIES - Advanced Diagnostics Activity 1 - Solution Mixing Tub (page 2-7) Advanced Diagnostics Activity 1 - Fold & Discharge Machine (page 2-11) Advanced Diagnostics Activity 1 - Production Machine (page 2-15) Advanced Diagnostics Activity 1 - Engine Block Drill Machine (page 2-19) Advanced Diagnostics Activity 1 - Clamping Machine (page 2-23) Advanced Diagnostics Activity 1 - Strapping Machine (page 2-27) Advanced Diagnostics Activity 1 - Anode Milling Machine (page 2-31) Advanced Diagnostics Activity 1 - Production Machine (page 2-35) Advanced Diagnostics Activity 1 - CNC Milling Machine (page 2-39) SECTION 3 CLOSED-LOOP SYSTEM TROUBLESHOOTING FLOWCHARTS - NEUTRAL - Difficult or impossible to find (page 3-4) SYSTEM - Operating Hot (page 3-5) TRANSMISSION - Operates in one direction only (page 3-6) SYSTEM - Response Sluggish (page 3-7) SYSTEM - Will not operate in either direction (page 3-8)

HV-101_spec-sheet_EN.indd Stand-Alone Heavy Vehicle HVAC Trainer - M2 HV-101_052948 Rev. 2024/07 HV-101_052948 Stand-Alone Heavy Vehicle HVAC Trainer - M2 consulab.com info@consulab.com 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada Toll-free: +1 (800) 567-0791 U.S.A.: +1 (810) 222-4525 Canada: +1 (418) 688-9067 Fax: +1 (418) 843-3444 EDUCATIONAL ADVANTAGES FEATURES The HV-101 Heavy Vehicle HVAC System is based on a Freightliner Business Class M2 commercial truck and has been specifically designed for the in- struction of air conditioning systems used in heavy duty vehicles. The trainer is designed and constructed using brand new OEM components and has been engineered with respect to OEM design and function. The trainer is equipped with an electrical break out box providing easily accessible electrical test points for the HVAC control head. Clear sight glasses have been installed in the high side (liquid) and low side (suction vapor) lines at the H-Block TXV that allow students to observe the changes of state of the refrigerant. • Accessibility of HVAC components is enhanced by not having the requirement of whole vehicles in the shop • Ability to insert faults creating real-world abnormal operating conditions for student diagnostic training • Trainer can have refrigerant recovered, evacuated and recharged using service equip- ment with trainers OEM service ports • A/C high and low side gauges and service port fittings for evacuation and recharge • All rotating components are covered with safety shields or guards to prevent injuries • Ability to operate a functional HVAC system in a classroom environment without needing exhaust extraction equipment • Fully functional original equipment HVAC system based on the Freightliner Business Class M2 commercial truck. • Sanden A/C compressor, model 4314/ SD7H15 • Using all new OEM components. • Trainer is mounted on a heavy duty bench with casters (2- swivel w/brakes and 2- fixed). • Break Out Box for A/C control module with electrical test points sized for test equipment. • High and Low Side clear sight glasses for student observation of refrigerant change of state. • A/C Service Ports for high and low side. • Additional High and Low Pressure Safety Control switches. • Motor switch. • Uses OEM TXV H-block valve. • Electrical panic disconnect button. • 16 Electrical test points on A/C control module. • Lockable Manual Fault Box with four (4) faults. HV-101_052948 Stand-Alone Heavy Vehicle HVAC Trainer - M2 consulab.com info@consulab.com 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada Toll-free: +1 (800) 567-0791 U.S.A.: +1 (810) 222-4525 Canada: +1 (418) 688-9067 Fax: +1 (418) 843-3444 Scan this QR code for more about this product INCLUDED OEM COMPONENTS INCLUDED NON-OEM COMPONENTS TECHNICAL INFORMATION • Underdash unit • HVAC Control Head • Condenser • Compressor • TXV H-block • Receiver-Drier • Condenser Cooling Fan (2 speed) • High & Low Side Pressure Safety switches • High & Low Side Clear Sight Glasses • Ignition Switch • A/C unit break out box for pinpoint testing with DMM or other test equipment • Lockable fault box allowing instructors to insert from one to four faults for student diag- nostic training • 12 VDC Power Supply • AC electric drive motor (for unit compressor) and controls • High & Low Side Service Ports Requires : • 240VAC 60Hz 15A separate circuit (drive motor for A/C compressor) • 120VAC 60Hz 15A separate circuit (trainer power supply and controls) • HD bench with casters (2-swivel w/locks & 2-fixed) • Refrigerant type- Type: R134A Qty: 1.75-1.85 lb (0.79-0.84 kg) • Refrigerant Oil - SP-15 PAG Qty in compressor originally: 10 oz (243.4 g) Dimensions: 34 x 64 x 48 inch (86.4 x 162.5 x 121.9 cm) / 36 x 66 x 50 inch (91.4 x 167.6 x 127 cm) with packaging Weight: 300 lbs (136.1 kg) / 392 lbs (177.8 kg) with packaging

Air disc wheel end training system with cutaways HV-126-DC_052960 Rev. 2023/11 HV-126-DC_052960 Air disc wheel end training system with cutaways consulab.com info@consulab.com 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada Toll-free: +1 (800) 567-0791 U.S.A.: +1 (810) 222-4525 Canada: +1 (418) 688-9067 Fax: +1 (418) 843-3444 Scan this QR code for more about this product EDUCATIONAL ADVANTAGES LIST OF COMPONENTS APPLICATION TECHNICAL INFORMATIONS The ConsuLab HV-126-DISC trainer includes a heavy duty truck disc assem- bly with air chamber. Using shop air; the service and parking brakes can be applied, the brake system can be dismantled, adjusted and the brakes can be measured. The trainer includes a sectional cutaway showing bearings, bearing races and caliper assembly. • Allows full visualization of the air brake disc type assembly without the requirements of having a complete vehicle in the classroom • Uses shop air to duplicate actual air brake disc type function • Complete operational air brake disc type • Air disc assembly • Shop air connection • Connections for service and parking brake • PP-1 push-pull type control valve • E2 foot brake valve • R-14 relay valve • SR-5 anti-compound trailer spring brake valve • Air reservoir with safety valve • Three (3) pressure gauges • Sectional cutaway that shows the bearings and bearing races • One (1) mobile bench on casters (4) - two (2) are fixed and two (2) are swivel Bendix® • Dimensions : 46 x 24 x 43 in (116.8 x 60.9 x 109.2 cm) / 48 x 48 x 46 in (121.9 x 121.9 x 116,8 cm) (w/packaging) • Weight : 495 lb (225 kg) / 745 lb (338.8 kg) (w/packaging)

Teacher Only Answer Keys and Theory for HV-126-DC_052960 Air disc wheel end training system with cutaways HV-126-DC_052960-91_V2026-1 © ConsuLab Educatech Inc, 2026. All rights reserved. HV-126-DC_052960-91 Table of contents 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada consulab.com info@consulab.com Toll-free: +1 (800) 567-0791 USA: +1 (810) 222-4525 Canada: +1 (418) 688-9067 Fax: +1 (418) 843-3444 2 © ConsuLab Educatech Inc, 2026. All rights reserved. No part of this work may be reproduced or transmitted in any form by any means, electronic, mechanical, including photocopying and recording, or by any information storage or retrieval system, without written permission from the publisher. Printed in Canada. The content of this manual is applicable to models 052960 and above. Table of contents General Description Educational Advantages 3 Application 3 List of Components 3 Student Assignments Answers SA-1 Component Locations, and Color Coding 5 SA-2 Full Pressure Test 7 SA-3 Service Air Delivery Leakage Test 8 SA-4 Manual Parking Brake Application & Release Test 9 SA-5 Service Brake Application & Release Test 10 SA-6 Adjust the Brake 11 SA-7 Wheels ON Inspection 12 SA-8 Wheels OFF Inspection 14 SA-9 Wheel End Brake “Job” 16 SA-10 Inspection Checklist 18 SA-11 Wheel Bearing Adjustment 19 consulab.com info@consulab.com 3 HV-126-DC_052960-91 General Description General description The ConsuLab HV-126-DC_052960 trainer includes a heavy duty truck disc assembly with air chamber. Using shop air (90 psi minimum) the service and parking brakes can be applied, the brake system can be dismantled, adjusted and the brakes can be measured. The trainer includes cutaways showing the caliper, the s-cam and the bearing races. Educational Advantages • Allows full visualization of the air brake disc type assembly without the requirements of having a complete vehicle in the classroom • Uses shop air to duplicate actual air brake disc type function • Complete operational air brake disc type Application • Bendix® List of Components • Air disc assembly • Shop air connection • Connections for service and parking brake • PP-1 push-pull type control valve • E2 foot brake valve • R-14 relay valve • SR-5 anti-compound trailer spring brake valve • Air reservoir with safety valve • Three (3) pressure gauges • Sectional cutaway that shows the caliper, the s-cam and the bearing races • One (1) mobile bench on casters (4) - two (2) are fixed and two (2) are swivel consulab.com info@consulab.com 4 HV-126-DC_052960-91 Student Assignments Answers Student Assignments Answers consulab.com info@consulab.com 5 HV-126-DC_052960-91 SA-1 Component Locations, and Color Coding SA-1 Component Locations, and Color Coding - Answer Keys Part 1 Locate and number the components on the trainer. The location and names of individual components of the braking system are critical for the technician to learn. This assignment will allow individual students, or teams of students, to correctly identify all the components of the system as well as the colors of the individual air circuits on the schematics provided for the assignment. They will need to refer to this information to complete these assignments and may find them helpful for the other assignments as well. Disc # 1 Hub # 2 Bearings # 3 Spindle # 4 Adjusting Nut # 5 Wheel Studs # 6 Hub Cap # 7 Foot Valve # 8 Relay Valve # 9 SR-5 Valve # 10 Air Reservoir # 11 Parking Brake Release Valve # 12 Air Regulator # 13 Adjuster # 14 Pressure Gauges # 15 Lifting Eye # 16 Air Chamber # 17 Safety Pressure Relief # 18 Caliper Assembly # 19 Wheel Seal # 20 Tone Ring # 21 1 7 6 2 9 8 18 10 13 16 19 3 2021 15 17 4 5 11 15 12 14 17 consulab.com info@consulab.com 6 HV-126-DC_052960-91 SA-1 Component Locations, and Color Coding Part 2 Here the student needs to trace and color code the system. Be sure to accommodate anyone who may be colorblind. Knowing the functions of the airlines and where they are located will be important to your understanding of an air brake system. TMC RP423 (Recommended Practice) deals with the color codes that applies to each circuit. However, some manufac- turers do not adhere to this recommended practice and have their own code. • Charging = Black • Primary = Green • Secondary = Orange • Park (supply) = Red • Parking (Control) = Yellow • Accessories = Purple Carefully start coloring your drawing working from the top of this list to the bottom, until all circuits are colored. BLUE has been added to represent the trailer control circuit for clarity. © ConsuLab Educatech 2026 all rights reserved HV-126-DC_052960_FULL system_Color_11x17 TRAILER SPRING BRAKE VALVE TRAILER SERVICE TRAILER SUPPLY SERVICE RESERVOIR SPNG BRK RESERVOIR DELIVERY FOOT VALVE RELAY VALVE CONTROL SUPPLY SUPPLY E P 100 PSI D ELIV ERY VALVE PUSH-PULL SECONDARY CHARGING PRIMARY PARKING BRAKE TRAILER PARKING BRAKE TRAILER SERVICE BRAKE CONTROL TRAILER AIR SUPPLY TRACTOR AIR SUPPLY DRIVER CONTROLLED CIRCUITS SHOWN AS DASHED LINES SERVICE BRAKE CONTROL SERVICE LINE ANTI-COMPOUND LINE RES. SUP. LINE AIR DISC BRAKE REAR SERVICE/ PARKING BRAKE TRAILER DELIVERY SU PPLY # 1 (PRIM A RY) SUPPLY LINE ***** INLET AND OUTLET PORTS ARE INDICATED ON EACH VALVEREAR SERVICE/ SPRING BRAKE TANK REV. DESCRIPTION DATE BY DRAWN BY: CHECKED BY: DATE: ITEM NUMBER: AS IS DC25113 2025-11-26 2021-08-23 - NOÉMIE ANCTIL PNEUMATIC SCHEMATIC (TEACHER) HV-126-DC_052960 AIR DISC WHEEL END TRAINING SYSTEM WITH CUTAWAYS B NOÉ.A. RB consulab.com info@consulab.com 7 HV-126-DC_052960-91 SA-2 Full Pressure Test SA-2 Full Pressure Test - Answer Keys Testing the integrity of the air system is a critical part of what the student will be learning about on this system. Inspec- tions will be done by the D.O.T. (Department of Transportation) of individual states and provinces will be done in this same manner. The goal is to have safe vehicles to move the freight. Take care that they know what they are looking at during an inspection. Have some soapy water available in spray bot- tles or an electronic leak detector available to locate any leaks. It is always a good idea to create a leak for the student to find with soapy water while observing the pressure drop on a gauge so that the see the cause and effect of the leak and why it is important to be detail oriented in their inspections as well as their work. This is a full pressure test under the following conditions : parking brakes released. 1. Allow one minute for the air pressure to stabilize. Yes No 2. Turn off the air supply ¼ turn valve at the air inlet. Yes No 3. For two minutes : Watch dash pressure gauges and note any pressure drop. Yes No 4. If there are leaks did any of them fall into the following categories ? Pressure drops allowed : A. Single vehicle : 4 psi drop within two minutes allowed. Yes No B. Tractor/trailer : 6 psi drop within two minutes allowed. Yes No C. Tractor/2 trailers : 8 psi drop within two minutes allowed. Yes No 5. Correct any errors before moving to the next test. Use this list to guide your troubleshooting of any errors : Inspect - Fittings and lines - Tank drain valves - Service relays - Parking brake relay - Dual brake valve - Parking brake control - Safety pressure relief valves Verify your repairs consulab.com info@consulab.com 8 HV-126-DC_052960-91 SA-3 Service Air Delivery Leakage Test SA-3 Service Air Delivery Leakage Test - Answer Keys Service Air Delivery Leakage This timed test is designed to be done with a timer. Many of us have one our phones, or they can team up. The impor- tance of timing is being demonstrated here. They have to know what they are looking at and they need to experience what 2 minutes is, and that there are stan- dards. The after questions are for discussion. The last question about the cause of “excessive leakage” may be a review of the air system and which components are in each circuit. The cause of the leak may be determined by using available materials and schematics. Projecting a sche- matic to a screen for review and discussion may aid in student learning of the whole system. This is a full pressure test under the following conditions : parking brakes released; ¼ turn air supply valve shut off. 1. Make an 80-90 psi brake application and hold it. Yes No 2. Allow one minute for the pressure to stabilize, then watch for a pressure drop over the next two minutes. If there are leaks did any of them fall into the following categories ? Pressure drops allowed : A. Single vehicle : 4 psi drop within two minutes allowed. Yes No B. Tractor/trailer : 6 psi drop within two minutes allowed. Yes No C. Tractor/2 trailers : 8 psi drop within two minutes allowed. Yes No 3. What is “CVSA” ? 4. What is the stroke length of the brake chamber on the brake trainer ? 5. What is the “CVSA” stroke adjustment limit for these chambers ? Why is this important ? 6. Excessive leakage on the service side of the air system may be caused by the following. Choose all that may apply. - Discharge line from the compressor - Improper governor operation - Leaks in service lines and fittings - Trailer control valve - Tractor protection valve - Service brake relay valves - Stoplight switch - Air Dryer - Dual brake valve - Double check valves - Chamber diaphragms, service, and spring brake - Spring brake modulating circuits - Tank drain valves - Trailer hand valve - Parking brake control - Safety pressure relief valves consulab.com info@consulab.com 9 HV-126-DC_052960-91 SA-4 Manual Parking Brake Application & Release Test SA-4 Manual Parking Brake Application & Release Test Answer Keys Testing for manual parking brake application and release This is more of a summative assessment than it is an assignment. These systems are a fundamental concept in our own minds as instructors, but not as clear to students. We need to know where they are in their learning. Assignments up to this point should be resonating with the learner by now, and they should have a better understanding of the basic air system. If everyone understands the difference between the parking and service portions of the system, then we probably have a good start. This assignment is to simply observe the operation when applying and releasing the parking brake. The student needs to see and understand the operation of the parking brake. Assignment 5 will cover the operation of the service brake. 1. Operate the Trailer Supply control valve. Do the parking brakes on the unit apply and release promptly ? Yes No 2. If performance is slow, check for : - Compromised lines that may have incorrect fittings, kinks, dents, or other restrictions. - Trailer Supply control valve or SR5 valve not operating correctly. - Spring or service brake chamber damage. - Mechanical issues with foundation brake components. Note any deficiencies to your instructor. consulab.com info@consulab.com 10 HV-126-DC_052960-91 SA-5 Service Brake Application & Release Test SA-5 Service Brake Application & Release Test - Answer Keys This is more of a summative assessment than it is an assignment. These systems are a fundamental concept in our own minds as instructors, but not as clear to students. We need to know where they are in their learning. Assignments up to this point should be resonating with the learner by now, and they should have a better understand- ing of the basic air system. They have identified the individual components and traced the air lines with the color code and done some leakage tests. They should understand the difference between the parking and service portions of the system by now. This assignment is to simply observe the operation when applying and releasing the service brake. The student needs to see and understand the operation of the service brake. Teachable moment : Now might be a good time to back the brake off and have the students watch the adjustment action of the automatic slack adjuster while operating the service brake. A cam over event may also be demonstrated with the drum off 1. With the parking brakes released; do the service brakes apply and release promptly while operating the brake valve treadle ? Yes No 2. If performance is slow, check for : - Compromised lines that may have incorrect fittings, kinks, dents, or other restrictions. - Brake valve or relay valve not operating correctly. - Frozen or binding treadle pivot pin. - Debris under the treadle. - Spring or service brake chamber damage. - Mechanical issues with foundation brake components. - Note any deficiencies to your instructor. Note any deficiencies to your instructor. Reflection 3. Be prepared to describe to your instructor one concept that stands out to you about air brakes. It could be any- thing, but one thing should stand out. 4. What is the muddiest concept to you regarding what you have done so far ? Is there something that you do not un- derstand ? 5. What would help you learn better ? Describe what works well for your learning. consulab.com info@consulab.com 11 HV-126-DC_052960-91 SA-6 Adjust the Brake SA-6 Adjust the Brake - Answer Keys Adjust the Brake Automatic slack adjusters play a key role in keeping our transportation fleets rolling. They allow for the proper adjust- ment that is reinforced on every brake application. As the brakes wear, they adjust. They need to be maintained and inspected regularly to insure proper operation and to verify brake adjustment. This assignment refers to document MM4, Section 6 titled “Adjust the Brakes” from Meritor for the procedure. The man- ual is free to download here : https://www.meritor.com/literature-on-demand An active demonstration of the “Adjust the Brake” can lead to good classroom discussion on brake adjustments and their importance. Then, a thorough inspection by each individual student, following the MM4 “Measure Free Stroke”, and then the CVSA (Commercial Vehicle Safety Alliance) guidelines to “Measure Push Rod Travel or Adjusted Chamber Stroke” needs to be completed. Supporting documentation This Bendix “Technical Bulletin”should be required reading. “Automatic Slack Adjusters Not For Manual Adjustment”, Bendix document number TCH-005-014 available for download here : https://www.bendix.com/en/servicessupport/doc- umentlibrary/doclib_1.jsp The accident and fatalities report findings from the NTSB (National Transportation Safety Board) “Safety Recommenda- tion” paper H-06-8 may be downloaded here : https://www.ntsb.gov/Pages/Search.aspx?k=H%2D06%2D8 This assignment refers to document MM4, Section 6 titled “Adjust the Brakes” from Meritor for the procedure. The man- ual is free to download here : https://www.meritor.com/literature-on-demand. • Follow the procedure “Adjust the Brakes” under Section 6 of Meritor MM4 (Maintenance Manual 4) beginning with “Measure Free Stroke”. • Follow the CVSA (Commercial Vehicle Safety Alliance) guidelines to “Measure Push Rod Travel or Adjusted Chamber Stroke” under Section 6 of Meritor MM4. The following papers are short and outline the importance of understanding manual adjustment of automatic slack ad- justers and how we should not manually adjust them to try to repair a different issue. You need to read these to under- stand the importance of the inspections that you have already done. And those that you will do in the future. Bendix “Technical Bulletin” titled “Automatic Slack Adjusters Not For Manual Adjustment”, Bendix document number TCH-005-014 available for download here : https://www.bendix.com/en/servicessupport/documentlibrary/doclib_1.jsp. Accident and fatalities report findings from the NTSB (National Transportation Safety Board) “Safety Recommendation” paper H-06-8 may be downloaded here : https://www.ntsb.gov/Pages/Search.aspx?k=H%2D06%2D8. https://www.meritor.com/literature-on-demand https://www.bendix.com/en/servicessupport/documentlibrary/doclib_1.jsp https://www.bendix.com/en/servicessupport/documentlibrary/doclib_1.jsp https://www.ntsb.gov/Pages/Search.aspx?k=H%2D06%2D8 https://www.meritor.com/literature-on-demand https://www.bendix.com/en/servicessupport/documentlibrary/doclib_1.jsp https://www.ntsb.gov/Pages/Search.aspx?k=H%2D06%2D8. consulab.com info@consulab.com 12 HV-126-DC_052960-91 SA-7 Wheels ON Inspection SA-7 Wheels ON Inspection - Answer Keys (2 pages) The next two assignments, wheels on and wheels off inspections, allow for a further, more in-depth inspection of the wheel end components. Some of these tasks have been completed in the previous assignments and are repeated in part here to ensure student success. The inspections follow the Meritor technical publication number TP-1363 and may be downloaded here : https://www. meritor.com/literature-on-demand The Bendix “External Vehicle Walkaround Air Brake System Inspection” form, BW2676, is also a form that may be used. It is available for download here : https://www.bendixvrc.com/itemDisplay.asp?documentID=5830 You will need a copy of the Meritor Technical Publication TP-1363 to complete the next two assignments. This assign- ment utilizes the one of the technical publications that working technicians are exposed to many times each day. The inspection procedure follows industry standards and is a simple, but comprehensive, inspection of the foundation brake. Use this list to work your way through the TP-1363 wheels on inspection and indicate your completion by answering below. Begin on page 1. Hazard Alert Messages I have read the Hazard Alert Messages. Yes No Inspection Wheels ON the Vehicle I have read the NOTE on page 2. Yes No Brake Free Stroke Indicate the measured free stroke here : Is the measured free stroke amount within the specification listed in TP-1363 ? Yes No Brake Chamber Applied Stroke 1. Indicate the chamber size here : . A. Standard Stroke. Yes No _ B. Long Stroke. Yes No 2. Yes No A. Yes No B. Yes No 3. Yes No 4. Yes No https://www.meritor.com/literature-on-demand https://www.meritor.com/literature-on-demand https://www.bendixvrc.com/itemDisplay.asp?documentID=5830 consulab.com info@consulab.com 13 HV-126-DC_052960-91 SA-7 Wheels ON Inspection Clevis and Clevis Pins 1. Yes No 2. Yes No Automatic Slack Adjuster 1. Yes No 2. Yes No 3. Yes No Brake Chamber Bracket 1. Yes No 2. Yes No 3. Yes No Brake Linings 1. Yes No 2. Yes No 3. Yes No 4. Yes No 5. Yes No Brake Drums Yes No Brake Shoes and Hardware 1. Yes No 2. Yes No Brake Spiders 1. Yes No 2. Yes No consulab.com info@consulab.com 14 HV-126-DC_052960-91 SA-8 Wheels OFF Inspection SA-8 Wheels OFF Inspection - Answer Keys (2 pages) This assignment, wheels off inspection, allows for a further, more in-depth inspection of the wheel end components. Some of these tasks have been completed previously in other assignments but will be repeated here to ensure student success. This assignment utilizes the one of the technical publications that working technicians are exposed to many times each day. The inspection procedure follows industry standards and is a simple, but comprehensive, inspection of the foundation brake. The inspections follow the Meritor technical publication number TP-1363 and may be downloaded here : https://www. meritor.com/literature-on-demand The Bendix “External Vehicle Walkaround Air Brake System Inspection” form, BW2676, is also a form that may be used. It is available for download here : https://www.bendixvrc.com/itemDisplay.asp?documentID=5830 You will need a copy of the Meritor Technical Publication TP-1363 to complete the next assignment. Some of these tasks have been completed previously in other assignments but will be repeated here to assure your success. This assignment utilizes the one of the many technical publications that working technicians are exposed to many times each day. The inspection procedure follows industry standards and is a simple, but comprehensive, inspection of the foundation brake. Use this list to work your way through the TP-1363 inspection and indicate your completion by answering below. Begin on page 3. Hazard Alert Messages I have read the Hazard Alert Messages. Yes No Inspection Wheels OFF the Vehicle I have read the three NOTES on page 3. Yes No Brake Disc Clevis and Clevis Pins 1. Yes No 2. Yes No 3. Yes No 4. Yes No https://www.meritor.com/literature-on-demand https://www.meritor.com/literature-on-demand https://www.bendixvrc.com/itemDisplay.asp?documentID=5830 consulab.com info@consulab.com 15 HV-126-DC_052960-91 SA-8 Wheels OFF Inspection Brake Linings, Shoes, Hardware and Spiders 1. Yes No 2. Yes No 3. Yes No 4. Yes No 5. Yes No 6. Yes No 7. Yes No 8. Yes No 9. Yes No Before You Return the Vehicle to Service 1. Yes No 2. Yes No 3. Yes No 4. Yes No 5. Yes No 6. Yes No 7. Yes No 8. Yes No 9. Yes No 10. Yes No 11. Yes No 12. Yes No consulab.com info@consulab.com 16 HV-126-DC_052960-91 SA-9 Wheel End Brake “Job” SA-9 Wheel End Brake “Job” - Answer Keys (2 pages) This “brake job” worksheet leads the student through the simple steps of a hub off maintenance procedure using an industry standard manual. The Meritor MM14 manual, found here : https://graphicvillage.org/meritor/mm14.pdf is thorough and comprehensive. We have called out the basics of the procedure using this manual. There are numerous other details contained in this manual that the instructor can build upon for further instruction and reference. The wheel bearing adjustment procedure is called out in assignment number 11 so that you may assign that separately or combine it with this or other assignments. Caution must be used when instructing students how to remove and install the brake shoe retaining springs, return spring, and rollers. There are a number of tools and ways to do this, but they need to keep their fingers safe. You will need a copy of the Meritor Technical Publication Maintenance Manual 14 , found here : https://graphicvillage. org/meritor/ mm14.pdf on trailer axles to complete the next assignment. This assignment utilizes one of the technical publications that working technicians are exposed to many times each day. These maintenance procedures follow indus- try standards and is a simple, but comprehensive, guide to the trailer, drum type, foundation brake. Remove, inspect, replace, adjust What type of foundation brake are you working on ? A. Q Series B. Q Series Plus C. P Series D. P Series Plus Exploded View Use the “Expolded View” on page one of the Meritor Maintenance Manual 14 as reference Removal and Disassembly Beginning on page seven follow the disassembly instructions to break the wheel end down for component inspection and reassembly. Before removing the camshaft skip to page 15, referencing figures 4.6 and 4.7, measure the camshaft and bearings for excessive clearance. 1. Check and record the up-and-down play at the S cam head and record here : 2. Check and record the side-to-side play at the S cam head and record here : 3. Check and record axial end play of the S cam and record here : https://graphicvillage.org/meritor/mm14.pdf https://graphicvillage.org/meritor/ mm14.pdf https://graphicvillage.org/meritor/ mm14.pdf consulab.com info@consulab.com 17 HV-126-DC_052960-91 SA-9 Wheel End Brake “Job” Clean, Dry and Inspect Parts 1. I have sufficiently cleaned and stored the wheel end parts to my instructor’s satisfaction. Yes No 2. Inspect the bearing cups and cones and they meet the requirements for reuse. Yes No Assembly and Installation 1. Install the camshaft bearings, seals and spacer washers as shown on page 74, section 11. Yes No 2. I have installed the grease seals as shown in figure 11.33 Yes No 3. Why is it important to install the grease seals as shown in #2 above ? 4. Install the brake shoes. Yes No 5. Install the retaining springs. Yes No 6. Install the return spring. Yes No 7. Install the properly lubed cam rollers. Yes No 8. Using the proper tooling install the inner bearing cone and seal. Yes No 9. Install the hub as shown in figure 5.11. Yes No 10. Adjust the wheel bearing. This is outlined in Assignment 11. Yes No 11. Follow you instructor’s direction on adding oil to the hubcap. Yes No 12. Adjust the brake and note the measured free stroke here : 13. This wheel end is “road ready” and will pass inspection at the port-of-entry or other roadside inspection. Yes No consulab.com info@consulab.com 18 HV-126-DC_052960-91 SA-10 Inspection Checklist SA-10 Inspection Checklist - Answer Keys The final inspection is based on another industry standard inspection form for a wheel end. This is purposefully se- quenced near the end of the assignments so that the student can inspect their work. Or better yet have it inspected by a team peers and use that inspection for a discussion about the importance of what they are doing and the implied and real responsibilities of maintaining a commercial vehicle. The student technician should be well aware of what is involved when the vehicle is inspected. They should also work to ensure that inspections performed by law enforcement or the CVSA end with positive outcomes, and no lost time. The student should also be aware that while speed is important in business, work quality is more important. Following a guide or checklist may be helpful for their learning retention. Knowing where to find the applicable service information is also a critical skillset for the learner to develop. The last question here is asking if the wheel end is DONE. As instructors we understand DONE. Students need to under- stand this as well. Is this wheel end assembly ready to be put into service ? Is it DONE ? This inspection should be performed after completion of the “brake job”, Assignment 9 using the Bendix “External Vehi- cle Walkaround Air Brake System Inspection” form found here : https://www.bendix.com/en/servicessupport/documentlibrary/doclib_1.jsp I have completed the External Vehicle Walkaround Air Brake System Inspection and this wheel end assembly is ready to be put into service. Yes No https://www.bendix.com/en/servicessupport/documentlibrary/doclib_1.jsp consulab.com info@consulab.com 19 HV-126-DC_052960-91 SA-11 Wheel Bearing Adjustment SA-11 Wheel Bearing Adjustment - Answer Keys Proper wheel bearing adjustment is critical when reinstalling wheel ends. Learners should master this skill with repetition until it becomes second nature. A wheel end failure traced back to a fleet, a shop and a technician, may have a cata- strophic impact on an operating fleet. TMC RP618 represents a standardized approach to wheel bearing adjustment that is accepted throughout the HD truck- ing industry. This standard has been developed as a guide for wheel ends in the industry. As an instructor/technician you know that there are many differing ‘opinions’ on what constitutes a wheel bearing adjust- ment procedure. RP618 brings these all together and then validates that adjustment with a physical measurement taken with a dial indicator. Dial indicator readings should be taken on every wheel end installed and noted on the workorder every time a wheel end is installed. Once this is practiced a few times it takes seconds to attach the dial indicator for verification of the adjustment. This assignment can be used in other areas besides brakes such as suspension/steering, alignment and power train. TMC RP618 represents a standardized approach to wheel bearing adjustment that is accepted throughout the HD truck- ing industry. This standard has been developed as a guide for wheel bearing adjustment in the trucking industry. The procedure below is tailored to a two-nut wheel end fastening system. Single nut systems should be reviewed within RP618 where the learner may follow those procedures where applicable. The following link is to an industry provided checklist of the RP618 wheel bearing adjustment : https://cdn.intelligencebank.com/us/share/ONnl/L8B8/oqGD/original/SERV_ConvServiceCard_10036675A. For Two Axle Nut Installations Dirt and particulate contamination will damage bearing surfaces; work clean, use gloves. Given the following : • A clean and inspected hub and spindle • Installed bearing cones and cups • Correctly installed wheel seal • Lightly lubed components • Correct axle nut socket • Validated dial indicator and torque wrench that meet your company’s calibration standards • Access to TMC RP618 1. Oil the spindle area where the cups will seat. Oil the inner circumference of the inner race of the bearing cups. 2. Carefully install the hub onto the spindle. Take extra care with the inner wheel seal. They can be easily damaged by mishandling. 3. Install the outer cone onto the spindle and into the cup housed in the hub. 4. Install the inner washer, if equipped. 5. Install the inner nut making sure that there is oil on the threads. 6. Torque as directed by RP618 with a validated torque wrench and backoff the inner nut the specified amount for the application. https://cdn.intelligencebank.com/us/share/ONnl/L8B8/oqGD/original/SERV_ConvServiceCard_10036675A. consulab.com info@consulab.com 20 HV-126-DC_052960-91 SA-11 Wheel Bearing Adjustment 7. Install the locking washer and the outer nut. Torque the outer nut to specification as listed in RP618. 8. Verify the correct wheel bearing adjustment with a physical measurement of the adjusted clearance using a validat- ed dial indicator. 9. If your measured clearance is too great, remove the outer nut and washer, paying close attention to the orientation of the lock washer and the inner tab to locking hole orientation, and adjust the inner nut one notch tighter. Reinstall the lock washer and torque the outer nut to specification. 10. If your measured clearance is too little, remove the outer nut and washer, paying close attention to the orientation of the lock washer and the inner tab to locking hole orientation, and adjust the inner nut one notch looser. Reinstall the lock washer and torque the outer nut to specification. 11. Check and verify the correct wheel bearing adjustment with a physical measurement of the adjusted clearance using a validated dial indicator. 12. Install the hubcap (and in the field, fill with the correct oil to the full mark). 13. Clean and return all tools to their proper location. consulab.com info@consulab.com 21 HV-126-DC_052960-91 Notes Notes 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada © ConsuLab Educatech Inc, 2026. All rights reserved. General Description Educational Advantages Application List of Components Student Assignments Answers SA-1 Component Locations, and Color Coding Part 2 SA-2 Full Pressure Test SA-3 Service Air Delivery Leakage Test Service Air Delivery Leakage SA-4 Manual Parking Brake Application & Release Test Testing for manual parking brake application and release SA-5 Service Brake Application & Release Test SA-6 Adjust the Brake Adjust the Brake SA-7 Wheels ON Inspection (2 pages) SA-8 Wheels OFF Inspection SA-9 Wheel End Brake “Job” SA-10 Inspection Checklist SA-11 Wheel Bearing Adjustment

Instructors Manual for EM-330-1_052616 Fuel Injection and GM Engine Management Trainer EM-330-1_052616-96_V2024-1 © ConsuLab Educatech Inc, 2024. All rights reserved. EM-330-1_052616-96 Table of Contents 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada consulab.com info@consulab.com Toll-free: +1 (800) 567-0791 USA: +1 (810) 222-4525 Canada: +1 (418) 688-9067 Fax: +1 (418) 843-3444 3 Table of Contents General Description 5 Educational Advantages 5 Application 5 Standard Equipment and Features 5 Introduction to the use of a Digital Multi-Meter using the EM-330-1 6 DMM Lab # 7 Student Answer Sheet 9 Digital Multi-Meter Results 10 Student Assignments DMM vs Scanner 12 DMM vs Scanner — Lab 1 — Answers 13 DMM vs Scanner — Lab 2 — Answers 14 DMM vs Scanner — Lab 3 — Answers 15 DMM vs Scanner — Lab 4 — Answers 16 DMM vs Scanner — Lab 5 — Answers 17 Using a Scanner 18 Introduction to Using The Scanner on the EM-330-1 19 Using A Scanner — Lab 1 — Answers 20 Using a Scanner — Lab 2 — Answers 21 Using a Scanner — Lab 3 — Answers 22 Using a Scanner — Lab 4 — Answers 23 Using a Scanner — Lab 5 — Answers 24 Using a Scanner — Lab 6 — Answers 25 Using a Scanner — Lab 7 — Answers 26 DSO 28 Introduction to the use of a DSO on the EM-330-1 29 DSO — Lab 1 — Answers 30 DSO — Lab 2 — Answers 31 DSO — Lab 3 — Answers 32 EM-330-1_052616-96 Table of Contents 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada consulab.com info@consulab.com Toll-free: +1 (800) 567-0791 USA: +1 (810) 222-4525 Canada: +1 (418) 688-9067 Fax: +1 (418) 843-3444 4 © ConsuLab Educatech Inc, 2024. All rights reserved. No part of this work may be reproduced or transmitted in any form by any means, electronic, mechanical, including photocopying and recording, or by any information storage or retrieval system, without written permission from the publisher. Printed in Canada. The content of this manual is applicable to models 052616 and above. DSO — Lab 4 — Answers 33 DSO — Lab 5 — Answers 34 DSO — Lab 6 — Answers 35 DSO — Lab 7 — Answers 36 DSO — Lab 8 — Answers 37 DSO — Lab 9 — Answers 38 DSO — Lab 10 — Answers 39 DSO — Lab 11 — Answers 40 DSO — Lab 12 — Answers 42 DSO — Lab 13 — Answers 43 DSO — Lab 14 — Answers 44 DSO — Lab 15 — Answers 45 DSO — Lab 16 — Answers 47 DSO — Lab 17 — Answers 48 Test Banks Test Bank 1 (DMM Use) — Answers 50 Test Bank 2 (Scanner Use) — Answers 51 Test Bank 3 (DSO Use) — Answers 52 EM-330-1 Power Distribution Wiring Diagram 53 EM-330-1 Engine Performance Wiring Diagram 54 EM-330-1 ECM connector PIN identification 58 consulab.com info@consulab.com 5 EM-330-1_052616-96 General Description General Description The ConsuLab EM-330-1 Fuel Injection and Engine Management Trainer functions as in a real automobile, but uses non-flammable fluid instead of gasoline for safety and educational purposes. The trainer is used to teach and demon- strate engine management systems in a vehicle. Educational Advantages • Allows demonstration of engine management systems in a classroom environment. • Allows full communication with a scan tool for fault codes and data stream. • Live fuel injection operation using non-flammable fluid in a transparent enclosed system. • Live ignition system function with observable spark. Application 2007 GM Chevrolet Cobalt or Pontiac G5, 2.2L ECOTEC Standard Equipment and Features • All OEM components, wiring, connectors and wire colors. • OBDII data link connector. • Integrated ECM breakout box. • Most engine input sensors and output actuators. • Return type fuel system with pressure regulator. • COP (Coil-On-Plug) ignition system. • ECM breakout box with test receptacles for test equipment hookup. • Adjustable sensor inputs. consulab.com info@consulab.com 6 EM-330-1_052616-96 Introduction to the use of a Digital Multi-Meter using the EM-330-1 Introduction to the use of a Digital Multi-Meter using the EM-330-1 The digital multi-meter is the tool that is in every technician’s tool box. Its ability to check voltage, current and resis- tance make it the go to tool that may be the first one in use. It does, however have its limitations especially when dealing with circuits that have varying levels of voltage, current or resistance. Within this first section of the manual we will introduce the use of the DMM mostly in the voltage setting. We have in- cluded a chart showing all the relevant pin voltages at the Breakout Box. The Breakout Box (BOB) is conveniently located on the front panel of the EM-330-1. It connects to all of the ECM pins in use. We have included a template for a general lab which would have the student look up the function and application of a specific pin. He then can take a reading and interpret the reading. The answer key is by no means exact. Based on certain conditions in your shop, your voltage readings might not be the same as ours. Use ours as a guideline and a discussion point with the student. The student must understand what the DMM is telling him before going on. As a minimum, have the students look at some inputs and outputs with a dual purpose. Learning about the circuit and learning what a typical voltage reading might be and why. Some students might not find the DMM as a great “modern” tool, however its information is basic and extremely import- ant to the understanding of a circuit and its function. Use as many labs as you think necessary to get at the function and interpretation of the voltage. There are 69 active pins at the Breakout Box on the front of the EM-330-1. This means that you could in theory have 69 separate labs just by duplicating the template and filling in different pin numbers on each sheet. However, we do not believe that students can be actively engaged by copying down voltages. It will probably be better for your student and you to identify certain key circuits, have the students measure the voltage KOEO and KOER and then begin a discussion. Better still use an adjustable sensor input like ECT. Put a DMM set on voltage in the correct pin and talk about the circuit on the vehicle. You or the students can then “see” the voltage change. A future lab will show how he ECM interprets the voltage as an actual engine temperature displayed on a scanner. Introduce the DMM to your students after defining Voltage, Current and Resistance. After basic circuits are under their belt, the EM-330-1 can be used to take them into computer management. consulab.com info@consulab.com 7 EM-330-1_052616-96 Introduction to the use of a Digital Multi-Meter using the EM-330-1 DMM Lab # Use the answer sheet for your answers. Do not write on this paper. Introduction : During this lab you will be measuring the voltage present at one of the breakout box pins on the EM-330- 1 trainer. There are questions for you to fill in after taking the voltage readings. Be prepared to discuss the results with your instructor. There are two main connectors for the ECM : X1 and X2. The pin numbers are repeated, so it is import- ant that you are in the correct pin number. 1. Check out a Digital Multi-Meter (DMM) from the tool room. 2. Place the red lead into the Volt/Ohm connection and the black lead in the common connection. Turn the DMM to a voltage setting above battery voltage (usually 20V range). 3. Check that the DMM is functional by placing the red lead in the red + cavity near the ignition switch and the black lead in the black ground cavity. You should read battery voltage. Record below : Volts 4. Your instructor will assign a pin for you to measure. Keep the black lead in the black ground connection during the test. This references the voltage reading against ground, which is 0 V. Instructor assigned Pin # on the connector. 5. Turn on the power supply for the 330, turn the ignition key to the start position and adjust the RPM control to about the 12 :00 positon. This should have the 330 running at a fast idle. 6. Record the pin, circuit and function below from the pin-out chart and wiring diagram. pin wire name Function : 7. Record the actual voltage reading : Volts Be prepared to discuss your results with your instructor. Instructor signature _________________________ Date ________________ consulab.com info@consulab.com 8 EM-330-1_052616-96 Introduction to the use of a Digital Multi-Meter using the EM-330-1 Note : Five of the circuits are adjustable (ECT MAP, MAF, IAT and HO2S-1). If you are working on one of these circuits, use KOEO (key on engine off), switch to the adjust position and vary the adjustment knob. Turn the knob all the way from one stop to the other stop to see the full range of the adjustment. What did the voltage do on these five circuits ? 8. Set the IAT switch back to the Sensor position. Be prepared to discuss your results with your instructor. consulab.com info@consulab.com 9 EM-330-1_052616-96 Introduction to the use of a Digital Multi-Meter using the EM-330-1 Student Answer Sheet 3. Volts 4. Pin # on the connector. 6. Pin Wire name Function : 7. Volts 8. What did the voltage do on these five circuits ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 10 EM-330-1_052616-96 Introduction to the use of a Digital Multi-Meter using the EM-330-1 Digital Multi-Meter Results Instructors : Use these values when grading the student DMM labs. Use the voltages as a guide since there are slight differences possible. If a pin is not listed, it is unused on the trainer. X-1 Connector PIN # DESCRIPTION VOLTAGE 1 Acc Ped 1 1.2 V 6 Fuel Pump 12.68 V 13 Pow Rel Gnd 0 V 18 Acc 2 0.68 V 21 Gnd 0 V 24 Gnd 0 V 37 MAF 2.6 V (will vary with speed) 39 Fuel Level 2.75 V (will vary with quantity of fuel in tank) 41 Gnd 0 V 42 Fuel Pres 2.66 V 43 Serial+ 2.7 V 44 Serial- 2.6 V 47 Ref 5 V 58 IAT 3.21 V (will vary with intake temp) 66 Ref 5 V 67 Ref 5 V 73 Ign 13.0 V X-2 Connector PIN # DESCRIPTION VOLTAGE 4 Gnd 0 V 5 Gnd 0 V 6 Inj 1 13.3 V 7 Inj 3 13.3 V 8 Inj 4 13.3 V 9 Gnd 0 V 10 Inj 2 13.3 V 13 Ref 5 V 16 Tac 13.34 V consulab.com info@consulab.com 11 EM-330-1_052616-96 Introduction to the use of a Digital Multi-Meter using the EM-330-1 X-2 Connector PIN # DESCRIPTION VOLTAGE 20 Gnd 0 V 22 Ign 1 0.27 V 23 Ign 3 0.26 V 24 Ign 4 0.26 V 26 Ign 2 0.26 V 32 Tac 11.63 V 33 Ref 5 V 37 HO2S1 0.17 V 38 HO2S2 0.12 V 39 MAP 1.19 V (varies with air pressure) 40 Gnd 0 V 42 Gnd 0 V 45 CKP 3.72 V (varies with speed) 46 CMP 2.81 V (varies with speed) 48 Gnd 0 V 50 KS2 2.6 V 51 KS1 3.79 V 53 Ref 5 V 54 Ref 5 V 57 TP1 3.32 V 58 ECT 0.82 V (varies with engine temperature setting) 59 TP2 2.07 V 65 Gnd 0 V 66 Gnd 0 V 68 Gnd 0 V 73 Gnd 0 V consulab.com info@consulab.com 12 EM-330-1_052616-96 Student Assignments — DMM vs Scanner Student Assignments DMM vs Scanner consulab.com info@consulab.com 13 EM-330-1_052616-96 DMM vs Scanner — Lab 1 DMM vs Scanner — Lab 1 — Answers 5. 12.6 V 10. A. Pin 58 Voltage : V B. IAT temp : 42.8 °F 11. IAT Temp : 62 °F 12. IAT Temp : 116 °F 13. IAT Temp : 19.4 °F 14. The relationship between the voltage and the temperature is inverse. As the voltage goes up, the temperature goes down. consulab.com info@consulab.com 14 EM-330-1_052616-96 DMM vs Scanner — Lab 2 DMM vs Scanner — Lab 2 — Answers 5. 12.6 V 10. A. Pin #58 : 2.05 V B. ECT Temp : 113 °F 11. ECT Temp : 96 °F 12. ECT Temp : 149 °F 13. ECT Temp : 55 °F 14. The relationship between the voltage and the temperature is inverse. As the voltage goes up, the temperature goes down. consulab.com info@consulab.com 15 EM-330-1_052616-96 DMM vs Scanner — Lab 3 DMM vs Scanner — Lab 3 — Answers 5. 12.6 VDC 10. A. Pin #37 : V B. MAF reading : 4.39 lb/min 11. A. 2.5 V B. MAF reading : 17.81 lb/min 12. A. 2.5 V B. MAF reading : 0.49 lb/min 13. There does not appear to be a relationship between the voltage at pin 37 and the MAF reading. However, the MAF did change as the adjustment knob was turned. Note to instructor : Use this as a teachable moment to introduce why there may be something different other than a voltage change that signals a change in the amount of air being used by the engine. consulab.com info@consulab.com 16 EM-330-1_052616-96 DMM vs Scanner — Lab 4 DMM vs Scanner — Lab 4 — Answers 5. 12.6 VDC 10. A. Pin #39 : 1.2V B. MAP : 3.63 PSI 11. MAP : 8.5 PSI 12. MAP : 3.9 PSI 13. MAP : 9.8 PSI 14. The relationship between the voltage and the MAP reading is direct. As the voltage goes up, the MAP reading also goes up. consulab.com info@consulab.com 17 EM-330-1_052616-96 DMM vs Scanner — Lab 5 DMM vs Scanner — Lab 5 — Answers 5. 12.6 VDC 10. A. Pin #37 : 2.5V B. Ignition Pulse Width : 1.2 mSec 11. Ignition Pulse Width : 3.6 mSec 12. Ignition Pulse Width : 0.8 mSec 13. The relationship between the MAF and the Injector Pulse Width is direct. As the MAF goes up, the Pulse Width also goes up. consulab.com info@consulab.com 18 EM-330-1_052616-96 Student Assignments — Using a Scanner Student Assignments Using a Scanner consulab.com info@consulab.com 19 EM-330-1_052616-96 Introduction to Using The Scanner on the EM-330-1 Introduction to Using The Scanner on the EM-330-1 The scanner has become to “go to” tool of the industry and needs to be taught as what it is. It is the first line of defense within the electronics repairs. Students need to know that the scanner can give them valuable information and generally more than they will need. DTC (Diagnostic Trouble Codes) are only part of the picture. Frequently the system will have the ability to self-diagnose but can also send a technician off in the wrong direction. In order to teach the use of a scan- ner it is suggested that the first thing is teach the connection to the DLC or preferred to the DLC Breakout Box. Protecting the DLC pins should be a priority especially with school owned shop cars. The DLC can become intermittent with frequent connect disconnect by many students in many classes. Use a Breakout Box. All scans taken for this manual were taken through a LineSPITM Breakout Box. Consider connecting the box to the DLC and use the LED lights as a teaching moment. The first Scanner Lab will look at the meaning of the lights so a student will be introduced to using the Breakout box and see the advantages to it. Then, introduce the scanner from a DTC (Diagnostic Trouble Code) standpoint. The EM-330-1 will generate some DTC’s because of missing equipment. There is no transmission on the 330 and so it may generate a transmission code. You may also experience a U code or communication code such as “unable to communicate with transmission module”. Explain to the student that there will be some instances of impossible DTC’s. Additionally, if the students start turning the adjustment knobs beyond normal conditions, the EM-330-1 may go into a default mode. Once in default, the scanner may show some DTC’s that prevent normal operation of the trainer. For example, it the ECM/PCM sees an impossible combination such as a cold engine coolant temperature and a warm intake air temperature, it may prevent the adjust- ment of the injector pulse width creating a DTC of inability to adjust pulse width. In no way is this the fault of the EM- 330-1. Move all the switches back to sensor position, clear the DTC out of memory and the system will be back in normal operation. You need to expect that students will turn the adjustment knobs from time to time, putting the system into a default mode. Teach them to write down the DTC’s and clear the memory. Make sure that the student never gets in the habit of clearing codes without writing or copying down DTC’s. One of the scan labs will go through the process of clearing codes. As you teach using the EM-330, remember that virtually anything that you can do with a vehicle engine management system can be done on the EM-330. One last point : Teach the students to adjust the ECT to a “normal” reading. Use the trainer with the ECT switch in the adjust position and have them turn the adjustment knob until a normal engine coolant temperature is achieved (180-200 °F) as shown on the scan data. This will prevent many of the default mode problems. Unless directed by the lab sheet leave the other switches in the sensor position. Leave the HO2S in the normal position also. It is not the intent of this manual to give you all the possibilities of using a scanner. These seven labs will get your students into the basics of a scanner. They should pull up a data stream, measure, graph, and see changes that occur in close to real time data. As the students get better, give them mini assignments to go to the EM-330-1 and capture ad- ditional data. It is imperative that they can use a scanner on modern vehicles. They should also realize that sometimes the data stream is a bit slow in comparison to the actual data changes. This will get them prepared for using a Digital Storage Oscilloscope (DSO) which will give more accurate close to real time data. The last section of this manual will take the student through the use of a DSO on the EM-330-1. consulab.com info@consulab.com 20 EM-330-1_052616-96 Using A Scanner — Lab 1 Using A Scanner — Lab 1 — Answers The following information was captured from AutoEnginuity : It represents the approximate values that your students should have achieved. Lab #1 – Basic Communication with a Scanner Instructor answer sheet: The following information was captured from AutoEnginuity: It represents the approximate values that your students should have achieved. consulab.com info@consulab.com 21 EM-330-1_052616-96 Using A Scanner — Lab 2 Using a Scanner — Lab 2 — Answers There will be different DTC’s available with the EM-330-1. As the unit is used during normal day to day teaching it will be normal to see different DTC’s from different groups. Here is a list of DTC’s captured after the unit had been run for other tests. AutoEnginuity’s Giotto was used to “see” the DTC’s. 2nd scanner lab answer sheet. There will be different DTC’s available with the EM-330-1. As the unit is used during normal day to day teaching it will be normal to see different DTC’s from different groups. Here is a list of DTC’s captured after the unit had been run for other tests. AutoEnginuity’s Giotto was used to “see” the DTC’s In the next lab we will look at freeze frame data. Make sure the students have cleared the DTC’s/ In the next lab we will look at freeze frame data. Make sure the students have cleared the DTC’s. consulab.com info@consulab.com 22 EM-330-1_052616-96 Using A Scanner — Lab 3 Using a Scanner — Lab 3 — Answers Look over the data with the students. Have them relate to you the conditions that were present when the DTC was set. Make sure they see the basics, like ECT, IAT, speed, RPM etc. Scanner Lab #3 Answer sheet Look over the data with the students. Have them relate to you the conditions that were present when the DTC was set. Make sure they see the basics, like ECT, IAT, speed, RPM etc This freeze frame is a good example to use since it shows low coolant temp and no vehicle speed. Follow this lab up with a live vehicle that you have put a DTC in. This freeze frame is a good example to use since it shows low coolant temp and no vehicle speed. Follow this lab up with a live vehicle that you have put a DTC in. consulab.com info@consulab.com 23 EM-330-1_052616-96 Using A Scanner — Lab 4 Using a Scanner — Lab 4 — Answers Scandata showing the HO2S signal graphed. 4th Scanner Lab Answer Sheet Scandata showing the HO2S signal graphed Scandata showing the TP with varying throttle Scandata showing the TP with varying throttle. 4th Scanner Lab Answer Sheet Scandata showing the HO2S signal graphed Scandata showing the TP with varying throttle consulab.com info@consulab.com 24 EM-330-1_052616-96 Using A Scanner — Lab 5 Using a Scanner — Lab 5 — Answers 8 & 10 The answers to the fill in the blank questions have many variables that you will need to analyze. Make sure that the relationship between normal and one turn of the MAF adjustment knob is correct. The numbers may vary from that shown. 11 & 12 The ¼ turn clockwise will cause the PCM to think that more air is flowing. As a result it will inject more fuel. The students should have data that shows an increase in the injector on time. “Typically,” a ¼ turn of the MAF will add between 1 and 3 mSec of on time. consulab.com info@consulab.com 25 EM-330-1_052616-96 Using A Scanner — Lab 6 Using a Scanner — Lab 6 — Answers 8. Like the 5th lab the actual numbers should show that as the engine coolant temperature went down from 180 to 100 °F, the PCM should have increased the amount of fuel injected. Students should show the captured PIDs for fuel injectors and ECT. The first set should have been captured at an ECT of about 180 degrees F. Make sure all the students know how to use the scanner to get the required PIDs on the screen. If your scanner is printer capable and graph capable have the students graph the change in ECT and the corresponding change in fuel injector on time. 12. As the temp of the engine (ECT) drops the mS of on time increased. 13. As the engine coolant temperature drops more fuel is needed. The mSec of on time increased allowing for more fuel to be injected. The change occurred because there is a direct relationship between ECT and fuel injector on time. Colder air re- quires more fuel because it is denser. The colder the engine is the more fuel is injected. consulab.com info@consulab.com 26 EM-330-1_052616-96 Using A Scanner — Lab 7 Using a Scanner — Lab 7 — Answers Normal position of the HO2S switch. 7th Scanner Lab Answer Sheet Normal position of the HO2S switch Lean position of the HO2S switch Lean position of the HO2S switch. 7th Scanner Lab Answer Sheet Normal position of the HO2S switch Lean position of the HO2S switch consulab.com info@consulab.com 27 EM-330-1_052616-96 Using A Scanner — Lab 7 Rich position of the HO2S switch.Rich position of the HO2S switch consulab.com info@consulab.com 28 EM-330-1_052616-96 Student Assignments — DSO Student Assignments DSO consulab.com info@consulab.com 29 EM-330-1_052616-96 Introduction to the use of a DSO on the EM-330-1 Introduction to the use of a DSO on the EM-330-1 Perhaps the tool which has changed the technician’s job more than anything else is the Digital Storage Oscilloscope (DSO). The purpose of the labs is to first introduce the DSO and how to read it. During the continued labs, the student will change the voltage settings and the time settings. He/she will print, if possible, the patterns captured. Looking at the pattern with the student will give you the opportunity to guide the student in an understanding of the DSO. It is not the intent of this manual to give extensive training in the diagnosis and repair of the various components, but rather to allow an instructor to show the advantage to the use of a DSO, and show what good patterns look like. Once a known good is shown, patterns that are not good are easy to identify. Thinking back to the MAF voltage readings that did not change will give you the opportunity to discuss with the students that in the case of MAF it is the frequency or pulse width and not the voltage that will change. As the student gets deeper into the DSO labs they will be using cursors to indicate measured values of voltage or time. Make sure your students know how to turn on and move the cursors on the screen. Since every DSO is slightly different, it is not the scope of this manual to cover every different manufacture. Teach, using what DSO’s you have available, so your students can maneuver around the important screens. We will be using a PICOTM 2 channel DSO during the screen captures. If your DSO allows for screen printing, have the students print up the various screens that are called for in the labs. After grading them, return them, so the student has a reference for the future. If you are following this manual in sequence, this is the final section. We started with the DMM, which can give some great information, but is limited since it cannot interpret the readings. We then used the scanner as a device that can interpret readings and put them in easily understood terminology. Lastly, we are going to use the DSO as a device that can look at extremely fast signals. Signals that cannot be looked at by any other means. CAN Bus signals are a good ex- ample of a signal that is so fast that no DMM can capture the varying voltages. The DMM can only average the readings whereas the DSO can show them. We will also use a current probe to look at some current signals. We will use the dual trace capability to show a voltage waveform and a current waveform on the same screen. The labs will identify the why and how of using the dual trace function of the DSO. We will also look at the interpretation of the current waveform off a fuel pump to calculate pump speed. As you teach the various components that the GM Fuel Injection and Engine Management Trainer has, start off with the voltmeter, move to the scanner and finally end with the DSO. This is a proven method to teach how the various com- ponents and systems function. This trainer will allow you to teach the basics of the system, the use of a DMM, scanner and the DSO. We hope you enjoy teaching using the EM-330-1 trainer in your classes. We are confident that you will find many ways to utilize the trainer in your classroom especially since it is complete and yet generates no exhaust. consulab.com info@consulab.com 30 EM-330-1_052616-96 DSO — Lab 1 DSO — Lab 1 — Answers 6. What do you think the voltage reading should be ? 12.6 V 7. Why ? The terminals should show battery voltage. 9. What V/Div did you choose ? 2 V or 5 V/Div 11. What T/Div did you choose ? It does not matter. 12. 1st DSO Lab answer sheet 6. What do you think the voltage reading should be? _____12.6V 7. Why? The terminals should show battery voltage. 9. What V/Div did you choose? ______2V or 5V/Div 11. What T/Div did you choose? ____does not matter__ T/Div 12. consulab.com info@consulab.com 31 EM-330-1_052616-96 DSO — Lab 2 DSO — Lab 2 — Answers 4. A. 5V Ref B. Low Ref C. CMP Sig 6. Which wire and pin is the ground for the sensor. Pin 20 Low Ref 10. 2nd DSO Lab Answer Sheet 4. 5 Volt Ref Low Ref CMP Sig 6. Pin 20 Low Ref 10. 11. 5 V 12.

Operation manual for EM-2000-OT_052941 Air conditioning system trainer with orifice tube 93-EM-2000-OT_REVA © ConsuLab Educatech Inc, 2024. All rights reserved. Scan this QR code for: Operation Manual Teacher Resources https://www.consulab.com/customer-space https://www.consulab.com/customer-space 93-EM-2000-OT Table of contents 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada consulab.com info@consulab.com Toll-free: +1 (800) 567-0791 USA: +1 (810) 222-4525 Canada: +1 (418) 688-9067 Fax: +1 (418) 843-3444 3 © ConsuLab Educatech Inc, 2023. All rights reserved. No part of this work may be reproduced or transmitted in any form by any means, electronic, mechanical, including photocopying and recording, or by any information storage or retrieval system, without written permission from the publisher. Printed in Canada. Table of contents EM-2000-OT-95 Student Assignments — Table of Contents 4 EM-2000-OT-96 Instructor Guide — Table of Contents 4 EM-2000-OT Air conditioning system trainer components 5 Front Panel Components 5 Rear Panel Components 6 EM-2000-OT_052941 Educational Objectives 7 EM-2000-OT_052941 Features 7 EM-2000-OT_052941 Specifications 7 Trainer Operation and Startup 8 Notes 8 Cautions 8 consulab.com info@consulab.com 4 93-EM-2000-OT Teacher Resources Scan this QR code for: Operation Manual Teacher Resources https://www.consulab.com/customer-space EM-2000-OT-95 Student Assignments — Table of Contents EM-2000-OT-96 Instructor Guide — Table of Contents EM-2000-OT-95_V2023-1 Table of contents 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada consulab.com info@consulab.com Toll-free: +1 (800) 567-0791 USA: +1 (810) 222-4525 Canada: +1 (418) 688-9067 Fax: +1 (418) 843-3444 3 © ConsuLab Educatech Inc, 2023. All rights reserved. No part of this work may be reproduced or transmitted in any form by any means, electronic, mechanical, including photocopying and recording, or by any information storage or retrieval system, without written permission from the publisher. Printed in Canada. Table of contents SA-1 Student assignment Component Identification 4 Student answer sheet 5 SA-2 Student assignment Orifice tube system word matching 6 Student answer sheet 7 SA-3 Student assignment Refrigerant cycle 8 Student answer sheet 9 Test Study questions 10 Student answer sheet 12 EM-2000-OT-96_V2023-1 Table of contents 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada consulab.com info@consulab.com Toll-free: +1 (800) 567-0791 USA: +1 (810) 222-4525 Canada: +1 (418) 688-9067 Fax: +1 (418) 843-3444 3 © ConsuLab Educatech Inc, 2023. All rights reserved. No part of this work may be reproduced or transmitted in any form by any means, electronic, mechanical, including photocopying and recording, or by any information storage or retrieval system, without written permission from the publisher. Printed in Canada. Table of content SA-1 Component identification Instructor’s answer key 4 SA-2 Orifice tube system word matching Instructor’s answer key 5 SA-3 Refrigerant cycle Refrigerant cycle 6 Instructor’s answer key 7 Study Questions Instructor’s answer key 8 Suggested instructional activities 9 https://www.consulab.com/customer-space consulab.com info@consulab.com 5 93-EM-2000-OT Air conditioning system trainer components EM-2000-OT Air conditioning system trainer components Front Panel Components The ConsuLab EM-2000-OT Air Conditioning System Trainer with Orifice Tube includes the following front panel components : 1. Orifice tube with clear sight glass 2. Condenser 3. Condenser inlet digital temperature gauge 4. Condenser outlet digital temperature gauge 5. Condenser outlet clear sight glass 6. Condenser midway clear sight glass 7. Condenser inlet clear sight glass 8. High pressure gauge 9. Accumulator with clear sight glass 10. Low pressure gauge 11. Evaporator 12. Evaporator inlet digital temperature gauge 13. Evaporator outlet digital temperature gauge 14. Evaporator outlet clear sight glass 15. Evaporator midway clear sight glass 16. Evaporator inlet clear sight glass 17. Condenser outlet (liquid line) restriction ball valve 18. Restriction ball valve between the accumulator and the evaporator (low side pressure line) 19. High pressure service port 20. Low pressure service port 21. Power indicator lamp 22. Cycling switch bypass (toggle switch) 4 1 9 18 10 12 13 14 15 16 222021 19 5 6 2 7 17 11 3 8 consulab.com info@consulab.com 6 93-EM-2000-OT Air conditioning system trainer components Rear Panel Components The EM-2000-OT, Air Conditioning System Trainer with Orifice Tube includes the following rear panel components : 1. Condenser fans (2) with speed control switch 2. Evaporator fan speed control switch 3. 120VAC compressor 4. 12VDC power supply 5. Power switch with 12V protection fuse 6. High pressure safety cutout switch 7. Cycling Switch Bypass with Toggle Switch 1 634 5 2 7 consulab.com info@consulab.com 7 93-EM-2000-OT Educational objectives, features and specifications EM-2000-OT_052941 Educational Objectives • Trainer has all major components required for an automotive air conditioning system. • Fully operational with typical component layout and organization. • Provides clear understanding of the orifice tube air conditioning refrigeration cycle. • Allows student observation of refrigerant changes of state (liquid/vapor) at the orifice tube, accumulator, evaporator and condenser. • Trainer can be connected to any A/C Recycling/Recovery equipment using R134a service ports. • Allows visual inspection of the role and operation of the accumulator/desiccant. • Provides pressure and temperature measurement displays of evaporator and condenser. • Removable magnetic component identification labels and refrigerant flow arrows for student learning. • Equipped with high pressure cut-out switch and internal compressor protection. • High and low side ball valves can be adjusted to demonstrate various system restrictions resulting in abnormal operation. • Trainers, evaporator and compressor cycling switches can be adjusted to demonstrate various abnormal symptoms. EM-2000-OT_052941 Features • Clear sight glasses at the orifice tube, condenser (3) and evaporator (3). Sight glasses located at the inlet, mid-way and outlet of both evaporator and condenser to show refrigerant change of state. • Orifice tube system. • Hermetically sealed piston type compressor with oil reservoir. • Accumulator has a clearing housing for viewing internal components. • A evaporator de-icing switch can be used to demonstrate certain abnormal conditions. • High pressure cutoff switch. • High and low-side A/C pressure gauges. • A/C compressor has manual starter with internal thermal protection. • Adjustable 3-speed evaporator (1) and condenser (2) fans. • R134a refrigerant with service ports. • Stainless steel condensate drip pan with drain. • Power “ON” indicator light. • Operation Manual with student assignments. EM-2000-OT_052941 Specifications • Operates on a 120V, 15A, 60Hz circuit. • Refrigerant: R134a (28-32 oz / 793-907 g). • Refrigerant oil: Ester 100 ISO viscosity 100 (1.25 oz / 34 g) • 1/4 oz (8 g) of refrigerant dye • Sturdy powder coated metal stand with two locking swivel and two fixed casters. • Dimensions: 46” x 30” x 67” (116.8 x 76.2 x 170.1 cm) / 48” x 40” x 69” (121.9 x 76.2 x 170.1 cm) (w/packaging). • Weight: 250 lb (113.6 kg) / 395 lb (179.5 kg) (w/packaging). consulab.com info@consulab.com 8 93-EM-2000-OT Trainer operation and startup Trainer Operation and Startup Before turning on the trainer, please be sure to carefully follow the below instructions : • Plug the trainer power cord into a 120V, 15A wall outlet ; • Set each of the three fans to normal speed (Position 2) using the three speed switches located on the back of each fan ; • Set the two restriction ball valves (#17 & #18) to the open position (valve handle is parallel to the line) ; • Turn on the power switch on right side of the panel ; • Wait a few minutes after turning on for the air conditioning system to stabilize before use. Notes 1. The high-pressure safety cut-out switch (#6) located on the rear panel opens at 300 psi and closes at 200 psi. In the unlikely event of excessive system pressure, there will be no loss of refrigerant. 2. The EM-2000-OT trainer has 1/4 oz (8 g) of refrigerant dye mixed with refrigerant to show refrigerant action in the accumulator. 3. The A/C compressor is prefilled with R134a refrigerant (28-32 oz) (793-907 g). 4. The toggle switch (#22) on the front panel will bypass the compressor cycling switch and allow the evaporator to become cooler than normal. To demonstrate this symptom, turn the evaporator cooling fan to OFF and open the toggle switch. Cautions 1. Creating a refrigerant leak anywhere on the trainer is not environmentally acceptable and could damage the trainer resulting in the voiding of product warranty. 2. It is our recommendation that NO Air Conditioning System Flushing kits be used with your ConsuLab EM-2000 AC Systems Trainer. The chemicals in some flushing solvents can negatively react with the components that have been installed on the trainer to make the refrigerant visible. 3. When performing a system leak test on this trainer with pressurized nitrogen, do not exceed 125 psi (860 kPa). Three Speed Switch Power switch with 12V fuse consulab.com info@consulab.com 9 93-EM-2000-OT Notes Notes consulab.com info@consulab.com 10 93-EM-2000-OT Notes Notes 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada © ConsuLab Educatech Inc, 2023. All rights reserved. EM-2000-OT-95 Student Assignments — Table of Contents EM-2000-OT-96 Instructor Guide — Table of Contents EM-2000-OT Air conditioning system trainer components Front Panel Components Rear Panel Components EM-2000-OT_052941 Educational Objectives EM-2000-OT_052941 Features EM-2000-OT_052941 Specifications Trainer Operation and Startup Notes Cautions

Air conditioning system trainer with TXV EM-2000-TXV_052261 Rev. 2023/04 EM-2000-TXV_052261 Air conditioning system trainer with TXV consulab.com info@consulab.com 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada Toll-free: +1 (800) 567-0791 U.S.A.: +1 (810) 222-4525 Canada: +1 (418) 688-9067 Fax: +1 (418) 843-3444 Scan this QR code for more about this product EDUCATIONAL ADVANTAGES FEATURES TECHNICAL INFORMATIONS The Consulab EM-2000-TXV Air Conditioning trainer is a complete A/C sys- tem with unique features designed to enhance the instruction of air condi- tioning physics. The trainer uses the TXV (Thermal Expansion Valve) design of refrigerant flow control. The trainer uses common automotive components and can be used in both classroom and shop environments. The trainer utiliz- es a hermetically sealed and internally protected compressor. Operates on a 120V 15A 60Hz circuit. • Trainer has all major components required for an automotive air conditioning system. • Fully operational with typical component layout and organization. • Provides clear understanding of the TXV (thermostatic expansion valve) air condi- tioning refrigeration cycle. • Allows student observation of refriger- ant changes of state (liquid/vapor) at the evaporator and condenser. • Students can see refrigerant liquid level at the receiver/dryer. • Trainer can be connected to any A/C Re- cycling/Recovery equipment using R134a service ports. • Provides pressure and temperature measurement displays of evaporator and condenser. • Allows the introduction of system restric- tions and blockages for diagnostic learn- ing. • Removable magnetic component identifi- cation labels and refrigerant flow arrows for student learning. • Equipped with high pressure cut-out switch and internal compressor protec- tion. • High and low side ball valves can be adjusted to demonstrate various system restrictions resulting in abnormal opera- tion. • Trainers condenser, evaporator and com- pressor cycling switches can be adjusted to demonstrate various abnormal symp- toms. • OEM R134a service ports. • High and Low side A/C pressure gauges. • Adjustable temperature control switch for evaporator temperature levels. • Digital thermometers (4) at inlet and outlet of evaporator and condenser. • Internally protected hermetically sealed A/C compressor. • A/C compressor has manual starter with internal thermal protection. • High pressure (300psi) safety switch shuts off compressor. • Adjustable 3-speed evaporator (1) and condenser (2) fans. • Cycling switch bypass toggle switch. • Stainless steel condensate drip pan with drain. • Power “ON” indicator light. • Removable magnetic component name and refrigerant flow arrow labels. • Operation Manual and Curriculum with student assignments included. • Operates on a 120V 15A 60Hz circuit. • Refrigerant: R134a (24 oz) (680 g). • Refrigerant oil: Ester 100 ISO, viscosity at 100. • Sturdy powder coated metal stand with two locking swivel and two fixed casters. • Dimensions: 46” x 30” x 67” (116.8 x 76.2 x 170.1 cm) / 48” x 40” x 69” (121.9 x 76.2 x 170.1 cm) (w/packaging). • Weight: 250 lb (113.6 kg) / 395 lb (179.5 kg) (w/packaging).

Instructors manual for EM-2000-TXV_052661 Air conditioning system trainer with TXV EM-2000-TXV-96_V2023-3 © ConsuLab Educatech Inc, 2023. All rights reserved. EM-2000-TVX-96_V2023-1 Table of contents 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada consulab.com info@consulab.com Toll-free: +1 (800) 567-0791 USA: +1 (810) 222-4525 Canada: +1 (418) 688-9067 Fax: +1 (418) 843-3444 3 © ConsuLab Educatech Inc, 2023. All rights reserved. No part of this work may be reproduced or transmitted in any form by any means, electronic, mechanical, including photocopying and recording, or by any information storage or retrieval system, without written permission from the publisher. Printed in Canada. Table of contents SA-1 Component identification Instructor’s answer key 4 SA-2 TXV system word matching Instructor’s answer key 5 SA-3 Refrigerant cycle Refrigerant cycle 6 Instructor’s answer key 7 Test Instructor’s answer key 8 Suggested instructional activities 9 consulab.com info@consulab.com 4 EM-2000-TVX-96_V2023-1 SA-1 Component identification SA-1 Student assignment NOTE : During this activity, having students interact using magnetic cards is particularly effective when it comes time for correction. Component identification Instructor’s answer key 1. Receiver-drier 2. Condenser 3. Condenser inlet digital temperature gauge 4. Condenser outlet digital temperature gauge 5. Condenser outlet sight glass 6. Condenser midway sight glass 7. Condenser inlet sight glass 8. High side pressure gauge 9. Low side pressure gauge 10. Evaporator 11. Evaporator inlet digital temperature gauge 12. Evaporator outlet digital temperature gauge 13. Evaporator outlet sight glass 14. Evaporator midway sight glass 15. Evaporator inlet sight glass 16. Thermostatic expansion valve (TXV) 17. Restriction ball valve between evaporator outlet and compressor (low pressure side) 18. Restriction ball valve between receiver/drier and TXV (high pressure side) 19. High side pressure service port 20. Low side pressure service port 21. Power indicator lamp 22. Thermostatic switch 23. Cycling switch bypass toggle switch consulab.com info@consulab.com 5 EM-2000-TVX-96_V2023-1 SA-2 TXV system word matching SA-2 Student assignment TXV system word matching Instructor’s answer key 1. B 2. A 3. D 4. C 5. D 6. E 7. H 8. I 9. G 10. G 11. F 12. F 13. G 14. A 15. B 16. C & D 17. E 18. A 19. B 20. D 21. B 22. A 23. E 24. G 25. F A. Evaporator B. Condenser C. Compressor D. TXV (thermostatic exp. valve) E. Receiver/Drier F. Vapor G. Liquid H. High temperature I. Low temperature consulab.com info@consulab.com 6 EM-2000-TVX-96_V2023-1 SA-3 Refrigerant cycle SA-3 Student assignment Refrigerant cycle Thermostatic expansion valve system refrigeration cycle The automotive TXV air conditioning system works like most A/C systems using the following components : • Evaporator • Condenser • Compressor • TXV (thermostatic expansion valve) • Receiver/Drier • Low side suction line • High side discharge line Flow evaporating Flow condensing consulab.com info@consulab.com 7 EM-2000-TVX-96_V2023-1 SA-3 Refrigerant cycle Refrigerant cycle Instructor’s answer key Using your own words, describe the refrigerant flow cycle of a typical TXV system. Include descriptions of high or low pressures, liquid or vapor and high or low temperature for the refrigerant in various parts of the system. Begin your description at the compressor outlet. Compressor - Increases the pressure of the refrigerant from a low-pressure vapor to a high-pressure vapor. As the re- frigerants pressure is increased, its temperature also increases. Condenser - Receives the high-pressure, high-temperature refrigerant from the compressor and using the air flow from the front of the vehicle passing over the condenser fins/tubes, cools and condenses the refrigerant into a warm, high-pressure liquid state. Receiver/Drier - Provides storage for excess liquid refrigerant, contains a particulate filter to trap debris and also has a desiccant material to remove any moisture in the system. Most receiver/driers also contain a sight glass that provides a view of the refrigerant in the system. TXV - Thermostatic Expansion Valve is located at the inlet of the evaporator and controls the amount of refrigerant flowing into it based on the temperature of the refrigerant leaving the evaporator, which is measured by a sensing bulb and tube. Evaporator - Refrigerant enters the evaporator and because of the volume inside, it boils which results in absorbing lots of heat from the evaporator tubes/fins. Air is directed over the evaporator fins, which is cooled and is then directed into the passenger compartment. Refrigerant state is changed from a low-pressure liquid into a low-pressure vapor. Low side - The low side of the A/C system starts at the outlet side of the orifice tube and ends at the suction or inlet side of the A/C compressor. High side - The high side of the A/C system starts at the outlet side of the compressor and ends at the inlet of the orifice tube. consulab.com info@consulab.com 8 EM-2000-TVX-96_V2023-1 Test Test Study questions Instructor’s answer key 1. A B C D 2. A B 3. A B C D 4. A B C D 5. A B C D 6. A B C D 7. A B C D 8. A B C D 9. A B C D 10. A B 11. A B C D 12. A B C D 13. A B C D 14. A B C D 15. A B C D 16. A B C D 17. A B C D 18. A B C D 19. A B C D 20. A B C D consulab.com info@consulab.com 9 EM-2000-TVX-96_V2023-1 Suggested instructional activities Suggested instructional activities The Consulab EM-2000-TXV air conditioning trainer can be utilized in many ways to teach students the TXV (thermostat- ic expansion valve) air conditioning system. Below are a few suggestions for instructors to best utilize this product. • Allow trainer to stabilize a few minutes after startup before using. • Separate R134a manifold gauges can be installed at the high and low side service ports. • Recovery/Recycling machines can be easily installed on the trainer using service ports. • The trainer has a TXV internal control simulator. To operate, push the button on the 12VDC power supply box. The heater takes a few minutes to open the TXV. • The high and low side ball valves can be used to create partial restrictions or blockages which allows students to observe accumulator reaction, gauge pressure and temperature changes. • Evaporator and Condenser fan speeds can be adjusted to create various operating conditions. • Assign included student activity assignments as required. (Test, Word Matching and Essay) • Compressor cycling switch can be switched OFF and the evaporator cooling fan can be switched OFF to simulate a defective compressor control circuit. With both devices turned OFF, the evaporator pressure/temperature will begin to drop and perhaps cause evaporator freezing on outside of fins especially in humid environments. Caution : Creating a refrigerant leak anywhere on the trainer is not environmentally acceptable and could damage the trainer resulting in the voiding of product warranty. It is our recommendation that NO Air Conditioning System Flushing kits be used with your ConsuLab EM-2000 AC Sys- tems Trainer. The chemicals in some flushing solvents can negatively react with the components that have been installed on the trainer to make the refrigerant visible. When performing a system leak test on this trainer with pressurized nitrogen, do not exceed 125 PSI (860 kPa). consulab.com info@consulab.com 10 EM-2000-TVX-96_V2023-1 Notes Notes 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada © ConsuLab Educatech Inc, 2023. All rights reserved. SA-1 Component identification Instructor’s answer key SA-2 TXV system word matching Instructor’s answer key SA-3 Refrigerant cycle Refrigerant cycle Instructor’s answer key Test Instructor’s answer key Suggested instructional activities