Student Assignments for CL-1930_053283 Connector Trainer Circuit and Signal Acquisition 95-CL-1930_REVB © ConsuLab Educatech Inc, 2023. Tous droits réservés. 95-CL-1930 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 Table of contents Student Notes 4 Student Theory Hall Effect Sensor 8 Throttle Position Sensor 9 Magnetic Induction Sensor 10 Student Theory Quiz 11 Student Theory Quiz — Answer Sheet 12 Student Assignments — Part A: DSO Labs SA-1 — Analyzing a Constant Voltage DC Signal Using a DSO 14 SA-2 — Analyzing a DC Signal Using a DSO 15 SA-3 — Analyzing the Pulse Width (PWM) of the Signal Using a DSO 16 SA-4 — Capturing a Single Event with a DSO 17 SA-5 — Analyzing an AC Signal from Sensor #3 Using a DSO 18 SA-6 — Using Dual Trace to Capture and Display 2 Signals 19 Part B: Connector Labs SA-7 — Identifying the CL-1930 Components 21 SA-8 — Analyzing the Signal from Sensor #1 Using a DMM 22 SA-9 — Analyzing the Signal from Sensor #2 Using a DMM 23 SA-10 — Analyzing the Signal from Sensor #3 Using a DMM 24 SA-11 — Analyzing the Signal from Sensor #1 Using a DSO 25 SA-12 — Analyzing the Signal from Sensor #1 Using a DSO 26 SA-13 — Analyzing the Signal from Sensor #1 Using a DSO 27 SA-14 — Analyzing the Signal from Sensor #1 Using a DSO 28 SA-15 — Analyzing the Signal from Sensor #2 Using a DSO 29 SA-16 — Analyzing the Signal from Sensor #2 Using a DSO 30 SA-17 — Analyzing the Signal from Sensor #2 Using a DSO 31 SA-18 — Analyzing the Signal from Sensor #3 Using a DSO 32 95-CL-1930 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, 2025. 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 053283 and above. SA-19 — Analyzing the Signal from Sensor #3 Using a DSO 33 SA-20 — Analyzing Sensor #1 Frequency and Pulse Width 34 SA-21 — Analyzing Sensor #3 for Frequency and Voltage 35 Quiz (after completion of the assignments) 36 Quiz — Answer Sheet 38 Wiring Diagrams Limited Access Connector C5 40 Harness-Harness Connector C4 41 ECU 42 Connector End Views 43 95-CL-1930 Students Notes consulab.com info@consulab.com 4 Student Notes The purpose of the CL-1930 is to teach: 1. The use of a DSO including setting Voltage, Time, input AC, DC, or Hz. Students will practice capturing signals from the three sensors and learn how to use cursors, trigger and dual trace capabilities. 2. The correct procedure for following a wiring diagram and learning to back probe a connector. Before using it, make sure you have the correct Back-pinning Probes like the ones shown in the picture: Using anything other than pin type probes will make getting a signal difficult or impossible and will likely destroy the connection. The CL-1930 has 8 different connectors. The labs will have you follow a signal through the different connectors. Suc- cessful completion of the labs will require you to follow the signal wire through complicated connectors. Make sure you follow the wire to a connection before testing it. In this way the correct signal will indicate that you have followed the wiring diagram correctly. The wiring diagram will have additional wires shown that will not have the signal you are looking for. This will test your ability to follow the correct wire on the diagram. Connector #5 is accessed directly with the cover open or with the cover down and locked. It will allow students to test their ability to back probe in tight spaces. All harnesses are replaceable as frequent back probing, especially incorrectly will destroy the connection. Your sales- person can assist you in purchasing replacement harnesses. There are 6 DSO labs labeled SA-1 – SA-6 in part A of the student manual and 15 connector student labs labeled as SA- 7- SA-21 in part B. CL-1930 Student Notes: The purpose of the CL-1930 is to teach: 1. The use of a DSO including se?ng Voltage, Time, input AC, DC, or Hz. Students will pracGce capturing signals from the three sensors and learn how to use cursors, trigger and dual trace capabiliGes. 2. The correct procedure for following a wiring diagram and learning to back probe a connector. Before using it, make sure you have the correct Back- pinning Probes like these: Using anything other than pin type probes will make ge?ng a signal difficult or impossible and will likely destroy the connecGon. The CL-1930 has 8 different connectors. The labs will have you follow a signal through the different connectors. Successful compleGon of the labs will require you to follow the signal wire through complicated connectors. Make sure you follow the wire to a connecGon before they test it. In this way the correct signal will indicate that you have followed the wiring diagram correctly. The wiring diagram will have addiGonal wires shown that will not have the signal you are looking for. This will test your ability to follow the correct wire on the diagram. Connector #5 is accessed directly with the cover open or with the cover down and locked, will test your ability to back probe in Gght spaces. All harnesses are replaceable as frequent back probing, especially incorrectly will destroy the connecGon. Your salesperson can assist you in purchasing replacement harnesses. There are 6 DSO labs labeled A 1 – A 6 and 15 connector student labs labeled as B 1- B 15 The CL-1930 can be useful as a DSO trainer since there are three sensors generaGng a signal. Sensor #1 is a Hall-Effect sensor generaGng a square wave signal. It has an adjustable signal by using the switches. The input voltage, ground resistance, frequency and pulse width are all adjustable. Having you learn how to “read” the DSO especially for frequency and PWM will increase your knowledge and ability on scopes. The CL-1930 can be useful as a DSO trainer since there are three sensors generating a signal. Sensor #1 is a Hall-Effect sensor providing a square wave signal. It has an adjustable signal by using the switches. The input voltage, ground resis- tance, frequency and pulse width are all adjustable. Having you learn how to “read” the DSO especially for frequency and PWM will increase your knowledge and ability on scopes. Sensor #2 is a Thro`le PosiGon Sensor (TPS). Again, the fault switch can be used to change the input voltage thereby changing the pa`ern available. Learn how to capture a TPS sweep. It will be used to teach the use of trigger and single trace capability. Sensor #2 is a Throttle Position Sensor (TPS). Again, the fault switch can be used to change the input voltage thereby changing the pattern available. Learn how to capture a TPS sweep. It will be used to teach the use of trigger and single trace capability. Sensor #2 is a Thro`le PosiGon Sensor (TPS). Again, the fault switch can be used to change the input voltage thereby changing the pa`ern available. Learn how to capture a TPS sweep. It will be used to teach the use of trigger and single trace capability. The #3 sensor is an analog AC generator.The #3 sensor is an analog AC generator. By using the fault switch #8 & 9, you can vary the frequency and the voltage level. It is important to note that every sensor can be affected by changing the input voltage, reference voltage or ground resistance. You will Experiment with different combinaGons to “test” your comprehension. One of the last labs in the DSO secGon will have you put an AC signal on one channel and a DC signal on the other channel of a 2 channel DSO. AddiGonally, there are three quiz type exams to test your ability to understand the sensors, DSO operaGon, and Back-Probing connectors aeer following a wiring diagram. Your instructor will show you how to use the Back-pinning Probes. 95-CL-1930 Students Notes consulab.com info@consulab.com 5 consulab.com info@consulab.com 6 95-CL-1930 Students Notes By using the fault switch #8 & 9, you can vary the frequency and the voltage level. It is important to note that every sensor can be affected by changing the input voltage, reference voltage or ground resistance. You will experiment with different combinations to “test” your comprehension. One of the last labs in the DSO section will have you put an AC signal on one channel and a DC signal on the other chan- nel of a 2 channel DSO. Additionally, there are three quiz type exams to test your ability to understand the sensors, DSO operation,and Back-Probing connectors after following a wiring diagram. Your instructor will show you how to use the Back-pinning Probes. 95-CL-1930 Student Theory consulab.com info@consulab.com 7 Student Theory 95-CL-1930 Student Theory consulab.com info@consulab.com 8 There are three sensors on the CL-1930. In this section we will look at how they typically function in an automobile Hall Effect Sensor CL-1930 STUDENT Theory There are three sensors on the CL-1930. In this sec6on we will look at how they typically func6on in an automobile HALL EFFECT SENSOR Sensor One is a Hall Effect Sensor. It is referred to as an ac6ve sensor. It will have three wires: usually a 5V feed, a ground, and a signal. Note: all ac6ve sensors require power from an external source. The Hall Effect is described as when a current is passed through a semiconductor, a voltage is generated propor6onal to the strength of the permanent magnet. An integrated circuit, inside the body of the sensor will create a DC (Direct Current) square wave output. The hall sensor and magnet are posi6oned so that as the notches and teeth of the wheel pass by, they will influence the magne6c field. The output amplitude will remain the same as will the distance between pulses. The sensor is considered ac6ve since it generates a signal at virtually any speed or even stopped, as opposed to a magne6c sensor that requires reluctor speed to generate a signal. Sensor One is a Hall Effect Sensor. It is referred to as an active sensor. It will have three wires: usually a 5V feed, a ground, and a signal. Note: All active sensors require power from an external source. The Hall Effect is described as when a current is passed through a semiconductor, a voltage is generated proportional to the strength of the perma- nent magnet. An integrated circuit, inside the body of the sensor will create a DC (Direct Current) square wave output. The hall sensor and magnet are positioned so that as the notches and teeth of the wheel pass by, they will influence the magnetic field. The output amplitude will remain the same as will the distance between pulses. The sensor is considered active since it generates a signal at virtually any speed or even stopped, as opposed to a magnetic sensor that requires reluctor speed to generate a signal. The PICO scope display above shows the sensor at about 25% PWM (Pulse Width Modula6on) in red with voltages read on the right-side scale. The signal is on at 5 Volts and off at 0 Volts. The blue trace is read on the leZ side and indicates a 4.5kHz frequency. THROTTLE POSITION SENSOR Sensor #2 is a TPS (Thro^le Posi6on Sensor). Its func6on is evident in its name. It will indicate to the ECM the posi6on of the thro^le. The sensor on the CL-1930 is spring loaded in the closed posi6on, but can be manually moved throughout its range of travel. Turning it clockwise (looking at the blades) to full travel would normally indicate a wide-open thro^le condi6on. TPS’s usually have 3 wires: a 5 V power, a ground, and a signal. It can be considered an ac6ve The PICO scope displayed above shows the sensor at about 25% PWM (Pulse Width Modulation) in red with voltages read on the right-side scale. The signal is on at 5 volts and off at 0 volt. The blue trace is read on the left side and indi- cates a 4.5kHz frequency. 95-CL-1930 Student Theory consulab.com info@consulab.com 9 Throttle Position Sensor The PICO scope display above shows the sensor at about 25% PWM (Pulse Width Modula6on) in red with voltages read on the right-side scale. The signal is on at 5 Volts and off at 0 Volts. The blue trace is read on the leZ side and indicates a 4.5kHz frequency. THROTTLE POSITION SENSOR Sensor #2 is a TPS (Thro^le Posi6on Sensor). Its func6on is evident in its name. It will indicate to the ECM the posi6on of the thro^le. The sensor on the CL-1930 is spring loaded in the closed posi6on, but can be manually moved throughout its range of travel. Turning it clockwise (looking at the blades) to full travel would normally indicate a wide-open thro^le condi6on. TPS’s usually have 3 wires: a 5 V power, a ground, and a signal. It can be considered an ac6ve Sensor #2 is a TPS (Throttle Position Sensor). Its function is evident in its name. It will indicate to the ECM the position of the throttle. The sensor on the CL-1930 is spring loaded in the closed position, but can be manually moved throughout its range of travel. Turning it clockwise (looking at the blades) to full travel would normally indicate a wide-open throttle condition. TPS’s usually have 3 wires: a 5V power, a ground, and a signal. It can be considered an active sensor since it will indicate position anytime power and ground are present. If a scope is set up for enough time, the TPS can be moved slowly, and a pattern can be captured.sensor since it will indicate posi6on any6me power and ground are present. If a scope is set up for enough 6me, the TPS can be moved slowly, and a pa^ern can be captured. MAGNETIC INDUCTION SENSOR . Sensor 3 is a Passive Induc6on Sensor, some6mes called a Magne6c Induc6on Sensor. It will generate an AC (Alterna6ng Current) signal. The sensor has a coil of wire wrapped around a permanent magnet. A spinning ferromagne6c tooth reluctor called the target gear in the diagram will absorb or concentrate the lines of force from the magnet. The slots in the reluctor cause the lines of force to move back and forth near the coil of wire in the sensor. When the 95-CL-1930 Student Theory consulab.com info@consulab.com 10 Magnetic Induction Sensor sensor since it will indicate posi6on any6me power and ground are present. If a scope is set up for enough 6me, the TPS can be moved slowly, and a pa^ern can be captured. MAGNETIC INDUCTION SENSOR . Sensor 3 is a Passive Induc6on Sensor, some6mes called a Magne6c Induc6on Sensor. It will generate an AC (Alterna6ng Current) signal. The sensor has a coil of wire wrapped around a permanent magnet. A spinning ferromagne6c tooth reluctor called the target gear in the diagram will absorb or concentrate the lines of force from the magnet. The slots in the reluctor cause the lines of force to move back and forth near the coil of wire in the sensor. When the Sensor 3 is a Passive Induction Sensor, sometimes called a Magnetic Induction Sensor. It will generate an AC (Alternat- ing Current) signal. The sensor has a coil of wire wrapped around a permanent magnet. A spinning ferromagnetic tooth reluctor called the target gear in the diagram will absorb or concentrate the lines of force from the magnet. The slots in the reluctor cause the lines of force to move back and forth near the coil of wire in the sensor. When the lines of force move in one direction, we get a positive voltage or signal. When the lines of force move in the opposite direction, we generate a negative voltage or signal. The coil of wire in the sensor “sees” this + then – pulse. This pulse will be an ana- log (sine wave) signal. The output of the sensor will vary with the strength of the magnetic field, the distance between the reluctor and the sensor and the speed of the reluctor. In the CL-1930, the signal is simulated so that it can be controlled. With all faults off it will look like the pattern displayed below. lines of force move in one direc6on, we get a posi6ve voltage or signal. When the lines of force move in the opposite direc6on, we generate a nega6ve voltage or signal. The coil of wire in the sensor “sees” this + then – pulse. This pulse will be an analog (sine wave) signal. The output of the sensor will vary with the strength of the magne6c field, the distance between the reluctor and the sensor and the speed of the reluctor. In the CL-1930, the signal is simulated so that it can be controlled. With all faults off it will look like the pa^ern displayed below. 95-CL-1930 Student Theory consulab.com info@consulab.com 11 Student Theory Quiz Use the answer sheet for your answers. Do not write on this paper. 1. What type of signal does a Hall-Effect sensor generate? A. Flat line DC B. Square wave DC C. AC sine wave D. Variable voltage based on position 2. Most sensors are “fed” with what voltage? A. B+ B. B− C. 9 VDC D. 5 VDC 3. Two technicians are discussing sensors. Technician A states that the sensor voltage from a TPS will indicate position of the throttle. Technician B states that the TPS sensor needs power and ground to function. Who is correct? A. Technician A only B. Technician B only C. Both Technician A and Technician B D. Neither Technician A or Technician B 4. Two technicians are discussing a Hall-Effect sensor. Technician A states that the input voltage has no effect on the output voltage. Technician B states that the level of pulse with modulation is used to note position or speed to the ECU. Who is correct? A. Technician A only B. Technician B only C. Both Technician A and Technician B D. Neither Technician A or Technician B 5. A passive sensor will... A. generate a voltage without having a voltage applied to it B. generally change frequency during normal operation C. be unaffected by changes in B+ or ground D. All of the above 95-CL-1930 Student Theory consulab.com info@consulab.com 12 Student Theory Quiz — Answer Sheet Name : Group : Date : Darken out the letter of the correct answer. Do not circle or “X” the letter. If you wish to change your first attempt, write in your final choice after the “D” answer. 1. A B C D 2. A B C D 3. A B C D 4. A B C D 5. A B C D Instructor grade : Comments : 95-CL-1930 Student Assignments — Part A: DSO Labs consulab.com info@consulab.com 13 Student Assignments Part A: DSO Labs 95-CL-1930 SA-1 — Analyzing a Constant Voltage DC Signal Using a DSO consulab.com info@consulab.com 14 SA-1 — Analyzing a Constant Voltage DC Signal Using a DSO Name : Group : Date : You should put your answers directly on this page. Objective: To analyze a DC signal using both a DMM and a DSO. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, a DMM and DSO from your instructor. Note: Both connectors should use the normal pins. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: You should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe of the DMM into the ground receptacle located in the bottom right corner of the unit. Plug the positive lead into the 12V receptacle. 3. Turn on the DMM to the VDC position. Record the reading: VDC. 4. Remove the DMM leads. 5. Plug in the DSO leads into the same receptacles and turn on the DSO. Adjust the DSO to a setting that will display a flat line between 12 and 13 VDC. Press the hold button, disconnect the leads. 6. Show your instructor the pattern. Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-2 — Analyzing a DC Signal Using a DSO consulab.com info@consulab.com 15 SA-2 — Analyzing a DC Signal Using a DSO Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #1 and obtain a signal at the sensor. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, and DSO from your instructor. Note: The positive connectors of the DSO should have Back-pinning Probes. The negative connector should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: You should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe into the ground receptacle located in the bottom right corner of the unit. 3. Backprobe each wire at the sensor #1 closest connector with the DSO. Find the signal wire. What color is it? 4. Use the time per division to show at least 5 patterns on the screen. 5. Use the volts per division to show the entire pattern on the screen. 6. What type of signal does Sensor #1 generate? 7. Use the voltage cursors to read the lowest voltage: V. 8. Use the voltage cursors to read the highest voltage: V. 9. Use the time cursors to read the time of one full signal: mS (milliseconds). 10. Either show your instructor the pattern or print it and staple it to this sheet. Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-3 — Analyzing the Pulse Width (PWM) of the Signal Using a DSO consulab.com info@consulab.com 16 SA-3 — Analyzing the Pulse Width (PWM) of the Signal Using a DSO Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #1 and obtain a signal at the sensor. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, and DSO from your instructor. Note: The positive connectors of the DSO should have Back-pinning Probes. The negative connector should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: You should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe into the ground receptacle located in the bottom right corner of the unit. 3. Backprobe each wire at the sensor #1 closest connector with the DSO. Find the signal wire. What color is it? 4. Set your Time/Div and V/Div so that at least 2 full patterns are visible on the screen. 5. Set the DSO to measure the pulse width of the signal. Note: Most DSO’s are capable of measuring the pulse width of a signal. Ask your instructor how your DSO does this. 6. Capture the screen and press the hold button. 7. What is the pulse width of the signal (what percent of the entire signal is it on)? %. 8. Either show your instructor the pattern or print it and staple it to this sheet. Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-4 — Capturing a Single Event with a DSO consulab.com info@consulab.com 17 SA-4 — Capturing a Single Event with a DSO Name : Group : Date : You should put your answers directly on this page. Objective: To capture a single event with a DSO. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, and DSO from your instructor. Note: The positive connectors of the DSO should have Back-pinning Probes. The negative connector should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: You should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe into the ground receptacle located in the bottom right corner of the unit. 3. Backprobe each wire at the sensor #2 closest connector with the DSO. Find the signal wire. What color is it? 4. Set your Time/Div and V/Div so that you will able to see a full sweep of the TPS on the screen (500mS/Div and 1V/ Div suggested). 5. Turn on the trigger and set it to a positive slope, single trace. Adjust the trigger voltage to slightly above the closed throttle voltage of the TPS. 6. Move the TPS blades through a full sweep from closed throttle to WOT and back to closed throttle during the total time on the screen. 7. If the DSO has been set correctly, once the trigger voltage is achieved the scope will display the time for one screen capture and automatically go to hold. 8. It may take multiple tries to correctly capture the sweep. When correctly done it will fill the screen. 9. Either show your instructor the pattern or print it and staple it to this sheet. Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-5 — Analyzing an AC Signal from Sensor #3 Using a DSO consulab.com info@consulab.com 18 SA-5 — Analyzing an AC Signal from Sensor #3 Using a DSO Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #3 and obtain an AC signal. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, and DSO from your instructor. Note: The positive connectors of the DSO should have Back-pinning Probes. The negative connectors should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: you should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe into the ground receptacle located in the bottom right corner of the unit. 3. Set your DSO for AC Voltage. This should put 0V in the middle of the screen. If not adjust 0V to the center. 4. Insert the Bock-Probe pin into the connector. Either wire should give you a pattern. 5. Adjust the Time/Div and Volts/Div until the trace shows at least 6 full patterns. 6. Use the V cursors to measure peak to peak voltage. Record: V peak to peak. 7. With the scope live, switch the input over to view frequency. Record: Hz. 8. Show your instructor the pattern. Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-6 — Using Dual Trace to Capture and Display 2 Signals consulab.com info@consulab.com 19 SA-6 — Using Dual Trace to Capture and Display 2 Signals Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #3 and obtain a signal at connector #4. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, and DSO from your instructor. Note: The positive connectors of the DSO should have Back-pinning Probes. The negative connectors should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: you should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe into the ground receptacle located in the bottom right corner of the unit. 3. Set your DSO for AC Voltage (channel A). This should put 0V in the middle of the screen. If not adjust 0V to the cen- ter. 4. Insert the Bock-Probe pin into the connector for sensor 3. Either wire should give you a pattern. 5. Adjust the Time/Div and Volts/Div for the A channel until the trace shows at least 6 full patterns. 6. Turn on the B channel. Set channel B for DC Voltage and adjust the V/Div to match channel A. 7. Connect the ground to the CL-1930 ground (with the channel A ground). 8. Use another Back-Probe pin and connect to the signal wire of sensor 1. 9. Adjust the pattern positions until both the AC signal and the DC signal are on the screen. 10. Show your instructor or print the pattern. Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 Student Assignments — Part B: Connector Labs consulab.com info@consulab.com 20 Student Assignments Part B: Connector Labs 95-CL-1930 SA-7 — Identifying the CL-1930 Components consulab.com info@consulab.com 21 SA-7 — Identifying the CL-1930 Components Name : Group : Date : You should put your answers directly on this page. Objective: To identify all the components on the CL-1930 Connector Trainer and indicate their positions on the wiring diagram and physically on the trainer. Procedure: Obtain the CL-1930 Connector Trainer, and the wiring diagrams from your instructor. 1. Use the wiring diagrams to fill in the following: A. How many sensors are used on this trainer? sensors. B. How many connectors does each sensor pass through? connectors. C. How can you identify the various wires? . 2. Sensor #1 signal goes through which connectors? 3. Sensor #2 signal goes through which connectors? 4. Sensor #3 signal goes through which connectors? Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-8 — Analyzing the Signal from Sensor #1 Using a DMM consulab.com info@consulab.com 22 SA-8 — Analyzing the Signal from Sensor #1 Using a DMM Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #1 and obtain a voltage at the sensor. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, DMM, and DSO from your instructor. Note: The positive connectors on the DMM and the DSO should have Back-pinning Probes. The negative connectors should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: You should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe of the DMM into the ground receptacle located in the bottom right corner of the unit. 3. Backprobe each wire at the sensor #1 closest connector with the DMM on Volts DC. Record your results: A. Red wire: VDC. B. Black wire: VDC. C. White: VDC. 4. What is the purpose of the Red wire? . 5. What is the purpose of the Black wire? . 6. What is the purpose of the White wire? . Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-9 — Analyzing the Signal from Sensor #2 Using a DMM consulab.com info@consulab.com 23 SA-9 — Analyzing the Signal from Sensor #2 Using a DMM Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #2 and obtain a voltage at the sensor. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, DMM, and DSO from your instructor. Note: The positive connectors on the DMM and the DSO should have Back-pinning Probes. The negative connectors should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: You should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe of the DMM into the ground receptacle located in the bottom right corner of the unit. 3. Backprobe each wire at the sensor #2 closest connector with the DMM on DC volts. Record your results. Note: Rotate the metal tabs (Throttle Position Sensor) as you record the volts and possible change. A. Top White wire: VDC. Did moving the TPS cause a change in VDC? Yes No. B. Middle White wire: VDC. Did moving the TPS cause a change in VDC? Yes No. C. Bottom White wire: VDC. Did moving the TPS cause a change in VDC? Yes No. 4. What is the purpose of the top wire? 5. What is the purpose of the middle wire? 6. What is the purpose of the bottom wire? Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-10 — Analyzing the Signal from Sensor #3 Using a DMM consulab.com info@consulab.com 24 SA-10 — Analyzing the Signal from Sensor #3 Using a DMM Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #3 and obtain a voltage at the sensor. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, DMM, and DSO from your instructor. Note: The positive connectors on the DMM and the DSO should have Back-pinning Probes. The negative connectors should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: You should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe of the DMM into the ground receptacle located in the bottom right corner of the unit. 3. Backprobe each wire at the sensor #3 closest connector with the DMM on DC volts. Record your results. Note: Record both the DC volts and AC volts. A. Top White wire: VDC VAC. B. Bottom White wire: VDC VAC. 4. What is the purpose of the top wire? 5. What is the purpose of the bottom wire? Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-11 — Analyzing the Signal from Sensor #1 Using a DSO consulab.com info@consulab.com 25 SA-11 — Analyzing the Signal from Sensor #1 Using a DSO Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #1 and obtain a signal at the sensor. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, and DSO from your instructor. Note: The positive connectors of the DSO should have Back-pinning Probes. The negative connectors should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: You should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe into the ground receptacle located in the bottom right corner of the unit. 3. Backprobe each wire at the sensor #1 closest connector with the DSO. Find the signal wire. What color is it? A. What type of signal does Sensor #1 generate? . B. Use the cursors to determine the lowest voltage on the screen: V. C. Use the cursors to determine the highest voltage on the screen: V. 4. Either show your instructor the pattern or print it and staple it to this sheet. Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-12 — Analyzing the Signal from Sensor #1 Using a DSO consulab.com info@consulab.com 26 SA-12 — Analyzing the Signal from Sensor #1 Using a DSO Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #1 and obtain a signal at connector #4. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, and DSO from your instructor. Note: The positive connectors of the DSO should have Back-pinning Probes. The negative connectors should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: you should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe into the ground receptacle located in the bottom right corner of the unit. 3. Use the connector pin-out diagram for connecter 4. Find the signal wire from sensor #1: A. What pin of connector #4 carries the signal from sensor #1? Pin # B. What is the lowest voltage on the screen? V C. What is the highest voltage on the screen? V 4. Show your instructor the pattern. Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-13 — Analyzing the Signal from Sensor #1 Using a DSO consulab.com info@consulab.com 27 SA-13 — Analyzing the Signal from Sensor #1 Using a DSO Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #1 and obtain a signal at the connector #5 (limited access connector). Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, and DSO from your instructor. Note: The positive connectors of the DSO should have Back-pinning Probes. The negative connectors should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: you should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe into the ground receptacle located in the bottom right corner of the unit. 3. Use the connector pin-out diagram for connecter 5. Find the signal wire from sensor #1. A. What pin of connector #5 carries the signal from sensor #1? Pin # B. What is the lowest voltage on the screen? V C. What is the highest voltage on the screen? V 4. Show your instructor the pattern. Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-14 — Analyzing the Signal from Sensor #1 Using a DSO consulab.com info@consulab.com 28 SA-14 — Analyzing the Signal from Sensor #1 Using a DSO Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #1 and obtain a signal at the ECU. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, and DSO from your instructor. Note: The positive connectors of the DSO should have Back-pinning Probes. The negative connectors should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: you should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe into the ground receptacle located in the bottom right corner of the unit. 3. Use the connector pin-out diagram for the ECU connectors. Find the signal wire from sensor #1: D. A. What connector and pin of the ECU carries the signal from sensor #1? Connector # Pin # . E. B. What is the lowest voltage on the screen? V. F. C. What is the highest voltage on the screen? V. 4. Show your instructor the pattern. Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-15 — Analyzing the Signal from Sensor #2 Using a DSO consulab.com info@consulab.com 29 SA-15 — Analyzing the Signal from Sensor #2 Using a DSO Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #2 and obtain a signal at the sensor. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, and DSO from your instructor. Note: The positive connectors of the DSO should have Back-pinning Probes. The negative connectors should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: you should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe into the ground receptacle located in the bottom right corner of the unit. 3. Backprobe each wire at the sensor #2 closest connector with the DSO. Find the signal wire. What color is it? . A. What type of signal does Sensor #2 generate as you move the blades of the TPS? . B. What is the lowest voltage on the screen? V. C. What is the highest voltage on the screen? V. 4. Set you DSO for 1 Sec/Div. Move the TPS through its full travel and capture the pattern. 5. Either show your instructor the pattern or print it and staple it to this sheet. Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-16 — Analyzing the Signal from Sensor #2 Using a DSO consulab.com info@consulab.com 30 SA-16 — Analyzing the Signal from Sensor #2 Using a DSO Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #2 and obtain a signal at connector #4. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, and DSO from your instructor. Note: The positive connectors of the DSO should have Back-pinning Probes. The negative connectors should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: You should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe into the ground receptacle located in the bottom right corner of the unit. 3. Use the connector pin-out diagram for connecter 4. Find the signal wire from sensor #2. A. What pin of connector #4 carries the signal from sensor #2? Pin # . B. What is the lowest voltage on the screen? V. C. What is the highest voltage on the screen? V (while moving the blade). 4. Show your instructor the pattern. Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-17 — Analyzing the Signal from Sensor #2 Using a DSO consulab.com info@consulab.com 31 SA-17 — Analyzing the Signal from Sensor #2 Using a DSO Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #2 and obtain a signal at the ECU. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, and DSO from your instructor. Note: The positive connectors of the DSO should have Back-pinning Probes. The negative connectors should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: You should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe into the ground receptacle located in the bottom right corner of the unit. 3. Use the connector pin-out diagram for the ECU connectors. Find the signal wire from sensor #2. A. What connector and pin of the ECU carries the signal from sensor #2? Connector # Pin # B. What is the lowest voltage on the screen? V C. What is the highest voltage on the screen? V (while moving the blade) 4. Show your instructor the pattern. Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-18 — Analyzing the Signal from Sensor #3 Using a DSO consulab.com info@consulab.com 32 SA-18 — Analyzing the Signal from Sensor #3 Using a DSO Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #3 and obtain a signal at the sensor. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, and DSO from your instructor. Note: The positive connectors of the DSO should have Back-pinning Probes. The negative connectors should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: You should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe into the ground receptacle located in the bottom right corner of the unit. 3. Backprobe each wire at the sensor #3 closest connector with the DSO. Find the signal wire. What color is it? . A. What type of signal does Sensor #3 generate? B. What is the lowest voltage on the screen? V. C. What is the highest voltage on the screen? V. 4. Either show your instructor the pattern or print it and staple it to this sheet. Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-19 — Analyzing the Signal from Sensor #3 Using a DSO consulab.com info@consulab.com 33 SA-19 — Analyzing the Signal from Sensor #3 Using a DSO Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #3 and obtain a signal at connector #4. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, and DSO from your instructor. Note: The positive connectors of the DSO should have Back-pinning Probes. The negative connectors should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: You should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe into the ground receptacle located in the bottom right corner of the unit. 3. Use the connector pin-out diagram for connector #4. Find the signal wire from sensor #3: A. What pin of connector #4 carries the signal from sensor #3? Pin # B. What is the lowest voltage on the screen? V C. What is the highest voltage on the screen? V 4. Show your instructor the pattern. Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-20 — Analyzing Sensor #1 Frequency and Pulse Width consulab.com info@consulab.com 34 SA-20 — Analyzing Sensor #1 Frequency and Pulse Width Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #1 and measure the frequency and pulse width (PWM) of the signal. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, and DSO from your instructor. Note: The positive connectors of the DSO should have Back-pinning Probes. The negative connectors should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: You should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe into the ground receptacle located in the bottom right corner of the unit. 3. Backprobe each wire at the sensor #1 closest connector with the DSO. Find the signal wire. What color is it? . A. What type of signal does Sensor #1 generate? . B. Using the features of your DSO calculate the PWM of the signal: %. C. What is the frequency of the signal? Hz. 4. Either show your instructor the pattern or print it and staple it to this sheet. 5. Your instructor will adjust the CL-1930. Measure and record: A. % PWM. B. Hz. Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 SA-21 — Analyzing Sensor #3 for Frequency and Voltage consulab.com info@consulab.com 35 SA-21 — Analyzing Sensor #3 for Frequency and Voltage Name : Group : Date : You should put your answers directly on this page. Objective: To analyze the wiring of sensor #3 and measure the frequency and the voltage (peak to peak) of the signal. Procedure: Obtain the CL-1930 Connector Trainer, the wiring diagrams, and DSO from your instructor. Note: The positive connectors of the DSO should have Back-pinning Probes. The negative connectors should use the normal pin. 1. Plug in the CL-1930 to a 110V source. Switch on the unit using the switch in the upper left of the trainer. Note: You should have a green light on. If the red light is on, notify your instructor. 2. Plug the negative probe into the ground receptacle located in the bottom right corner of the unit. 3. Backprobe each wire at the sensor #3 closest connector with the DSO. Find the signal wire. What color is it? . A. What type of signal does Sensor #3 generate? B. Using the features of your DSO measure the peak to peak Voltage: V. C. What is the frequency of the signal? Hz. 4. Either show your instructor the pattern or print it and staple it to this sheet. 5. Your instructor will adjust the CL-1930. Measure and record: A. V (peak to peak) B. Hz. Be prepared to discuss your results with your instructor. Instructor : Grade : 95-CL-1930 Quiz consulab.com info@consulab.com 36 Quiz (after completion of the assignments) Use the answer sheet for your answers. Do not write on this paper. 1. On a three wire sensor, the three wires are usually... A. 12.6V, 5V and the signal output B. Ground, 12.6V and the signal output C. 5V, ground and the signal output D. 9V, 5V and the signal output 2. Two technicians are discussing a TPS. Technician A states that the sensor output will vary with the position of the throttle. Technician B states that the sensor will be powered from full B+ and system ground. Who is correct? A. Technician A only B. Technician B only C. Both Technician A and Technician B D. Neither Technician A or Technician B 3. Sensor #3 is considered a passive sensor. Why? A. It needs to have power applied B. It does not need to have ground applied C. It will generate a square wave signal D. None of the above 4. Sensor #1 has power and ground. This indicates that it is a sensor. A. wheel speed B. passive C. O2S D. active 5. Two technicians are discussing back probing connectors. Technician A states that a dull DMM probe works best. Technician B states that a thin flexible pin style probe works best. Who is correct? A. Technician A only B. Technician B only C. Both Technician A and Technician B D. Neither Technician A or Technician B 95-CL-1930 Quiz consulab.com info@consulab.com 37 6. A method of capturing a TPS sweeps with a DSO is to use what feature? A. Single trigger B. Negative slope C. Automatic voltage D. Automatic time 7. Two technicians are discussing the DSO pattern shown below. Technician A states that it shows what may be a PWM signal. Technician B states that the output is around 5 VDC. Who is correct? A. Technician A only B. Technician B only C. Both Technician A and Technician B D. Neither Technician A or Technician B A. single trigger B. nega9ve slope C. automa9c voltage D. automa9c 9me 6. Two technicians are discussing the DSO paSern shown here. Technician A states that it shows what may be a PWM signal. Technician B states that the output is around 5 VDC. Who is correct? A. Technician A only B. Technician B only C. Both Technician A and Technician B D. Neither Technician A or Technician B 95-CL-1930 Quiz consulab.com info@consulab.com 38 Quiz — Answer Sheet Name : Group : Date : Darken out the letter of the correct answer. Do not circle or “X” the letter. If you wish to change your first attempt, write in your final choice after the “D” answer. 1. A B C D 2. A B C D 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 Instructor : Grade : 95-CL-1930 Wiring Diagrams consulab.com info@consulab.com 39 Wiring Diagrams 95-CL-1930 Wiring Diagrams consulab.com info@consulab.com 40 C L-19 3 0 P lan C lient © C onsuLab Educatech Inc, 2025. A ll rights reserved. REV 2.10 H EA D LIG H TS SYSTEM H O RN S SYSTEM TH RO TTLE AC TU ATO R C TRL O PEN H EA D LIG H TS SYSTEM SH IFT IN TERLO C K SYSTEM D O O R LO K C S SYSTEM H O RN S SYSTEM D O O R LO C KS SYSYTEM SH IFT IN TERLO C K SYSTEM C RU ISE C O N TRO L SYSYTEM C RU ISE C O N TRO L SYSTEM 5 2 1378 6 4 RED BLK W H T W H T Sensor 1 1920 C onnector lim ited access (C 5) ABC Sensor 3 AB Sensor 2 S1038 (sm p) 123 1234567891011 1213 14151617 1821 RED W H T BRN BLK W H T W H T W H T W H T TH RO TTLE AC TU ATO R C TRL O PEN RED RED RED RED RED BRN BRN BRN BLK BLK BLK BLK BLK BLK BLK BLK BLK BLK BLK BLK BLK BLK BLK W H T W H T W H T W H T W H T W H T W H T W H T W H T W H T W H T BLK BLK BLK BLK Limited Access Connector C5 95-CL-1930 Wiring Diagrams consulab.com info@consulab.com 41 Harness-Harness Connector C4 C L-19 3 0 P lan C lient © C onsuLab Educatech Inc, 2025. A ll rights reserved. REV 2.10 1234567891011 121314 151617 18 H arness-H arness connector (C 4) PO W ER W IN D O W S SYSTEM W IPER/ W ASH ER SYSTEM W IPER/ W A SH ER SYSTEM PO W ER W IN D O W S SYSTEM 12 RED BLK BLK BRN BLK RED BRN W H T W H T BRN RED M EM O RY SYSTEM N A V IG A TIO N SYSTEM N A V IG A TIO N SYSTEMBO O ST PRESSU RE SEN SO R BO O ST PRESSU RE SEN SO R 2 15 3478 6 5 786 34 W H T W H T W H T W H T W H T W H T W H T BLK BLK BRN BLK RED BRN W H T W H T RED W H T W H T W H T W H T W H T W H T W H T W H T W H T 95-CL-1930 Wiring Diagrams consulab.com info@consulab.com 42 ECU C L-19 3 0 P lan C lient © C onsuLab Educatech Inc, 2025. A ll rights reserved. REV 2.10 C H A RG E IN D C TRL LO W SPEED C O O LIN G K N O C K SEN SO R SIG N AL IG N ITIO N C O N TRO L O U TPU T SPD W AK EU P SERIA L D A TA PRIM A RY RELAY C V T U N IT IN STRU M EN T C LU STER SYSTEM AC C PED A L PO S TEM PERA TU RE SEN SO R FA N RLY C TRL D O O R LO C KS SYSTEM SH IFT IN TERLO C K SYSTEM STEERIN G SEN SO R LO W REF FU EL PU M P R LY AIRBAG SEN SO R 378 46 5 BLK BLK RED RED WHT BLK RED RED BRN BLK WHT BRN WHT WHT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 BRN BLK WHT WHT WHT RED RED BRN BLK BRN BLK RED RED BLK BLK RED RED WHT BLK BLK RED RED BLK BLK 19 20 1 2 3 4 EC U 12 WHT WHT BLK RED BRN SEN3+ SEN3- SEN2 VREF SEN2 LOW REF SEN2 SIG SEN1 VREF SEN1 LOW REF SEN1 SIG GND GND BAT BAT C 3 C 2 C 1 EX TERIO R LIG H T IN TERIO R LIG H T EN G IN E C O N TRO L SYSTEM SO U N D SYSTEM SEATS SYSTEM C O M PU TER D A TA LIN E SYSTEM W ARN IN G SYSTEM BRN 95-CL-1930 Wiring Diagrams consulab.com info@consulab.com 43 C L-19 3 0 End view connectors © C onsuLab Educatech Inc, 2025. A ll rights reserved. REV 1.10 RED BLK WHT A B C RED BLK WHT A B C Sensor 1 ABC SEN SO R PLU G H A RN ESS REC EPTAC LE Sensor 2 123 1 2 3 WHT 1 2 3 WHT WHT H A RN ESS REC EPTAC LE SEN SO R PLU G Sensor 3 AB 7A B A A B2A B A H A RN ESS REC EPTAC LE SEN SO R PLU G N O TE: EN D V IEW S A RE SEEN FRO M TERM IN A L SID E. Connector End Views consulab.com info@consulab.com 44 95-CL-1930 Wiring Diagrams C L-19 3 0 End view connectors © C onsuLab Educatech Inc, 2025. A ll rights reserved. REV 1.10 18 15 12 9 6 3 17 14 11 8 5 2 16 13 10 7 4 1 C 4 18 15 12 9 6 3 17 14 11 8 5 2 16 13 10 7 4 1 C 4 SEN SO R SID E PLU G H A RN ESS SID E REC EPTAC LE C 5 18 15 12 9 6 3 17 14 11 8 5 2 16 13 10 7 4 1 192021 C 5 18 15 12 9 6 3 17 14 11 8 5 2 16 13 10 7 4 1 192021 H A RN ESS SID E REC EPTAC LE SEN SO R SID E PLU G N O TE: EN D V IEW S A RE SEEN FRO M TERM IN A L SID E. consulab.com info@consulab.com 45 95-CL-1930 Wiring Diagrams C L-19 3 0 End view connectors © C onsuLab Educatech Inc, 2025. A ll rights reserved. REV 1.10 1 2 3 4 5 6 11 12 13 14 18 7 8 9 10 15 16 17 19 20 C 1 1 2 3 4 5 6 11 12 13 14 18 7 8 9 10 15 16 17 19 20 J 4 H A RN ESS PLU G EC U 1 2 3 4 5 6 11 12 13 14 18 7 8 9 10 15 16 17 19 20 C 2 H A RN ESS PLU G 1 2 3 4 5 6 11 12 13 14 18 7 8 9 10 15 16 17 19 20 J 5 EC U C 3 1 2 3 4 BLK BLK RED RED EC U J 6 1 2 3 4 H A RN ESS PLU G N O TE: EN D V IEW S A RE SEEN FRO M TERM IN A L SID E. consulab.com info@consulab.com 46 95-CL-1930 Notes Notes 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada © ConsuLab Educatech Inc, 2023. All rights reserved. Student Notes Student Theory Hall Effect Sensor Throttle Position Sensor Magnetic Induction Sensor Student Theory Quiz Student Theory Quiz — Answer Sheet Student Assignments Part A: DSO Labs SA-1 — Analyzing a Constant Voltage DC Signal Using a DSO SA-2 — Analyzing a DC Signal Using a DSO SA-3 — Analyzing the Pulse Width (PWM) of the Signal Using a DSO SA-4 — Capturing a Single Event with a DSO SA-5 — Analyzing an AC Signal from Sensor #3 Using a DSO SA-6 — Using Dual Trace to Capture and Display 2 Signals Part B: Connector Labs SA-7 — Identifying the CL-1930 Components SA-8 — Analyzing the Signal from Sensor #1 Using a DMM SA-9 — Analyzing the Signal from Sensor #2 Using a DMM SA-10 — Analyzing the Signal from Sensor #3 Using a DMM SA-11 — Analyzing the Signal from Sensor #1 Using a DSO SA-12 — Analyzing the Signal from Sensor #1 Using a DSO SA-13 — Analyzing the Signal from Sensor #1 Using a DSO SA-14 — Analyzing the Signal from Sensor #1 Using a DSO SA-15 — Analyzing the Signal from Sensor #2 Using a DSO SA-16 — Analyzing the Signal from Sensor #2 Using a DSO SA-17 — Analyzing the Signal from Sensor #2 Using a DSO SA-18 — Analyzing the Signal from Sensor #3 Using a DSO SA-19 — Analyzing the Signal from Sensor #3 Using a DSO SA-20 — Analyzing Sensor #1 Frequency and Pulse Width SA-21 — Analyzing Sensor #3 for Frequency and Voltage Quiz (after completion of the assignments) Quiz — Answer Sheet Wiring Diagrams Limited Access Connector C5 Harness-Harness Connector C4 ECU Connector End Views

Answer Keys and Theory for EM-140S-GM06A_053338 ConsuLink™ GM 1.4L Engine trainer, AC & Stop-Start 91-EM-140S-GM06A_REVA © ConsuLab Educatech Inc, 2026. All rights reserved. Teacher Only 91-EM-140S-GM06A 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 053338 and above. Table of contents General description 3 Standard Equipment 3 Optional Equipment 3 Start/Stop System theory 4 Student assignment Answers SA-1 — Basic Component ID Answers 6 SA-2 — Engine Specific ID Answers 8 SA-3 — Component Identification — SENSORS Answers 10 SA-4 — Component Identification — ACTUATORS Answers 12 SA-5 — Charging System Verification Answers 13 SA-6 — Wiring Diagram Practice — ECM Breakout Box Panel Answers 14 SA-7 — Expected Voltages — ECM Breakout Box Panel Answers 19 SA-8 — Measured Voltages — ECM Breakout Box Panel Answers 20 SA-9 — Case Study Diagnosis — Answers 25 consulab.com info@consulab.com 3 91-EM-140S-GM06A General description General description The EM-140S-GM06A_05338 engine performance trainer utilizes a fully operational 2019-2016 GM 1.4L Turbo 4 cylinder engine w/GDI and start-stop technology mounted on a mobile stand and is easy to work on with all major components, wiring and connectors that match OEM wiring colors and configuration. This exciting new product is designed for stu- dent led learning using case studies already programmed into our ConsuLinkTM tablet based student learning platform. Students can perform many ASE Education Foundation related Engine Performance and Electrical/Electronic tasks using this trainer. NOTE : Please read the supplemental information provided in the instructors manual regarding how a GM STOP/START system operates and what conditions can prevent operation. Standard Equipment : • GM 1.4L Turbo 4 cylinder w/GDI • Tablet-based ConsuLink™ student learning platform capable of programming both constant and intermittent case study faults • Student Learning Platform including diagnostic case study scenarios, instructor information and HDMI out. • Automatic transmission • OEM instrument cluster • OEM EVAP system • OBD-II DLC connector • DLC breakout box with LED activity lights • ECM breakout box with OEM terminal I.D. • Automatic regulated battery charger • Emergency STOP button • 12V battery and automated battery charger • Fuel tank with OEM Fuel Pump and wiring • Exhaust system with catalytic converter • Heating, Ventilation and Air Conditioning (HVAC) system • Safety covers for all rotating components • Protective instrument panel cover • Scan tool tray with transport handle • Phenol casters (2 fixed & 2 swivel w/locks) HD 2” powder coated square tubing mobile stand • Fork lift pockets • One OEM programmable ignition key included • Fork Lift Bars Set Optional Equipment : • Vinyl dust cover (24082) • Secondary key with programming (53150) consulab.com info@consulab.com 4 91-EM-140S-GM06A Start/Stop System theory Start/Stop System theory The use of STOP/START (S/S) systems in vehicles is not new. It first showed up on a vehicle in 1974 when a Toyota was equipped with S/S technology. First off let us look at what it does and why it is used. It should be obvious to you that an engine idling during the red light stop phase of city driving would do two things. First it would decrease fuel mileage (MPG) and second it would increase emissions. During certification of an engine driveline by the EPA, a vehicle idles for approxi- mately 11% during the drive test cycle, so if the engine is turned off, there are no emissions and mileage increases. Europe has seen more S/S systems on vehicles since their certification drive cycle has the vehicle at idle for 25%. So, how does this work and what modifications to the vehicle engine must be made. The simple explanation is the engine electronics turns off the engine if the vehicle has met the enabling criteria of: • Vehicle stopped • Driver’s foot on the brake pedal and off the gas pedal • Engine warm • Battery voltage above pre-set level • No Diagnostic Trouble Codes (DTC’s) Once the driver releases the brake, the engine starts and since it is still in gear drives away. To be able to accomplish this S/S various changes have been made to the vehicle. This 1.4 L engine has a special AGM (Absorbed Glass Mat) battery that is less likely to have the voltage level drop quickly with the engine off. It also has an electric pump that circulates trans- mission fluid and keeps the transmission in gear, ready to move once the engine is started. The Engine Control Module is in control of the S/S system and it monitors the required inputs to verify the 5 conditions of the enabling criteria. Probably the item that is “most” different from non-S/S systems is the starter motor. With a non-S/S starter motor power comes down to a solenoid that moves the drive pinion into mesh with the flywheel and then starts the motor spinning. The solenoid acts as a relay when the “S” terminal is energized. The orange arrow points to the S Terminal. In this illustration, the solenoid is on top of the motor and has three terminals. The top terminal goes to the battery, the bottom terminal goes to the motor and on the left side of the solenoid the S terminal that goes to the starting system. This 1.4L engine uses a special starter motor that will engage the pinion with the flywheel as the engine stops. When the driver removes his foot from the brake pedal, a relay will close the circuit to the motor, and it will spin. With the starter engaged, the start sequence is shorter, and the engine starts faster. These two separate functions: engage the starter drive pinion and power the motor will require 2 separate signals from the start circuit. Notice the two yellow wires running to the top of the solenoid. One is for moving the drive pinion and the other energizes the relay function of the solenoid to spin the motor. Most non-S/S engines delay the fuel injection until the engine has rotated at least one complete rotation. This 1.4L GM engine injects fuel immediately upon seeing the engine be- ginning to turn, allowing it to start immediately. This starting circuit wiring diagram is a part of the whole diagram that you will use during your lab activities. Look over it as we discuss the starting procedure. Notice the two starting relays in the upper section. One is labeled STARTER RELAY and the other STARTOR PINION SOLENOID ACTUATOR RELAY. Remember in our discussion above that this starter motor requires two inputs: one to engage the starter and one to energize it. STOP/START System Theory The use of STOP/START (S/S) systems in vehicles is not new. It first showed up on a vehicle in 1974 when a Toyota was equipped with S/S technology. First off let us look at what it does and why it is used. It should be obvious to you that an engine idling during the red light stop phase of city driving would do two things. First it would decrease fuel mileage (MPG) and second it would increase emissions. During certification of an engine driveline by the EPA, a vehicle idles for approximately 11% during the drive test cycle, so if the engine is turned off, there are no emissions and mileage increases. Europe has seen more S/S systems on vehicles since their certification drive cycle has the vehicle at idle for 25%. So, how does this work and what modifications to the vehicle engine must be made. The simple explanation is the engine electronics turns off the engine if the vehicle has met the enabling criteria of: Vehicle stopped Driver’s foot on the brake pedal and off the gas pedal Engine warm Battery voltage above pre-set level No Diagnostic Trouble Codes (DTC’s) Once the driver releases the brake, the engine starts and since it is still in gear drives away. To be able to accomplish this S/S various changes have been made to the vehicle. This 1.4 L engine has a special AGM (Absorbed Glass Mat) battery that is less likely to have the voltage level drop quickly with the engine off. It also has an electric pump that circulates transmission fluid and keeps the transmission in gear, ready to move once the engine is started. The Engine Control Module is in control of the S/S system and it monitors the required inputs to verify the 5 conditions of the enabling criteria. Probably the item that is “most” different from non-S/S systems is the starter motor. With a non-S/S starter motor power comes down to a solenoid that moves the drive pinion into mesh with the flywheel and then starts the motor spinning. The solenoid acts as a relay when the “S” terminal is energized. The orange arrow points to the S Terminal. In this illustration, the solenoid is on top of the motor and has three terminals. The top terminal goes to the battery, the bottom terminal goes to the motor and on the left side of the solenoid the S terminal that goes to the starting system. This 1.4L engine uses a special starter motor that will engage the pinion with the flywheel as the engine stops. When the driver removes his foot from the brake pedal, a relay will close the circuit to the motor, and it will spin. With the starter engaged, the start sequence is shorter, and the engine starts faster. These two separate functions: engage the starter drive pinion and power the motor will require 2 separate signals from the start circuit. Notice the two yellow wires running to the top of the solenoid. One is for moving the drive pinion and the other energizes the relay function of the solenoid to spin the motor. Most non-S/S engines delay the fuel injection until the engine has rotated at least one complete rotation. This 1.4L GM engine injects fuel immediately upon seeing the engine beginning to turn, allowing it to start immediately. This starting circuit wiring diagram is a part of the whole diagram that you will use during your lab activities. Look over it as we discuss the starting procedure. Notice the two starting relays in the upper section. One is labeled STARTER RELAY and the other STARTOR PINION SOLENOID ACTUATOR RELAY. Remember in our discussion above that this starter motor requires two inputs: one to engage the starter and one to energize it. The starting sequence is controlled by the Engine Control Module (ECM). If the ECM has all the information it needs, (the five enabling criteria at the beginning) it will control the two relays. Once the vehicle is stopped with the engine running and in drive, the ECM will turn off ignition and injection. As the engine stops, the ECM will energize the STARTER PINION SOLENOID RELAY. When the contacts close, current will flow out the YEL/GRN (Yellow with a green strip) wire. Look at the photo of the starter and you can see the green stripe on the yellow wire. When powers arrives at the STARTER MOTOR, it will engage the pinion to the flywheel. The motor is not spinning but is ready since it is engaged. When the driver removes his foot from the brake pedal, the ECM will energize the STARTER RELAY. When the contacts close current will flow to the STARTER MOTOR through the YEL (Yellow) wire, and the motor will spin turning the engine over. Since the ECM has both ignition and fuel M 1 2 1 2 562084 7 6 5 4 3 2 1 RELAY ENERGIZED HOT W/ IGNITION MAIN 7.5A7.5A 40A RUN START 15A 600A HOT AT ALL TIMES 30A 500A ACC OFF RELAY ENERGIZED CONTROLS IGNITION HOT W/ ENGINE 31 52 31 52 X403 20 15 60 X2248 X34149 33 4 X4 X1 2 X5 50 52X1 1 34 42 61 2 YEL/BLK VIO/GRN VI O /G R N WHT BRN YEL/BLK YEL/VIO VIO/GRY VIO/GRN YEL YE L/ BL K VI O /G R N BL K BL K VI O /G R Y YE L/ VI O BL K/ W H T YE L/ G R N VIO/GRY W H T R ED R ED VI O /B LU VI O /B LUYE L YE L/ BL K R ED VI O /B LU BL K BR N YE L/ G R N R ED R ED YE L BATTERY FUSE BLOCK UNDERHOOD FUSE BLOCK STARTER 2 FUSE IGN COIL FUSE STARTER 1 FUSE VAR/ FUNC FUSE ECM/ TCM FUSE BATTERY SENSOR MODULE BATTERY CURRENT SENSOR IGNITION SWITCH GROUND DISTRIBUTION SYSTEM POWER DISTRIBUTION SYSTEM CHARGING CIRCUIT G104 G406 FUSE 1 BATTERY FUSE 6 STARTER RELAY STARTER PINION SOLENOID ACTUATOR RELAY STARTER MOTOR (MIDDLE OF LUGGAGE COMPT) (BEHIND HEADLAMP ASSEMBLY) (LEFT FRONT OF ENGINE COMPT, ON CORE SUPPORT) (LUGGAGE COMPT, NEAR BATTERY) (POSITIVE BATTERY CABLE) (RIGHT REAR FRAME RAIL) J329 J108 J144 W/O START/STOP SYSTEM W/ START/STOP SYSTEM (W/O KEYLESS ENGINE START SWITCH) © R ep ro du ce d w ith p er m is si on , M ot oL og ic , I nc . consulab.com info@consulab.com 5 91-EM-140S-GM06A Start/Stop System theory The starting sequence is controlled by the Engine Control Module (ECM). If the ECM has all the information it needs, (the five enabling criteria at the beginning) it will control the two relays. Once the vehicle is stopped with the engine running and in drive, the ECM will turn off ignition and injection. As the engine stops, the ECM will energize the STARTER PINION SOLENOID RELAY. When the contacts close, current will flow out the YEL/GRN (Yellow with a green strip) wire. Look at the photo of the starter and you can see the green stripe on the yellow wire. When powers arrives at the STARTER MOTOR, it will engage the pinion to the flywheel. The motor is not spinning but is ready since it is engaged. When the driver removes his foot from the brake pedal, the ECM will energize the STARTER RELAY. When the contacts close current will flow to the STARTER MOTOR through the YEL (Yellow) wire, and the motor will spin turning the engine over. Since the ECM has both ignition and fuel functioning the engine will start very quickly. Once the engine is running the ECM will de-energize both relays.The STARTER MOTOR will stop spinning and the drive pinion will be retracted out of mesh with the flywheel. All of this is done so that the driver never feels a delay of starting. If everything is functioning correctly, the engine will be running before his foot touches the gas pedal. The start sequence uses the brake pedal being released as its indicator that the engine should be started. All S/S functions are controlled by the ECM. The impact that the DTC’s have on the system goes back to the early days of electronic management of the engine. If there is a problem in the system, the ECM can go into a back-up program. It usually involves turning cooling fans on, increasing fuel delivery, and sometimes retarding the ignition timing. With S/S active and the engine off, some of these strategies are not available. For this reason a DTC may turn off the S/S system. This is an important point for you to realize. Most diagnos- tic procedures will involve reading and possibly clearing any DTC’s. They will also guide you to look at the 5 conditions of the enabling criteria to ensure that they are all present. In addition to the 5 minimum enabling criteria conditions, GM has incorporated other criteria in order to ensure neither the driver nor vehicle are compromised. Here are a few examples. The engine will NOT shut down in the following circumstances: • Ambient temperature is less than 4°C (40°F) • Battery temperature is less than 0°C (32°F) or greater than 55°C (131°F) • Driver seat belt is not fastened, and the driver’s door is not fully closed • HVAC system demand is high • HVAC defrost has been selected • Battery charge is low • The learn procedure needs to be completed on the Battery Sensor Module • Likewise, the engine will AUTOMATICALLY restart if: • Driver door opened and driver seat belt unbuckled • Engine hood opened • Battery charge is low • HVAC demand increases • Vehicle speed increases • Brake booster vacuum has been reduced • Engine coolant temperature is greater than 125°C (257°F) • Economy mode turned OFF by driver • Autostop time exceeded 2 min Through the climate control system, the vehicle can be cycled between off, comfort, and eco air conditioning mode, the priority for STOP/START operation is on customer comfort. Depending on ambient temp, humidity, cabin temperature and cabin temperature setpoint, the least amount of auto stops occur in this mode. In eco mode, the priority is on fuel econo- my. There are more frequent auto stops with some sacrificing of cabin temperature control. With the HVAC turned off, the maximum auto stops occur since there will be no A/C compressor requests. When diagnosing S/S systems, always consult OEM service information to verify enabling criteria as there are over 100! 91-EM-140S-GM06A SA-1 — Basic Component ID Answers consulab.com info@consulab.com 6 SA-1 Student assignment #1 — Answers Basic Component ID (2 pages) In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step one in getting familiar with this trainer. Using service information fill in each blank with as much information as possible. Component Function Location EM-140S-GM06A Engine Application : Engine Gas or Diesel Engine Mounts Transmission Transmission Fluid Level Inspection Coolant Reservoir & Cap Coolant Hoses Thermostat Cooling Fan Oil Filter Throttle (body) Positive Crankcase Ventilation System Our EM-140S-GM06A Engine Trainers all vary a little in application so it is recommended to have an advanced stu- dent gather these answers to Student Assignments 1-8 for the instructor to have as a guide for future reference. This will ensure the answers are accurate to this particular trainer. 91-EM-140S-GM06A SA-1 — Basic Component ID Answers consulab.com info@consulab.com 7 Component Function Location Battery Starter Alternator Belt(s) Ignition Coil(s) Fuel injectors Pre-Cat HO2 Sensor Post-Cat HO2 Sensor Fuse box – Power DLC Fuel Pump ECM Relay Fuel Pump Relay 91-EM-140S-GM06A SA-2 — Engine Specific ID Answers consulab.com info@consulab.com 8 Our EM-140S-GM06A Engine Trainers all vary a little in application so it is recommended to have an advanced stu- dent gather these answers to Student Assignments 1-8 for the instructor to have as a guide for future reference. This will ensure the answers are accurate to this particular trainer. SA-2 Student assignment #2 — Answers Engine Specific ID (2 pages) In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exer- cise is step two in getting familiar with this trainer. Using service information fill in each blank with as much descriptive information as possible. Engine system Engine specific information EM-140S-GM06A Engine Application : Engine Type Gasoline Diesel Vehicle Identification Number VIN : Make of Vehicle Model of Vehicle Year of Vehicle Engine Displacement Number of Cylinders Cylinder Numbering Firing Order Direction of Engine Rotation Compression Ratio 91-EM-140S-GM06A SA-2 — Engine Specific ID Answers consulab.com info@consulab.com 9 Engine system Engine specific information Aspiration Turbo N/A Supercharged Ignition System Fuel System Transmission type Glow Plugs (if applicable) Emission Controls EGR DOC SCR w/DEF DPF Other Technologies 91-EM-140S-GM06A SA-3 — Component Identification — SENSORS Answers consulab.com info@consulab.com 10 Our EM-140S-GM06A Engine Trainers all vary a little in application so it is recommended to have an advanced stu- dent gather these answers to Student Assignments 1-8 for the instructor to have as a guide for future reference. This will ensure the answers are accurate to this particular trainer. SA-3 Student assignment #3 — Answers Component Identification — SENSORS (2 pages) In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step three in getting familiar with this trainer and related sensors. Sensor Function Location BOB Pin #’s EM-140S-GM06A Engine Application : A/C pressure transducer A/C control module Accelerator pedal position sensor Alternator Battery sensor Camshaft position sensors - INTAKE Camshaft position sensors - EXHAUST Canister close valve Crankshaft Position Electronic throttle control motor Engine control relay Engine coolant temp EVAP canister purge control solenoid valve Fuel pressure control valve FPCV Fuel pump relay control Fuel pump motor Fuel rail pressure sensor Fuel sender Fuel tank pressure 91-EM-140S-GM06A SA-3 — Component Identification — SENSORS Answers consulab.com info@consulab.com 11 Sensor Function Location BOB Pin #’s HO2S-1 HO2S-2 Ignition coil 1 Ignition coil 2 Ignition coil 3 Ignition coil 4 Injector 1 Injector 2 Injector 3 Injector 4 Intake air temp Knock sensor Manifold absolute pressure Oil pressure sensor Throttle position sensor Variable intake solenoid valve INSERT ANY ADDITIONAL SENSORS SPECIFIC TO THIS ENGINE HERE 91-EM-140S-GM06A SA-4 — Component Identification — ACTUATORS Answers consulab.com info@consulab.com 12 Our EM-140S-GM06A Engine Trainers all vary a little in application so it is recommended to have an advanced stu- dent gather these answers to Student Assignments 1-8 for the instructor to have as a guide for future reference. This will ensure the answers are accurate to this particular trainer. SA-4 Student assignment #4 — Answers Component Identification — ACTUATORS In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step four in getting familiar with this trainer and actuators. Using service information fill in each blank with as much information as possible. Actuator Function Location BOB pin #’s EM-140S-GM06A Engine Application : INSERT ANY ADDITIONAL ACTUATORS SPECIFIC TO THIS ENGINE HERE 91-EM-140S-GM06A SA-5 — Charging System Verification Answers consulab.com info@consulab.com 13 Our EM-140S-GM06A Engine Trainers all vary a little in application so it is recommended to have an advanced stu- dent gather these answers to Student Assignments 1-8 for the instructor to have as a guide for future reference. This will ensure the answers are accurate to this particular trainer. SA-5 Student assignment #5 — Answers Charging System Verification In preparation to diagnosing any engine management issue, one has to know that the battery, charging system and all related wiring is working correctly first. This exercise is step five in getting familiar with the correct order of diagnosis – battery first ! EM-140S-GM06A Engine Application : Task Record results & interpret Visual Inspection of Battery Visual Inspection of Alternator Visual Inspection of the Belt Open Circuit Voltage (OCV) State of charge = What can affect this voltage ? Cranking Voltage Lowest voltage observed = Charging System Voltage Is this 2V over OCV ? YES NO Is this system functioning properly ? Voltage drops to verify system integrity Note : Current has to be flowing to perform an accurate Voltage Drop Test Chassis Ground Engine Ground Charging Circuit (+) Charging Circuit (–) Starter (+) Circuit Voltage Drop Starter (–) Circuit Voltage Drop Over or under charging ? OVER UNDER Final Charging Voltage Are there any issues that would prevent proceeding with diagnosing engine performance issues ? 91-EM-140S-GM06A SA-6 — Wiring Diagram Practice — ECM Breakout Box Panel Answers consulab.com info@consulab.com 14 Our EM-140S-GM06A Engine Trainers all vary a little in application so it is recommended to have an advanced stu- dent gather these answers to Student Assignments 1-8 for the instructor to have as a guide for future reference. This will ensure the answers are accurate to this particular trainer. SA-6 Student assignment #6 — Answers (5 pages) Wiring Diagram Practice — ECM Breakout Box Panel — Connecter X1 In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step six in getting familiar with this trainer and wiring to the ECM. In the chart below, fill in the blanks with the correct information for each of the PIN wire’s identified. Pin wire Color Circuit # Function (Signal / Control / Reference/ ?) EM-140S-GM06A Engine Application : 7 8 9 10 11 12 13 14 15 16 17 18 25 27 28 32 33 34 37 41 44 45 46 47 91-EM-140S-GM06A SA-6 — Wiring Diagram Practice — ECM Breakout Box Panel Answers consulab.com info@consulab.com 15 Pin wire Color Circuit # Function (Signal / Control / Reference/ ?) 48 49 50 51 52 54 57 60 61 64 65 67 70 71 73 91-EM-140S-GM06A SA-6 — Wiring Diagram Practice — ECM Breakout Box Panel Answers consulab.com info@consulab.com 16 Wiring Diagram Practice — ECM Breakout Box Panel — Connecter X2 In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step six in getting familiar with this trainer and wiring to the ECM. In the chart below, fill in the blanks with the correct information for each of the PIN wire’s identified. Pin wire Color Circuit # Function (Signal / Control / Reference/ ?) EM-140S-GM06A Engine Application : 2 4 5 6 7 12 13 14 15 20 21 22 23 28 29 30 31 32 33 34 36 37 38 39 40 43 44 45 46 48 91-EM-140S-GM06A SA-6 — Wiring Diagram Practice — ECM Breakout Box Panel Answers consulab.com info@consulab.com 17 Pin wire Color Circuit # Function (Signal / Control / Reference/ ?) 49 50 51 52 53 54 56 57 60 61 63 64 65 66 68 69 70 71 72 73 91-EM-140S-GM06A SA-6 — Wiring Diagram Practice — ECM Breakout Box Panel Answers consulab.com info@consulab.com 18 Wiring Diagram Practice — ECM Breakout Box Panel — Connecter X3 In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step six in getting familiar with this trainer and wiring to the ECM. In the chart below, fill in the blanks with the correct information for each of the PIN wire’s identified. Pin wire Color Circuit # Function (Signal / Control / Reference/ ?) EM-140S-GM06A Engine Application : 2 4 6 8 14 15 16 17 18 19 20 21 22 30 40 43 46 47 48 52 55 61 62 68 70 72 73 91-EM-140S-GM06A SA-7 — Expected Voltages — ECM Breakout Box Panel Answers consulab.com info@consulab.com 19 Our EM-140S-GM06A Engine Trainers all vary a little in application so it is recommended to have an advanced stu- dent gather these answers to Student Assignments 1-8 for the instructor to have as a guide for future reference. This will ensure the answers are accurate to this particular trainer. SA-7 Student assignment #7 — Answers Expected Voltages — ECM Breakout Box Panel — Connecter Developing an accurate, dependable diagnostic strategy will depend on your understanding of how a system works and what measurements are expected when testing any system. This step seven is an exercise designed to verify a student’s understanding of certain common engine management systems. Prior knowledge of the principle of operation for any system in this activity is required. Having completed SA-6 but before proceeding to SA-8 (where the student will actually take voltage measurements at the ECM BOB PIN’s), complete the following chart as best possible with the voltage read- ing you would expect at the PIN’s identified. Your instructor will select certain circuits and systems with the maximum learning opportunity. PIN System/Voltage Key OFF Service Mode KOER EM-140S-GM06A Engine Application : consulab.com info@consulab.com 20 91-EM-140S-GM06A SA-8 — Measured Voltages — ECM Breakout Box Panel Answers SA-8 Student assignment #8 — Answers (4 pages) Measured Voltages — ECM Breakout Box Panel — Connecter X1 With Keyless entry model engine benches, to enter “SERVICE MODE” (ACC) hold ENGINE START button down for 10 seconds WITHOUT depressing the brake pedal. PIN System/Voltage Key OFF Service Mode KOER EM-140S-GM06A GM 1.4L Turbo 4 cylinder w/GDI EXAMPLE APP sensor 1 signal ...0 V 0.9 V 0.9 V 7 8 9 10 11 12 13 14 15 16 17 18 25 27 28 32 33 34 37 41 44 45 46 47 48 Our EM-140S-GM06A Engine Trainers all vary a little in application so it is recommended to have an advanced stu- dent gather these answers to Student Assignments 1-8 for the instructor to have as a guide for future reference. This will ensure the answers are accurate to this particular trainer. consulab.com info@consulab.com 21 91-EM-140S-GM06A SA-8 — Measured Voltages — ECM Breakout Box Panel Answers PIN System/Voltage Key OFF Service Mode KOER 49 50 51 52 54 57 60 61 64 65 67 70 71 73 consulab.com info@consulab.com 22 91-EM-140S-GM06A SA-8 — Measured Voltages — ECM Breakout Box Panel Answers Measured Voltages — ECM Breakout Box Panel — Connecter X2 With Keyless entry model engine benches, to enter “SERVICE MODE” (ACC) hold ENGINE START button down for 10 seconds WITHOUT depressing the brake pedal. PIN System/Voltage Key OFF Service Mode KOER EM-140S-GM06A GM 1.4L Turbo 4 cylinder w/GDI EXAMPLE APP sensor 1 signal ...0 V ...0 V 0.5 V 2 4 5 6 7 12 13 14 15 20 21 22 23 28 29 30 31 32 33 34 36 37 38 39 40 43 44 45 46 48 consulab.com info@consulab.com 23 91-EM-140S-GM06A SA-8 — Measured Voltages — ECM Breakout Box Panel Answers PIN System/Voltage Key OFF Service Mode KOER 49 50 51 52 53 54 56 57 60 61 63 64 65 66 68 69 70 71 72 73 87 89 90 93 94 consulab.com info@consulab.com 24 91-EM-140S-GM06A SA-8 — Measured Voltages — ECM Breakout Box Panel Answers Measured Voltages — ECM Breakout Box Panel — Connecter X3 With Keyless entry model engine benches, to enter “SERVICE MODE” (ACC) hold ENGINE START button down for 10 seconds WITHOUT depressing the brake pedal. PIN System/Voltage Key OFF Service Mode KOER EM-140S-GM06A GM 1.4L Turbo 4 cylinder w/GDI EXAMPLE APP sensor 1 signal ...0 V ...0 V 0.5 V 2 4 6 8 14 15 16 17 18 19 20 21 22 30 40 43 46 47 48 52 55 61 62 68 70 72 73 consulab.com info@consulab.com 25 91-EM-140S-GM06A SA-9 — Case Study Diagnosis — Answers SA-9 — Case Study Diagnosis — Answers Instructor Mode Quick Reference Case Studies Case Component Fault DTC Scenario # WARNING : You must clear all DTC’s before starting this lesson. Student LED CS01 Fuel Injector #4 OPEN the control circuit ground to #4 fuel injector be- tween PIN 1 of #4 injector and BOB PIN X2-49. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) P0300 P0204 1125 CS02 Crankshaft Posi- tion Sensor (CKP) OPEN the 5V power supply circuit to the Crankshaft Posi- tion Sensor (CKP) between CKP PIN 1 and BOB PIN X2-15. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) P0335 1126 CS03 Low Pressure Fuel Pump (FP) OPEN the fuel pump PWM control circuit between PIN 2 of the fuel pump control module and BOB PIN X1-64. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) P12A6 P0627 P0629 P0506 1127 CS04 Ignition Coil #2 OPEN the #2 ignition coil gound control circuit between PIN 3 of that coil and BOB PIN X2-65. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) P0300 P0352 1128 CS05 Starter Motor OPEN the control circuit between PIN 2 of the starter mo- tor and the underhood fuse block PIN X3-33. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) No Code 1129 CS06 Signal Low Reference OPEN the ground reference circuit of each sensor connect- ed at the BOB PIN X3-20. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) P0073 P0558 P018D P0453 P0533 P0463 1130 consulab.com info@consulab.com 26 91-EM-140S-GM06A SA-9 — Case Study Diagnosis — Answers Instructor Mode Quick Reference Case Component Fault DTC Scenario # CS07 Automatic Transmission Accumulator Solenoid Valve OPEN the automatic transmission accumulator solenoid valve control circuit between PIN 2 of the valve and BOB PIN X3-17. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) P171A P171B 1131 CS08 A/C Compressor Clutch OPEN the air conditioning compressor clutch power circuit between pin 2 of the clutch coil and BOB PIN X3-59. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) No Code 1132 CS09 Low Speed GM- LAN OPEN the low speed GMLAN serial data communication circuit between the HVAC control module at BOB PIN X2-2 and the serial data gateway module at BOB PIN X2-9. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) U0164 B3079-00 1133 consulab.com info@consulab.com 27 91-EM-140S-GM06A SA-9 — Case Study Diagnosis — Answers Instructor Mode Quick Reference WARNING: ALL ICS lessons will not affect the internal operation of any sensor, so if you were to take measure- ments at the sensor you would measure a normal value and NOT the same value as on the scan tool or at the BOB. Instructor LED Case Component Fault DTC Scenario # ICS01 Ambient Air Temperature Sensor (AAT) High Input Signal is adjusted between PIN 1 of the Ambient Air Tem- perature sensor (AAT) and BOB PIN X1-47 and is set to near 5.0 V, simulating an OPEN circuit condition. NOTE: It may be necessary to disconnect the battery to reset the tem- perature display on the radio to the correct value. This fault will disable the STOP/START system, (see conditions chart) and can be observed by changes in live scan tool data in addition to an inaccurate ambient tem- perature displayed on the dashboard information center. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) P0073 1134 ICS03 Engine Coolant Temperature Sensor (ECT) High Input Signal is adjusted between PIN 1 of the Engine Coolant Temperature sensor (ECT) and BOB PIN X2-2 and is set to near 5.0 V, simulating an OPEN circuit condition. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) P0118 1135 ICS04 Engine Coolant Temperature Sensor (ECT) Low Input Signal is adjusted between PIN 1 of the Engine Coolant Temperature sensor (ECT) and BOB PIN X2-2 and is set to near 0.1 V, simulating a SHORT to GROUND circuit condi- tion. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) P0117 1136 ICS05 Manifold Absolute Pressure Sensor (MAP) Low Input Signal is adjusted between PIN 4 of the Manifold Absolute Pressure sensor (MAP) and BOB PIN X3-40 and is set to near 0.1 V, as in an SHORT to GROUND circuit condition. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) P0107 P1101 1137 ICS06 Manifold Absolute Pressure Sensor (MAP) Idle Signal is adjusted between PIN 4 of the Manifold Absolute Pressure sensor (MAP) and BOB PIN X3-40 and is set to near 0.6 V resulting in no throttle response, simulating a “stuck in idle” condition. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) P1101 1138 ICS07 Heated Oxygen Sensor 1 (HO2S1) Rich Fuel Trim Signal is adjusted between PIN 4 of the Heated Oxygen sensor (HO2S1) and BOB PIN X2-53. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) P0172 P0137 1139 consulab.com info@consulab.com 28 91-EM-140S-GM06A SA-9 — Case Study Diagnosis — Answers Instructor Mode Quick Reference Case Component Fault DTC Scenario # ICS08 Mass Air Flow Sensor (MAF) Idle Signal is adjusted between PIN 3 of the Mass Air Flow sensor (MAF) and BOB PIN X1-34 and is set to near 1.9 V resulting in no throttle response, simulating a “stuck in idle” condition. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) P0101 P1101 1140 ICS09 Mass Air Flow Sensor (MAF) Short to GND Signal is adjusted between PIN 3 of the Mass Air Flow sensor (MAF) and BOB PIN X1-34 and is set to near 0 Hz that will be reflected in scan tool data as 0 g/s, simulating a SHORT to GROUND condition. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) P0102 1141 ICS10 Accelerator Pedal Position Sensor (APP) GND at 1.5V Signal between PIN 1 of the sensor and BOB PIN X1-45 is momentarily grounded at aproximately 1.5V of the sweep. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) P2122 1142 ICS11 Continuously Vari- able Valve Timing (CVVT) 0% Exter- nal Control Control signal from the CVVT’s actuator between PIN1 and BOB X2-57 is replaced by an external control signal of 0%. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) P0010 P2089 1143 ICS12 Continuously Vari- able Valve Timing (CVVT) 100% External Control Control signal from the CVVT’s actuator between PIN1 and BOB X2-57 is replaced by an external control signal of 100%. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) P0010 P0016 P2089 1144 ICS13 START/STOP (AAT) Signal is adjusted between PIN 1 of the Ambient Air Tem- perature sensor (AAT) and BOB PIN X1-47 and is set to near 4.6 V but there will be 0 V at PIN 1 of the sensor. (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) No Code 1145 ICS14 START/STOP (ECT) Signal is adjusted between PIN 1 of the Engine Coolant Tem- perature sensor (ECT) and BOB PIN X2-2 and is set to near 0.148 V but there will be 0 V at PIN 1 of the sensor (See Case Studies - Instructor for more case study detail. Also, open Wir- ing Diagrams with Faults for exact fault location.) No Code 1146 consulab.com info@consulab.com 29 91-EM-140S-GM06A SA-9 — Case Study Diagnosis — Answers Instructor Mode Quick Reference Fault Insertion Case Component Fault DTC Scenario # F1 HVAC Ambient Air Temperature Sensor (AAT) Insertion of this fault will replace the actuaI AAT sensor signal between PIN 1 of the AAT sensor and BOB PIN X1-47 with an adjustable signal. (This fault is recommended for instructor demonstration, not student diagnosis. See Case Studies - Instructor for more case study detail. Also, open Wiring Diagrams with Faults for exact fault location.) P0073 No Code 1134 1145 F2 Engine Coolant Temperature Sen- sor (ECT) Insertion of this fault will replace the actual ECT sensor signal between PIN 1 of the ECT sensor and BOB PIN X2-2 with an adjustable signal. (This fault is recommended for instructor demonstration, not student diagnosis. See Case Studies - Instructor for more case study detail. Also, open Wiring Diagrams with Faults for exact fault location.) P0118 P0117 No Code 1135 1136 1146 F3 Starter Pinion So- lenoid Actuator Insertion of this fault will OPEN the control circuit between PIN 2 of the starter motor and the underhood fuse block PIN X3-33. (This fault is recommended for instructor demonstration, not student diagnosis. See Case Studies - Instructor for more case study detail. Also, open Wiring Diagrams with Faults for exact fault location.) No Code 1129 F4 Manifold Absolute Pressure Sensor (MAP) (Multi-Func- tion Intake Air Sensor) Insertion of this fault will replace the actual MAP sensor signal between PIN 4 of the MAP sensor and BOB PIN X3-40 with an adjustable signal that can vary from a minimum to maximum voltage. (This fault is recommended for instructor demonstration, not student diagnosis. See Case Studies - Instructor for more case study detail. Also, open Wiring Diagrams with Faults for exact fault location.) P0107 P1101 1137 1137 1138 F5 Mass Air Flow Sensor (MAF) (Multi-Function Intake Air Sensor) Insertion of this fault will replace the actual MAF sensor signal between PIN 3 of the MAF sensor and BOB PIN X1-34 with an adjustable frequency signal that can vary from a minimum to maximum. (This fault is recommended for instructor demonstration, not student diagnosis. See Case Studies - Instructor for more case study detail. Also, open Wiring Diagrams with Faults for exact fault location.) P0101 P1101 P0102 1140 1141 F6 Sensor GND Insertion of this fault OPENS the signal ground of various sensors at the BOB PIN X3-20 such as ambient air tempra- ture sensor, brake booster vacuum sensor, A/C refrigerant pressure sensor, fuel tank pressure sensor and fuel level sensor. (This fault is recommended for instructor demonstration, not student diagnosis. See Case Studies - Instructor for more case study detail. Also, open Wiring Diagrams with Faults for exact fault location.) P0073 P0558 P018D P0453 P0533 P0463 1130 consulab.com info@consulab.com 30 91-EM-140S-GM06A SA-9 — Case Study Diagnosis — Answers Instructor Mode Quick Reference Fault Insertion Case Component Fault DTC Scenario # F7 Heated Oxygen Sensor 1 (HO2S1) Insertion of this fault will replace the signal between PIN 4 of the oxygen sensor and BOB PIN X2-53 with an ad- justable signal generated either a rich, lean or bad sensor condition to the ECM. (This fault is recommended for instructor demonstration, not student diagnosis. See Case Studies - Instructor for more case study detail. Also, open Wiring Diagrams with Faults for exact fault location.) P0172 P0137 1139 F8 Automatic Trans- mission Accumula- tor Servo Valve Insertion of this fault OPENS the wire between PIN 2 of of the ATASV and BOB PIN X3-17. (This fault is recommended for student diagnosis. See Case Studies - Instructor for more case study detail. Also, open Wiring Diagrams with Faults for exact fault location.) P171A P171B 1131 F9 Injector #4 (INJ4) Insertion of this fault will OPEN the control circuit to the #4 Fuel Injector between PIN 1 of the injector and BOB PIN X2-49. (This fault is recommended for student diagnosis. See Case Studies - Instructor for more case study detail. Also, open Wiring Diagrams with Faults for exact fault location.) P0204 P0300 1125 F10 Low Speed GM- LAN Serial Data Insertion of this fault will open the communication signal from the HVAC module to pin X2-2 and the serial data gateway module X2-9. (This fault is recommended for student diagnosis. See Case Studies - Instructor for more case study detail. Also, open Wiring Diagrams with Faults for exact fault location.) U0164 B3079-00 (BCM) 1133 F11 Crankshaft Posi- tion Sensor (CKP) Insertion of this fault will OPEN the 5 volt reference circuit to the sensor between PIN 1 of the CKP sensor and BOB PIN X2-15. (This fault is recommended for student diagnosis. See Case Studies - Instructor for more case study detail. Also, open Wiring Diagrams with Faults for exact fault location.) P0335 1126 F12 Fuel Pump Primary Relay Control Insertion of this fault will OPEN the fuel pump control cir- cuit between PIN2 at the actuator and BOB PIN X1-64. (This fault is recommended for student diagnosis. See Case Studies - Instructor for more case study detail. Also, open Wiring Diagrams with Faults for exact fault location.) P12A6 P0627 P0629 P0506 1127 consulab.com info@consulab.com 31 91-EM-140S-GM06A SA-9 — Case Study Diagnosis — Answers Instructor Mode Quick Reference Fault Insertion Case Component Fault DTC Scenario # F13 HVAC A/C Clutch Insertion of this fault OPENS the air conditioning compres- sor clutch power circuit between pin 2 of the clutch coil and BOB PIN X3-59. (This fault is recommended for student diagnosis. See Case Studies - Instructor for more case study detail. Also, open Wiring Diagrams with Faults for exact fault location.) No Code 1132 F14 Ignition Coil #2 (IGN2) Insertion of this fault OPENS the wire between PIN 3 of #2 ignition coil and BOB PIN X2-65. (This fault is recommended for student diagnosis. See Case Studies - Instructor for more case study detail. Also, open Wiring Diagrams with Faults for exact fault location.) P0352 P0300 1128 F15 Accelerator Pedal Position Sensor (APP) Insertion of this fault will create a “glitch” in the APP signal between PIN 3 of the APP sensor and BOB PIN X1-45. (This fault is recommended for instructor demonstration, not student diagnosis. See Case Studies - Instructor for more case study detail. Also, open Wiring Diagrams with Faults for exact fault location.) P2122 1142 F16 ADVANCED Continuously Vari- able Valve Timing (CVVT) Insertion of this fault allows you to vary the intake cam- shaft Continuously Variable Valve Timing (CVVT) signal between PIN 1 of the CVVT actuator and BOB PIN X2-57. (This fault is recommended for instructor demonstration, not student diagnosis. See Case Studies - Instructor for more case study detail. Also, open Wiring Diagrams with Faults for exact fault location.) P0010 P2089 P0016 1143 1144 consulab.com info@consulab.com 32 91-EM-140S-GM06A Notes Notes 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada © ConsuLab Educatech Inc, 2026. All rights reserved. General description Standard Equipment : Optional Equipment : Start/Stop System theory Instructor Answers for Case Studies

Instructor Manual for EM-140S-GM06A_053338 ConsuLink™ GM 1.4L Engine trainer, AC & Stop-Start 96-EM-140S-GM06A_REVA © ConsuLab Educatech Inc, 2026. All rights reserved. Scan this QR code for: Operation Manual Teacher Resources https://www.consulab.com/customer-space Teacher Only https://www.consulab.com/customer-space 96-EM-140S-GM06A 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, 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 053338 and above. Table of contents General description 4 Standard Equipment 4 Optional Equipment 4 Component Identification and locations 5 Safety Rules 6 Recommended Ways to Introduce your ConsuLink™ Engine Bench to Students 8 Introduce the new ConsuLink™ student learning platform 13 STUDENT FACING 13 INSTRUCTOR FACING 15 Additional Features 16 Student Assignments - Basic orientation and troubleshooting 17 EM-140S-GM06A Wiring Diagram w/ Fault Location for Case Studies 22 consulab.com info@consulab.com 4 96-EM-140S-GM06A General description General description The EM-140S-GM06A_05338 engine performance trainer utilizes a fully operational 2019-2016 GM 1.4L Turbo 4 cylinder engine w/GDI and start-stop technology mounted on a mobile stand and is easy to work on with all major components, wiring and connectors that match OEM wiring colors and configuration. This exciting new product is designed for stu- dent led learning using case studies already programmed into our ConsuLinkTM tablet based student learning platform. Students can perform many ASE Education Foundation related Engine Performance and Electrical/Electronic tasks using this trainer. NOTE : Please read the supplemental information provided in the instructors manual regarding how a GM STOP/START system operates and what conditions can prevent operation. Standard Equipment : • GM 1.4L Turbo 4 cylinder w/GDI • Tablet-based ConsuLink™ student learning platform capable of programming both constant and intermittent case study faults • Student Learning Platform including diagnostic case study scenarios, instructor information and HDMI out. • Automatic transmission • OEM instrument cluster • OEM EVAP system • OBD-II DLC connector • DLC breakout box with LED activity lights • ECM breakout box with OEM terminal I.D. • Automatic regulated battery charger • Emergency STOP button • 12V battery and automated battery charger • Fuel tank with OEM Fuel Pump and wiring • Exhaust system with catalytic converter • Heating, Ventilation and Air Conditioning (HVAC) system • Safety covers for all rotating components • Protective instrument panel cover • Scan tool tray with transport handle • Phenol casters (2 fixed & 2 swivel w/locks) HD 2” powder coated square tubing mobile stand • Fork lift pockets • One OEM programmable ignition key included • Fork Lift Bars Set Optional Equipment : • Vinyl dust cover (24082) • Secondary key with programming (53150) consulab.com info@consulab.com 5 96-EM-140S-GM06A Component Identification and locations Component Identification and locations 1. ConsuLink™ Student Learning Platform 2. ConsuLink™ Power Button 3. Emergency stop switch 4. Boost gauge 5. Brake application and wheel slippage indicators 6. Transmission shift selector 7. Ignition button (or KEY if applicable) 8. ConsuLink™ instructor mode lockout 9. DLC breakout box 10. ECM breakout box 11. Remote Start Key 12. Steering wheel control pad 13. Entertainment system display and controls 14. HVAC controls 15. Instrument Cluster 16. Fuel Tank 17. Brake pedal 18. Alternator 19. Battery 20. Battery maintainer 21. Fuel pump control module 22. Brake assembly 23. Accelerator pedal 24. Exhaust system 25. Valve cover 26. Ambient Air Temperature Sensor (AAT) 1 2 6 8 7 9 14 1312 11 10 15 3 4 5 2120 24 AAT (OAT) Ambient Air Temperature or Outside Air Temperature 26 16 17 23 19 25 18 22 consulab.com info@consulab.com 6 96-EM-140S-GM06A Safety Rules Safety Rules Definition of WARNING, NOTE, and IMPORTANT The diagnosis and repair procedures in our manuals contain both general and specific safety cautions titled : WARNING, NOTE, and IMPORTANT. Certain procedures may present a hazard to the technician if they are not followed in the rec- ommended manner. WARNING, NOTE, and IMPORTANT are elements designed to prevent these hazards, however not all hazards can be foreseen. This information is placed at strategic locations within the operation manual and is designed to prevent the following from occurring : • Serious bodily injury or death to the technician • Damage to the equipment • Unnecessary repairs WARNING defined : When encountering a CAUTION, you will be asked to take a necessary action or not to take a prohibited action. If a CAU- TION is not heeded, the following consequences may occur : • Serious bodily injury or death to the technician • Serious bodily injury or death to other technicians in the workplace area NOTE defined : NOTE calls for special attention to a necessary action or to a prohibited action. If a NOTE is not heeded, the following consequences may occur : • Damage to the equipment • Unnecessary repairs • Unnecessary component replacement • Improper operation or performance of the system or component under repair • Damage to any systems or components which are dependent upon the proper operation of the system or component under repair • Damage to fasteners, basic tools, or special tools • The leakage of coolant, lubricant, or other vital fluids IMPORTANT defined : IMPORTANT statements emphasize a necessary characteristic of a diagnostic or repair procedure. IMPORTANT statements are designed to do the following : • Clarify a procedure • Present additional information for accomplishing a procedure • Give insight into the reason or reasons for performing a procedure in the manner recommended • Present information that will help to accomplish a procedure in a more effective manner consulab.com info@consulab.com 7 96-EM-140S-GM06A Safety Rules 1. Moving Parts and Hot Surfaces WARNING Avoid contact with moving parts and hot surfaces while working around a running engine in order to prevent physi- cal injury. 2. Gasoline/Gasoline Vapors WARNING Gasoline or gasoline vapors are highly flammable. A fire could occur if an ignition source is present. Never drain or store gasoline or diesel fuel in an open container, due to the possibility of fire or explosion. Have a dry chemical (Class B) fire extinguisher nearby. 3. Battery Warning/Battery Disconnect WARNING The battery gives off explosive hydrogen gas during normal operation. A spark or flame can cause the battery to explode with enough force to kill or seriously hurt you. When conducting any battery maintenance, wear protec- tive clothing and a face shield. Unless directed otherwise, the ignition and start switch must be in the OFF or LOCK position, and all electrical loads must be OFF before servicing any electrical component. Disconnect the negative battery cable to prevent an electrical spark should a tool or equipment come in contact with an exposed electrical terminal. Failure to follow these precautions may result in personal injury and/or damage to the vehicle or its com- ponents. 4. Radiator Cap WARNING Removing the radiator cap while the engine is hot can cause the coolant to spray out, seriously scalding you. Always let the engine and radiator cool down before removing the radiator cap. 5. Engine Exhaust WARNING Exhaust fumes can irritate the eyes and respiratory tract, and are a risk to health when breathed in. Engine exhaust fumes contain carbon monoxide, a poisonous gas. Keep the workspace well ventilated. Connect an approved ex- haust gas extractor system to the tailpipe when running the engine. 6. Emergency Stop NOTE In case of an emergency requiring the engine to be shut off immediately, press the red emergency STOP button lo- cated on the dashboard to stop the engine. Before restarting, the emergency stop button will need to be first reset, then the engine will again start with the key. If the red indicator light is lit, the button will need to be reset before the engine will start. 7. Test Probe NOTE Do not insert test equipment probes (DVOM etc.) into any connector or fuse block terminal. The diameter of the test probes will deform most terminals. A deformed terminal will cause a poor connection, which will result in a system failure. Always use an approved terminal test tool in order to front probe terminals. Do not use paper clips or other substitutes to probe terminals. 8. Skin Protection WARNING Some of the fluids used in the operation of the engine can be toxic. Approved safety gloves should be worn when performing certain procedures to reduce the chance of personal injury. 9. Safety Glasses WARNING Wear safety glasses in order to avoid eye damage. consulab.com info@consulab.com 8 96-EM-140S-GM06A Recommended Ways to Introduce your ConsuLink™ Engine Bench to Students 10. Brake Operation NOTE Do not remove the rotor guard from the brake assembly. Do not place the transmission in PARK with the drive axle spinning. If the brake does not hold, turn the ignition switch to OFF to stop the powertrain components from spin- ning. 11. Air Conditioning System NOTE For personal safety, proper service industry procedures and refrigerant handling guidelines must be followed. Refer to the applicable SAE standards when servicing vehicles equipped with R1234yf refrigerant systems. Reference SAE J639, SAE J2845, SAE J2842, SAE J2843 & SAE J2851. Failure to follow these precautions may cause personal inju- ry and/or damage to the system or its components. Only qualified personnel should work on these systems. Recommended Ways to Introduce your ConsuLink™ Engine Bench to Students ConsuLab understands that today’s classroom has changed, and we want to encourage the transition from an instruc- tor just dispensing information to one who is a facilitator of actual learning. Today’s automotive instructor is ultimately responsible to provide a learning environment that encourages student led learning. We want to help ! The following is our recommendation for integrating our EM-140S engine bench trainer with our new ConsuLink™ student learning platform into your program. Explain key and keyless security systems (all VIN specific) • Locate Key FOB lock-box for all keyless entry models (if applicable). • Encourage students to not drop or lose key (or KEY FOB if applicable). • Explain how to enter “SERVICE MODE” (or accessory mode) on a keyless system. • This could be a student learning activity or explained as follows: - Pressing the Engine STOP/START button WITHOUT pressing the brake pedal for 15 seconds will put the vehicle in ACCESSORY or SERVICE mode. - This allows for continued scan tool communication for longer periods of time. • Just pressing the Engine STOP/START button momentarily will also turn on Accessory mode but it will also eventually time out (15 min). - Press Engine STOP/START button momentarily to exit “SERVICE MODE” and allow approximately 10 seconds to pass before depressing brake pedal and attempting an engine start. Show location of the engine bench battery • Locate the MASTER battery disconnect switch and explain LOCK OUT / TAG OUT. • Recommend waiting 10 minutes after engine shut down before opening switch. • Switch should remain open when trainer is stored or not in use. consulab.com info@consulab.com 9 96-EM-140S-GM06A Recommended Ways to Introduce your ConsuLink™ Engine Bench to Students Show location of the battery maintainer • Best operation is achieved by leaving the battery maintainer plugged into a 110V receptacle and ON during use. This also ensures long battery life. • If the battery voltage drops below 12V the accuracy of any diagnostic test results could be affected. • Explain the 12-volt test points between PIN 16 and PIN 4 or 5 located within the DLC Breakout Box (BOB). - NEVER power up anything off of this test point ! • NOTE : Student Assignment 5 (SA-5) covers charging system operation and inspection. • NOTE : The GM STOP/START system is very battery voltage, state of charge sensitive to allowt he STOP/START sys- tem to function correctly. It may require the battery charger NOT be used when demonstrating this system. Battery and Charging conditions for STOP/START to function correctly • NOTE : After closing the MASTER battery disconnect (turning power back on to the trainer), the engine will have to be started, put into gear and “driven” for over 1Km at a speed of 20-25Km/hr for the brake pedal position sensor to recalibrate or STOP/START will not operate. • NOTE : Occasionally, a battery relearn process might be required to allow STOP/START to function correctly. - If STOP/START scan tool data shows “INVALID DATA”, check the BATTERY SENSOR MODULE / BATTERY STATE INFORMATION status. • If the status is “Not Available”, perform the following process: - Remove the 3A inline fuse at the back of the ConsuLink tablet. - Unplug the DLC connector harness (see photo). - Disconnect the battery negative cable and allow to remain disconnected and undisturbed for 3 hours. Discuss proper exhaust safety • Do not run this engine inside closed area, ALWAYS use exhaust hoses. - Carbon monoxide is a colorless, odorless deadly gas. • Stop here and have students demonstrate correctly connecting exhaust hose and battery maintainer. Show the location of the fuel cell • Explain that the OEM style fuel pump pickup does not extend to the bottom of this custom fuel cell. • It is recommended that the fuel gauge read ¼ of a tank or more for the engine to start and operate properly. • Complete evaporative emission system operation and testing can be demonstrated. Demonstrate automatic transmission operation • Allows for wheel speed operation. • Locate brake pedal assembly. • Locate accelerator pedal. • Locate automatic shift selector. • DO NOT put into park while axle is rotating. - Stop/Start option will allow braking ability through the one axle provided. • Maximum engine and road speed are internally limited by design. • Transmission may only achieve 3rd gear and is normal for trainer operation and safety. § If STOP/START scan tool data shows “INVALID DATA”, check the BATTERY SENSOR MODULE / BATTERY STATE INFORMATION status. § If the status is “Not Available”, perform the following process: • Remove the 3A inline fuse at the back of the ConsuLink tablet • Unplug the DLC connector harness (see photo) • Disconnect the battery negative cable and allow to remain disconnected and undisturbed for 3 hours • Discuss proper exhaust safety o Do not run this inside closed area, ALWAYS use exhaust hoses § Carbon monoxide is a colorless, odorless deadly gas o Stop here and have students demonstrate correctly connecting exhaust hose and battery maintainer • Show the location of the fuel cell o Explain that the OEM style fuel pump pickup does not extend to the bottom of this custom fuel cell o It is recommended that the fuel gauge read ¼ of a tank or more for the engine to start and operate properly o Complete evaporative emission system operation and testing can be demonstrated • Demonstrate automatic transmission operation o Allows for wheel speed operation o Locate brake pedal assembly o Locate accelerator pedal o Locate automatic shift selector o DO NOT put into park while axle is rotating § Stop/Start option will allow braking ability through the one axle provided o Maximum engine and road speed are internally limited by design o Transmission may only achieve 3rd gear and is normal for trainer operation and safety • Demonstrate safety! (move from page 12 to here) o Explain that this is an expensive piece of equipment and to respect it! o Safety glasses required to operate this equipment every time o No ear buds – complete attention is required when working with this trainer! o Demonstrate emergency STOP Button § NOTE: sometimes the emergency STOP button can be “disturbed” and will result in a crank / no start condition § There will be a red light illuminated inside the button to indicate it has been tripped and is OPEN, needing reset . (crop as needed) § If there is ever a no start condition not related to any case studies, ALWAYS push the emergency STOP button first, then rotate it allowing it to “POP” back up into the closed position, and try to start the engine again (insert photos from current manual of button open and closed) • Show location of the steering wheel control pad required for STOP/START (photo) • Show location of the entertainment center - required for STOP/START (photo) consulab.com info@consulab.com 10 96-EM-140S-GM06A Recommended Ways to Introduce your ConsuLink™ Engine Bench to Students Demonstrate safety ! • Explain this is an expensive piece of equipment and to respect it ! • Safety glasses required to operate this equipment every time. • No ear buds – complete attention is required when working with this trainer ! • Demonstrate emergency STOP button. • NOTE : sometimes the emergency STOP button can be “disturbed” and result in a crank / no start condition. • There will be a red light illuminated inside the button to indicate it has been tripped and is OPEN, needing reset. • If there is ever a no start condition not related to any case studies, ALWAYS push the emergency STOP button first, then rotate it allowing it to “POP” back up into the closed position, and try to start the engine again. Show location of the steering wheel control pad required for STOP/START Operation. Show location of the entertainment center required for STOP/START Operation. Show the HVAC controls required for STOP/START Operation. § If STOP/START scan tool data shows “INVALID DATA”, check the BATTERY SENSOR MODULE / BATTERY STATE INFORMATION status. § If the status is “Not Available”, perform the following process: • Remove the 3A inline fuse at the back of the ConsuLink tablet • Unplug the DLC connector harness (see photo) • Disconnect the battery negative cable and allow to remain disconnected and undisturbed for 3 hours • Discuss proper exhaust safety o Do not run this inside closed area, ALWAYS use exhaust hoses § Carbon monoxide is a colorless, odorless deadly gas o Stop here and have students demonstrate correctly connecting exhaust hose and battery maintainer • Show the location of the fuel cell o Explain that the OEM style fuel pump pickup does not extend to the bottom of this custom fuel cell o It is recommended that the fuel gauge read ¼ of a tank or more for the engine to start and operate properly o Complete evaporative emission system operation and testing can be demonstrated • Demonstrate automatic transmission operation o Allows for wheel speed operation o Locate brake pedal assembly o Locate accelerator pedal o Locate automatic shift selector o DO NOT put into park while axle is rotating § Stop/Start option will allow braking ability through the one axle provided o Maximum engine and road speed are internally limited by design o Transmission may only achieve 3rd gear and is normal for trainer operation and safety • Demonstrate safety! (move from page 12 to here) o Explain that this is an expensive piece of equipment and to respect it! o Safety glasses required to operate this equipment every time o No ear buds – complete attention is required when working with this trainer! o Demonstrate emergency STOP Button § NOTE: sometimes the emergency STOP button can be “disturbed” and will result in a crank / no start condition § There will be a red light illuminated inside the button to indicate it has been tripped and is OPEN, needing reset . (crop as needed) § If there is ever a no start condition not related to any case studies, ALWAYS push the emergency STOP button first, then rotate it allowing it to “POP” back up into the closed position, and try to start the engine again (insert photos from current manual of button open and closed) • Show location of the steering wheel control pad required for STOP/START (photo) • Show location of the entertainment center - required for STOP/START (photo) Open Circuit Closed Circuit consulab.com info@consulab.com 11 96-EM-140S-GM06A Recommended Ways to Introduce your ConsuLink™ Engine Bench to Students Show location of Data Link Connector (DLC) and DLC Breakout Box (BOB) • Explain DLC BOB LED activity indicators - LED’s indicate data communication is present. - Specifically designed for use in an educational environment using robust 2mm test ports and LED indicators or all 16 pins of a standard OBD DLC. - Y-harness configuration allows for replaceable DLC installation on the trainer. • The ability to replace the Y-harness subassembly allows for a cost effective repair in case the connector gets damaged • Have students correctly connect scan tool & introduce it to engine, do a VIN learn • Some scan tools might ask for option codes (RPO). Random choices here will not affect any engine performance diagnostics or scan tool communication. DLC Breakout Box pin legend # COLOR SIGNAL DESCRIPTION 1 GRN Low Speed Low Speed GMLAN Serial Data 2 - - Not occupied 3 - - Not occupied 4 BLK GND Ground 5 BLK GND Ground 6 BLU High Speed High Speed GMLAN Serial Data (+) 1 7 - - Not occupied 8 - - Not occupied 9 - - Not occupied 10 - - Not occupied 11 - - Not occupied 12 BLU/YEL High Speed High Speed GMLAN Serial Data (+) 2 13 WHT High Speed High Speed GMLAN Serial Data (−) 2 14 WHT High Speed High Speed GMLAN Serial Data (−) 1 15 - - Not occupied 16 RED/VIO B+ Battery Positive Voltage DLC BREAKOUT BOX consulab.com info@consulab.com 12 Show location of the ECM breakout box (BOB) and explain it’s design and function • Explain X1, X2 & X3 connectors (GM’s terminology for ECM connector identification). • 2 mm test receptacles used to accept most multi-meter and oscilloscope test leads. • Diagnosing faults with variable values ; students must use either a scan tool or the ECM BOB for obtaining their diagnostic measurements. - Do not allow students to back-probe or measure values at the faulted sensor as there will be false readings. - This is because when a fault with a variable value is selected, the “real” sensor signal is still present at the sensor. • When using open circuit faults students may back-probe or measure at the sensor as required, at instructors discretion (Case Studies 1-9). • Explain that the ECM breakout box pin #’s match factory service info. • Some pins are not used for specific vehicle and trainer applications. Locate and identify the Turbo Boost gauge. Define Brake Pedal / Wheel Slip indicator light operation. • If wheel slippage is ever detected, the two LED’s will flash alternately until another braking event occurs or the transmission is put into park. • This will usually happen when demonstrating a Stall or Turbo Boost test by pressing both the accelerator and brake pedal at the same time. 96-EM-140S-GM06A Recommended Ways to Introduce your ConsuLink™ Engine Bench to Students Turbo Boost Gauge Brake Pedal Depressed Light Wheel Slippage Light consulab.com info@consulab.com 13 96-EM-140S-GM06A Introduce the new ConsuLink™ student learning platform Introduce the new ConsuLink™ student learning platform To turn ON, locate the tablet start button and press long (5 seconds) to allow tablet to boot up. STUDENT FACING accessible features : • Operation Manual Button : - Optional equipment - Battery, 12V Regulated Charger - Fuel System - Exhaust System - Emergency STOP button - ECM BOB - DLC BOB • How to return to the menus - Hit “HOME“ button. • Case Studies Button : - NOTE : Student Assignments (SA) 1 – 8 are different than case studies and need to be completed before Case Studies are assigned. • SA1-8 are included in the instructors manual printed material provided with purchase of this trainer. • Student Assignment 9 (SA9) consists of seven (7) student led discovery Case Studies already programmed into the ConsuLink™ student learning platform. - Demonstrate how to open up the case studies. • Select any one of the nine for illustration. • Student will have an assignment sheet provided to complete for each case study. • Case studies are written similar to a customer concern style repair order. - Student needs to check for any DTC first that may have been left from previous exercises. • Any stored DTC needs to be cleared before starting on a new case study diagnosis - Each case study page has a quick link to : • Wiring diagrams. • Breakout Box diagrams. - For CASE STUDY consistency, follow these instructions : • Press GREEN button (Start Case Study) to INSERT case study with ENGINE OFF to begin lesson. • REMOVE Case Study only after engine shut down. • Verify DTC’s and clear after each lesson is completed ! consulab.com info@consulab.com 14 96-EM-140S-GM06A Introduce the new ConsuLink™ student learning platform • Wiring Diagrams Button : - Demonstrate how to navigate : • Scroll down the PDF to the vehicle year. • Pinch & Zoom. • OEM diagrams with PIN numbers matching the trainer. • Breakout Box (BOB) Button : - Demonstrate how to navigate : • Scroll down the PDF to the vehicle year. • Pinch & Zoom. • OEM information with PIN numbers matching the trainer. • Component Locator Button : - Identify component “call-outs” and information it reveals. - Use this with Student Assignment SA-1,2,3 & 4. • Scenario Number Button : - A “scenario” is a different way to assign a case study. • Start up engine and demonstrate “known good” performance • Review sensors on this engine - Have students discover and discuss operation : • see SA-1, 2, 3 & 4 sheets of EM-140S-GM06A-95. • Turn off engine, and review procedure for end of day storage - Remove key and store correctly. - To turn OFF the ConsuLink™, long press ON/OFF button and select «Power Off» since it is powered independent of the bench. - Battery quick-disconnect. • Allow 10 minutes of computer shut down before disconnecting battery. - Install optional vinyl cover after engine cool down. consulab.com info@consulab.com 15 96-EM-140S-GM06A Introduce the new ConsuLink™ student learning platform INSTRUCTOR FACING INSTRUCTOR FACING accessible features : • Instructors Guide Button : - Optional equipment - General operation - Battery, 12V Regulated Charger - Safety and Master - Engine starter button (if equipped) - Fuel System - Exhaust System - Emergency STOP button - ECM BOB - DLC BOB • Case Studies – Instructor Button - NOTE : Student Assignments (SA) 1 – 8 are different than case studies and need to be completed before Case Studies are assigned. - Instructor mode includes 15 more Instructor led case studies (ICS). - Instructor MODE provides enhanced instructor information for all case studies, both student led and ICS. • Instructor Case Study descriptions also include : - ALL student led case studies are OPEN circuits. - Instructor MODE provides : • Solutions • Test points • DTC’s • Symptoms • When to expect a Check Engine Light (CEL) • Wiring diagram with fault location. • We don’t recommend students be allowed to diagnose ICS as they are not just OPEN circuits. - We have manipulated the data sent to the computer to simulate realistic performance issues. - The diagnostic process should be led by the instructor and discussed openly. - Your engine bench will actually perform with very realistic symptoms, exactly like an automobile would. consulab.com info@consulab.com 16 96-EM-140S-GM06A Introduce the new ConsuLink™ student learning platform • Scenario Number Button : - Each Case Study will also have a “scenario” number assigned to it. - A “scenario” is just a different way to assign a case study. Students tend to remember a case study number and its diagnosis, so an instructor can also assign them by the scenario number instead. • This helps verify if the student can correctly diagnose a problem based on a customer concern and learned skills, not just memorizing case study numbers ! • Wiring Diagrams with Faults Button : - The diagrams show specific locations where the faults are placed in the circuit. - Instructor MODE includes access to a different version of wiring diagrams. • Easy to read line diagrams. • Fault Insertion – custom case study creation - ConsuLink™ is based on a selection of 16 programmed faults : • All faults are either ON/OFF or adjustable. • All case studies were created using versions of these 16 faults. • There are 7 student led case studies available in the student facing mode. • There are 15 more instructor led case studies available in the instructor mode. • Student worksheets are available for all case studies. • In addition to case studies, the 16 core faults are also available in the “Fault Insertion” tab and can be manipu- lated individually to be used as instructor led lessons : - 8 basic and 8 advanced - Multiple faults can be inserted - Intermittent faults can be created • New case studies can be created here and saved by the instructor. Additional Features : • ConsuLink™ Student Learning Platform lockout : - There are two ways to access “Instructor Mode” : - Press the Instructor Mode buton at top right corner of the home screen and enter the PIN. Your ConsuLink™ has been programmed to open in Instructor Mode with the default PIN - 8246. You can change that PIN by selecting the “reset PIN” option upon opening up Instructor Mode. - If concerned about students seeing this PIN number, try this : Use key provided to unlock “Instructor Mode” and then lock it back into “Student Mode” after Instructor Case Study (ICS) has been selected – no PIN required when using the key function. • ConsuLink™ Student Learning Platform Wi-Fi Update process : - Boot up tablet. - Open up Instructor Mode (use PIN or key). • Updates will NOT be available outside of Instructor MODE. - Select “Settings” on the tablet. - Make sure tablet is connected to the Internet through Wi-Fi. • Press on “Check for Updates. • Follow instructions provided. - Recommend rebooting tablet after any update is performed. consulab.com info@consulab.com 17 96-EM-140S-GM06A Student Assignments - Basic orientation and troubleshooting Student Assignments - Basic orientation and troubleshooting Our EM-140S-GM06A Engine Trainers all vary a little in application so it is recommended to have an advanced student gather these answers to Student Assignments 1-8 for the instructor to have as a guide for future reference. This will ensure the answers are accurate to this particular trainer. Wiring Diagram Navigation and Interpretation ConsuLab realizes the following steps are important in the development of an accurate diagnostic strategy and recom- mends that each student perform Student Activities 1-8 (SA-1 to SA-8) exercises in order to build the foundation needed to proceed to Student Activity 9 – Engine Performance Fault Diagnosis. Student Assignment 1 (SA-1) — Component identification – BASIC In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step one in getting familiar with this trainer in general. Student Assignment 2 (SA-2) — Component identification – SPECIFIC In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step two in getting familiar with the specific engine in this trainer. Student Assignment 3 (SA-3) — Component identification – SENSORS In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step three in getting familiar with this trainer and related sensors. Student Assignment 4 (SA-4) — Component identification – ACTUATORS In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step four in getting familiar with this trainer and related actuators. Student Assignment 5 (SA-5) — Charging system verification In preparation to diagnosing any engine management issue, one has to know that the battery, charging system and all related wiring is working correctly first. This exercise is step five in getting familiar with the correct order of diagnosis – battery first ! consulab.com info@consulab.com 18 96-EM-140S-GM06A Student Assignments - Basic orientation and troubleshooting Student Assignment 6 (SA-6) — Wiring diagram practice In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step six in getting familiar with this trainer and wiring to the ECM. Using service information fill in each blank with as much information as possible : ECM Breakout box This will require an understanding of reading a wiring diagram. Students are asked to identify the following, for each of the ECM PIN #’s : • Wire color (reference wiring diagram) • Function (sensor/component) • Is sensor/component a signal, control, or reference voltage ? Student Assignment 7 (SA-7) — Expected voltages at ECM BOB Pin Panel Developing an accurate, dependable diagnostic strategy will depend on your understanding of how a system works and what measurements are expected when testing any system. This is an exercise designed to verify a student’s under- standing of certain common engine management systems. Prior knowledge of the principle of operation for any system in this activity is required. Having completed SA-6 but before proceeding to SA-8 (where the student will actually take voltage measurements at the ECM BOB PIN’s), complete the following chart as best possible with the voltage reading you would expect at the ECM PIN’s identified INSTRUCTOR NOTE : Select a few systems to be used that are commonly needed to be understood in industry or will best reflect student understanding. Student Assignments 8 (SA-8) — Measured voltages at ECM BOB Pin Panel In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step eight in getting familiar with this trainer and ECM breakout box. Follow instructions for ignition “KEY” position and then take and record voltage measurements in the corresponding box of the chart provided. Start by verifying B+ and GROUND at the DLC BOB (Pin 16 = B+, Pins 4 & 5 = GROUND) then test all ECM BOB PIN points under the following “key” positions : • Key OFF • ACC • Key ON/Engine OFF • Key ON/Engine Running Test and record voltage measurements in the correct box of the chart provided in Student Assignment #8. consulab.com info@consulab.com 19 96-EM-140S-GM06A Student Assignments - Basic orientation and troubleshooting Student Assignments 9 (SA-9) — Troubleshooting Clear all codes before beginning each case study. NOTE : For consistent case study results, it is recommended to insert any case study before starting the engine. It does not require the key to be ON. For the same stability reason, please remove any case study after engine has been turned OFF. Using all the information gathered in Student Assignments 1-8 and this repair order style case study diagnosis handout provided by the instructor, verify the customer concern and document your diagnostic process. Follow OEM trouble- shooting procedures along with ConsuLink™ provided service information for wiring diagrams and ECM breakout box identification. Connect a scan tool to look for any DTC’s or data that leads to the root cause. Using a multi-meter, you may also take and compare measurements at the ECM breakout box. Diagnose up to the point of unplugging harness connectors for further testing. It is NOT recommended to disturb any electrical connectors. Report your findings to the instructor and be prepared to explain each step. Clear all codes at the end of each case study when directed by your instructor. SA-9 Engine Performance Discovery Each of these engine performance case studies are based on a “customer concern” and students will be asked : • Student observation of condition/concern • Explain strategy & tests performed - record test results - and more importantly - explain why ? • Explain DTC’s (if any) • Identify component suspected • Is fault an Input/Output ? TYPES OF CASE STUDIES : • ON / OFF - Student Led diagnostic Case Studies - Can be inserted and diagnosed by students - At instructor’s discretion, wiring could be back probed to isolate failure between a component and the ECM BOB • Adjustable - Instructor led simulated Case Studies - These faults cannot be diagnosed by back probing a harnesses and connectors due to fault box design and placement - It is best that this is instructor led discussions to best illustrate how a certain component failure presents itself on a scan tool or at the PCM (breakout box) and as an actual performance issue • Each Case Study will have a “scenario” number assigned to it as well - A “scenario” is just a different way to assign a case study. Students tend to remember a case study number and its diagnosis so you can just assign them the scenario number to verify they can correctly diagnose a problem based on a customer concern and learned skills. consulab.com info@consulab.com 20 96-EM-140S-GM06A Student Assignments - Basic orientation and troubleshooting • Fault insertion - NOTE : New case studies can be created by the instructor in addition to intermittent faults resulting in almost infinite possibilities - Most testing / measuring should not be made at any component on the engine bench. - Engine harness connections are protected this way. SA-9 Case Study diagnosis – CS01 – Fuel Injector #4 – Scenario 1125 SA-9 Case Study diagnosis – CS02 – Crankshaft Position Sensor (CKP) – Scenario 1126 SA-9 Case Study diagnosis – CS03 – Camshaft Position Sensor (CMP) – Scenario 1127 SA-9 Case Study diagnosis – CS04 – Fuel Pump Control Valve (FPCV) – Scenario 1128 SA-9 Case Study diagnosis – CS05 – Fuel Rail Pressure Sensor (FRPS) – Scenario 1129 SA-9 Case Study diagnosis – CS06 – EVAP Purge Solenoid – Scenario 1130 SA-9 Case Study diagnosis – CS07 – Fuel Pump Relay– Scenario 1131 SA-9 Case Study diagnosis – CS08 – A/C Compressor Clutch– Scenario 1132 SA-9 Case Study diagnosis – CS09 – Low Speed GMLAN– Scenario 1133 Recommended grading rubric for case studies Task % Student observation 5 Explain strategy & tests performed – record test results and explain why ? Assessment of knowledge 50 DTC (if any) 5 Component suspected 15 Input/Output ? 5 Recommended repair 20 TOTAL 100 consulab.com info@consulab.com 21 96-EM-140S-GM06A Student Assignments - Basic orientation and troubleshooting Explanation of grading rubric for case studies Recommended grade weight % Fault example Customer complaint Repair order style activities are recommended in order to start preparing the student for a shop environment. After student becomes familiar with a well written repair order, introduce a poorly written one and ask for examples of why it wastes time, and what additional information does the technician need before proceeding with diagnosis. Role play with one student being the customer and another being the service advisor. Then reverse roles ! Discuss how does this process affect technicians payroll as well as the efficiency / productiv- ity of a shop ? Student observation 5 % This is an important part of training a technician ! At this stage of learning, the student should be required to document their observation process after first receiving a vehicle to diagnose. (take out the ear buds and pay attention !) Everything from the cosmetic condition of the vehicle upon receiving it for service to the stance of the vehicle, tire wear and pressures, looking for leaks and any existing conditions that may or may not affect accurate diagnosis. Teach them to be observant ! Explain strategy & tests performed – record test results and explain why ? 50 % This is the most important part of training a technician ! At this stage of learning, the student should be required to document their diagnostic thought and observation process after receiving a vehicle to diagnose. Each step should have a reason – Why this step, why this test ? Then the order of diagnostic steps should be discussed, corrected if needed, and repeated. A diagnostic style should be developed by each student to use and gain confidence with, eventually moving to a real vehicle using this same strategy. DTC (if any) 5 % While a DTC is an important part of diagnosing, teach your student to understand that a check engine light does not always mean the retrieved DTC will lead straight to the repair. Prove that it is just a direction in which to proceed, just a piece of the diagnostic evidence. When a performance issue exists and there is no MIL, we have to work for the customer. However when a MIL is on, we work for the ECU, PCM, TCM, or whatever controls the light. Component suspected 15 % The identification of a failure or replacement of a component should be thoroughly explained by the student. Encourage at least three testing procedures be tried and documented before any parts are going to be suspected defective. And again, if the suspected part is defective, why after replacement will the complaint be corrected ? And will the new part be damaged after installation ? Did something else cause it to fail ? Input/Output ? 5 % The correct answer here is critical and indicates a deeper level of system understanding. Recommended repair 20 % As instructors, we are challenged to discourage parts changing without an accurate diagnosis. Whether it is a failed part or a system repair needed, there are multiple learning moments in this discussion. We recommend having small teams diagnose trainer faults and then to come back together as a class to report out to each other with their diagnosis. Let the students convince each other of the accuracy to their diagnosis. Teach that only accurate diagnosis counts ! consulab.com info@consulab.com 22 96-EM-140S-GM06A EM-140S-GM06A Wiring Diagram w/ Fault Location for Case Studies EM-140S-GM06A Wiring Diagram w/ Fault Location for Case Studies BO B F1 SIM 0-5V F2F4F5F8F9 F10 F11 F12 SIM 0-5V SIMhz ECU SIM 0-5V F13 F14 F15 F16 PIN 1 F6 SIM PIN 1 PIN 4 PIN 3 PIN 2 PIN 1 X2-9 PIN 1 PIN 2 PIN 3 PIN 3 PIN 1 X1-47 BLU /G R Y X2-2 BLU X3-40 VIO /BLU X1-34 G R N /W H T X3-20 BLK/W H T X3-17 W H T/G R Y X2-49 G R Y/W H T X2-2 G R N X2-15 VIO /BLU X1-64 G R N /G R Y X3-59 X2-65 BLU /W H T X1-45 YEL/W H T X2-57 VIO /BR N AAT EC T M AP M AF Signal low reference ATASV IN J #4 G ATEW AY M odule C KP Fuel pum p ctrl m odule C O IL #2 APP 1 C VVT F7 X2-53 R LY 86 85 30 87a 12V F3 PIN 2 X3-33 YEL/G R N STAR TER SIM SIM PIN 4 VIO /G R Y H O 2S1 U N D ER H O O D FU SE BLO C K X160 1 G R Y/W H T X3 15 G R N /G R Y X248 U N D ER H O O D FU SE BLO C K X401 9 G R Y X200 25 X190 16 X1-47 X2-2 X3-40 X1-34 X3-20 X3-17 X2-49 X2-15 X1-64 X2-65 X1-45 X2-57 X2-53 YEL/W H T YEL/W H T R LY 86 85 30 87a 12V PIN 2 A/C clutch U N D ER H O O D FU SE BLO C K H VAC M O D U LE BR N /G R N EC U 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada © ConsuLab Educatech Inc, 2026. All rights reserved. General description Standard Equipment : Optional Equipment : Component Identification and locations Safety Rules Recommended Ways to Introduce your ConsuLink™ Engine Bench to Students Introduce the new ConsuLink™ student learning platform STUDENT FACING accessible features : INSTRUCTOR FACING Additional Features : Student Assignments - Basic orientation and troubleshooting EM-140S-GM06A Wiring Diagram w/ Fault Location for Case Studies

Student Assignments for CL-1919-06_053327 Part 1 — DMM Ohm’s Law and DC Circuits Trainer CL-1919-06-95_Part1-DMM_V2023-3 © ConsuLab Educatech Inc, 2023. Tous droits réservés. CL-1919-06-95 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 Table of Contents Trainer Layout and Familiarization 3 Front Panel Component Identification 4 Electrical Component Identification 5 Electrical Accessories 6 Trainer Use and Operation 7 Warnings and Cautions 8 Student Learning Modules 9 MODULE 1 Understanding the Digital Multimeter Setup, Use & Interpretation 11 DMM Batteries and Fuse Replacement 16 SA-1 — Measuring Resistance 17 SA-1 — Measuring Resistance - Student Answer Sheet 20 SA-2 — Measuring DC Voltage 22 SA-2 — Measuring DC Voltage - Student Answer Sheet 25 SA-3 — Measuring DC Current 26 SA-3 — Measuring DC Current - Student Answer Sheet 30 3 CL-1919-06-95 Introduction consulab.com info@consulab.com Trainer Layout and Familiarization The CL-1919-06_053052 Ohm’s Law and DC Circuits Trainer contains electrical and electronic components mounted on a panel containing electrical connection receptacles where students complete the wiring of circuits. The trainer is designed to provide learning assistance in the understanding of basic Ohm’s Law concepts and also provides learning activities for student learning of basic circuit components and operation. A built-in 120VAC to 14VDC (4 A max) power supply is internally protected and is adjustable from 2-14 VDC. The front panel contains a digital display indicating the DC voltage supply available to the trainer. The CL-1919-06_053052 trainer meets CSA/UL safety requirements. The CL-1919-06 also contains a surface mounted digital multi-meter (DMM) that is powered with two AAA replaceable batteries. NOTE : Because the trainer’s power supply output is limited to 4 A, the meter’s internal 10A ammeter fuse should never need replacement. The meter is used throughout the student activities and circuit construction for electrical measure- ments and diagnostic training. CL-1919-06 Ohm’s Law and DC Circuits Trainer CL-1919-06-95 Introduction consulab.com info@consulab.com 4 Front Panel Component Identification Front View 1. Trainer power cord receptacle, master ON/OFF switch and main fuse holder. 2. Positive (red) receptacles for circuit construction. These receptacles are only to be used with the trainer and not to be connected to any external devices as damage could result. 3. Negative (black) receptacles for circuit construction. These receptacles are only to be used with the trainer and not to be connected to any external devices as damage could result. 4. Digital Display for available trainer voltage (Displays the DC voltage that has been set by the voltage adjustment knob). 5. Power supply voltage adjustment knob (Adjusts the available DC voltage from 2-14 ± VDC). 6. Power supply safety reset button (Resets the internal protection cut-out. Push and hold until the O.L. light flashes, then release. The voltage display will read 0.000 when the O.L. lamp is on.). 7. Power supply “OVERLIMIT” indicator light (If a short circuit is created between the Positive & Negative sides of the trainer, the internal protection cut-out will trip and turn on the O.L. indicator light. It will remain on until the problem has been corrected and the RESET button is pushed). 8. PWM (Pulse Width Modulation) generator positive and negative receptacles. 9. PWM Adjustment knob (0-100% duty cycle). 10. Digital Multi-meter. Side View 1 3 2 47 6 5 9 8 10 CL-1919-06-95 Introduction consulab.com info@consulab.com 5 Electrical Component Identification 11. L1 – # 194 Bulb. 12. L2 – # 194 Bulb. 13. D1 – LED Bulb. 14. B1 – BUZZER. 15. T1 – NPN Transistor. 16. T2 – PNP Transistor. 17. D2 – Diode. 18. L3 – # 3157 LED Bulb. 19. M1 – DC Motor. 20. RL1 – ISO 5-pin Relay. 21. Electronic Flasher. 22. POT – 75Ω Potentiometer. 23. R1 – 100Ω Resistor. 24. R2 – 40Ω Resistor. 25. R3 – 20Ω Resistor. 26. R4 – 20Ω Resistor. 27. R5 – 2Ω Resistor. 28. F1 – Optional Circuit Fuse (ATC 2-3A). 29. SW1 – SPST Toggle Switch. 30. PB1 – N.O. Push Button Switch. Front View 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 CL-1919-06-95 Introduction consulab.com info@consulab.com 6 Electrical Accessories Main Fuse CL-1919-05 POWER SUPPLY FUSE SPECIFICATIONS – 239002P 2A, 250V, 239 Series, Slo-Blow Fuse (8mm x 20mm) TRAINERS MAIN FUSE LOCATION PULL TAB AWAY UNTIL FUSE HOLDER POPS OUT CLOSE UP OF MAIN FUSE HOLDER CLOSE UP OF MAIN FUSE HOLDER SPARE FUSE FUSE IN CIRCUIT CL-1919-05 POWER SUPPLY FUSE SPECIFICATIONS – 239002P 2A, 250V, 239 Series, Slo-Blow Fuse (8mm x 20mm) TRAINERS MAIN FUSE LOCATION PULL TAB AWAY UNTIL FUSE HOLDER POPS OUT CLOSE UP OF MAIN FUSE HOLDER CLOSE UP OF MAIN FUSE HOLDER SPARE FUSE FUSE IN CIRCUIT CL-1919-05 POWER SUPPLY FUSE SPECIFICATIONS – 239002P 2A, 250V, 239 Series, Slo-Blow Fuse (8mm x 20mm) TRAINERS MAIN FUSE LOCATION PULL TAB AWAY UNTIL FUSE HOLDER POPS OUT CLOSE UP OF MAIN FUSE HOLDER CLOSE UP OF MAIN FUSE HOLDER SPARE FUSE FUSE IN CIRCUIT Storage Bag Storage Bag Jumper Leads All CL-1919-06’s will be shipped with banana plug jumper leads including: • 10 Red Jumper Leads — 23” (60cm) long • 10 Black Jumper Leads — 23” (60cm) long Your product may be equipped with either of the below jumper wire styles. They are identical in specifications and performance. CL-1919-06-95 Introduction consulab.com info@consulab.com 7 Trainer Use and Operation The CL-1919-06-93 manual is designed to provide instructors and students with the necessary information for the prop- er and safe operation of the trainer. Note that the CL-1919-06 trainer includes student assignments (CL-1919-06-95 ) and an instructors manual (CL-1919-06-96). Be sure to read, understand and follow the instructions for each section. The CL-1919-06 is designed to be used as a “stand alone” resource to aid the instructor and students in the learning of basic electricity, Ohm’s Law, DMM meter use, basic electrical and electronic component operation, basic operational circuit construction and diagnosis and troubleshooting of circuit problems. NOTE: Before proceeding with this manual, the following tasks should have already been successfully performed and understood: 1. Familiarization with the CL-1919-06 component layout and identification (pages 5-8). 2. The CL-1919-06 should be set up on a bench/tabletop with the cover removed, the power cord plugged into the trainer and a 120VAC outlet and the master ON/OFF switch turned “on”. NOTE- The cover lid of the trainer can be placed on a table, then move the trainer on top of the cover. This po- sitions the trainer with a slight tilt providing an easier access for users. If properly completed, the digital display should be indicating the available DC voltage. For normal operation, and unless otherwise directed, the display should be adjusted to a reading of 14.0 - 14.6 ± volts. Rating Specifications: • Voltage: 100-240 VAC, single phase • Frequency: 50/60 Hz • Input Current: 2.2 A @120 VAC, 1.2 A @ 230VAC • Output current : 2-14 VDC, 4 A max. • Indoor use only • Temperature: 10 ºC – 30 ºC (50 ºF – 86 ºF) • Humidity (non-condensing): 90 % max. • Altitude : 2,000 m (6,562 ft) • Pollution Degree 2 • Overvoltage Category II Students conducting the circuit learning assignments should have completed the following Learning Modules which contain the prerequiste skills and knowledges: • Understanding basic digital multi-meter setup, use & interpretation (Student Learning Module #1). • Basic electricity (Student Learning Module #2). • Ohm’s Law (Student Learning Module #3). • Component explanation (Student Learning Module #4) • Ability to read and follow written instructions. • Ability to read and interpret basic electrical wiring schematics. CL-1919-06-95 Introduction consulab.com info@consulab.com 8 Warnings and Cautions Even though the power supply is internally protected against short-circuits and wiring errors, students should carefully read, understand and follow all activity instructions to avoid errors. NOTE- If the digital display shows “0.000” volts and the O.L. lamp is “on”, an overcurrent situation has been detected. To re-set the system, find and correct the wiring error, then push and hold the RESET button until the O.L. lamp flashes, then release. If the reset procedure was successfully completed, the display should read available voltage: 1. The 2-3A ATC blade type fuse on the trainer is for optional use by instructors and students as needed. Circuits can be connected with the fuse if desired. Remember that the trainer is internally protected to trip the over-current protection if current exceeds 4 A. 2. Access to fuse compartment and any other components inside of unit to be performed only by trained skilled per- sonnel. 3. L1 and L2 bulbs are made of glass and could break if impacted hard enough, therefore potentially creating a cutting hazard. 4. Do not connect any external device to be powered by the trainer as they may exceed the designed limits of the power supply and components. 5. Be sure to read, understand and follow each set of instructions. Be sure to ask your instructor if you have any ques- tions about any instruction or component. 6. Never “guess” about the results of a circuit. Always follow written instructions to avoid “guesswork”. 7. This product is intended for use in educational establishments by STUDENT OPERATORS at least 14 years of age and under the supervision of theRESPONSIBLE PERSON. CL-1919-06-95 Introduction consulab.com info@consulab.com 9 CL-1919-06-95 Introduction consulab.com info@consulab.com Student Learning Modules The CL-1919-06 manuals contain Student Learning Modules designed to provide information and resources to assist stu- dents in mastering various skills and knowledges covered with this trainer. Each module comes with educational support information, student activity assignments, student answer sheets, instructor keys and assessment tests. Instructors can use them as they see fit for their programs. Student answer sheets, schematics and assignments can be duplicated and distributed within the schools programs only. PDF fillable answer sheets are also available. Duplication of documents used for outside sources is prohibited. Assignment and test answer sheets can be filed in student files for record keeping of progress. It is recommended that instructors follow the chronological order of the assignments. However, each mod- ule can be presented on its own if desired. The CL-1919-06 Learning Modules 1. UNDERSTANDING THE DIGITAL MULTIMETER — SETUP, USE & INTERPRETATION 2. BASIC ELECTRICITY 3. OHM’S LAW 4. COMPONENT EXPLANATION 5. STUDENT EXPERIMENTS 6. ADVANCED STUDENT CIRCUIT ASSIGNMENTS 10 CL-1919-06-95 Module 1 — Understanding the DMM consulab.com info@consulab.com MODULE 1 Understanding the Digital Multimeter 11 CL-1919-06-95 Module 1 — Understanding the DMM consulab.com info@consulab.com Setup, Use & Interpretation Fluke Model 107 Digital Multimeter In order to accurately diagnose electrical circuits and components, it is essential that technicians be able to understand how to properly setup, use and interpret digital multimeter readings. Digital multimeters are one of the most common- ly used tools by technicians working in the electrical field. This instructional unit is designed to provide students with sufficient basic information that if successfully understood, will allow them to properly set up, make measurements and interpret meter readings. Most technician’s today use “digital” multimeters. Digital means that the meter displays the measured values in “digital” form. Most digital meters have 3 ½ or 4 ½ digits of display. This means that the meter has three or four locations on the display that can display from 0-9. The ½ digit means that the display can be only a single digit display (usually 0-9 depending on the meter). Digital meters have some advantages over other types. Digital meters usually are not polarity sensitive when making measurements with the positive and negative test leads. If the test leads are installed “backwards” (reverse polarity) in the circuit being tested, the digital meter will display a minus sign (-) in front of the meter reading. No damage will occur to the meter. Analog meters can sometimes be used in electrical testing. An “analog” meter has a display face that contains a needle that moves back and forth on the face. Analog meters are polarity sensitive and if the meter test leads are installed “backwards” (reverse polarity), damage to the meter’s needle and internal circuitry can occur. There are some applications in electrical testing where analog meters may be used. A digital multimeter is a very versatile tool with many features that can go beyond basic measurement of volts (electrical pressure), amps (electrical flow), and ohms (electrical resistance). Such things as : Duty Cycle, Frequen- cy, Capacitance, Temperature, Pulse Width, Diode Testing and others can be tested with some digital multimeters. For the purposes of the CL-1919-06, this instruction will be limited to the measurement of volts, amps and resistance. © Reproduced with Permission, Fluke Corporation 12 Terminals 106/107 Users Manual 8 Instrument Overview Terminals hhc01.jpg Item Description Input terminal for ac and dc current measurements to 10 A and current frequency (107 only) measurements. Common (return) terminal for all measurements. Input terminal for voltage, resistance, continuity, diode (107 only), capacitance, and frequency (107 only) measurements. # DESCRIPTION 1 Input terminal for AC and DC current measurements to 10 A and current frequency measurements. 2 Common (return) terminal for all measurements. 3 Input terminal for voltage, current, continuity, diode, capacitance and frequency measurements. NOTE : This meter is able to measure DUTY CYCLE and FREQUENCY on AC circuits only. Do not attempt to measure these values on DC circuits. Display Digital Multimeters Instrument Overview 9 Display Figure 1 and Table 2 show the items on the Product display. hhc02.jpg Figure 1. Display# DESCRIPTION # DESCRIPTION 1 High Voltage 8 Frequency is selected 2 Display Hold is enabled 9 Farads 3 Continuity selected 10 Millivolts 4 Diode Test is selected 11 Amps or Volts 5 Duty Cycle is selected 12 DC or AC Voltage or Current 6 Decimal prefix 13 Auto Range mode is enabled 7 Ohms is selected 14 Low Battery - Replace Battery CL-1919-06-95 Module 1 — Understanding the DMM consulab.com info@consulab.com © Reproduced with Permission, Fluke Corporation 13 CL-1919-06-95 Module 1 — Understanding the DMM consulab.com info@consulab.com Auto power off The DMM automatically powers off after 20 minutes of inactivity. A tone will be heard at the end of 20 minutes indicat- ing the meter will soon shut off. To restart the DMM, turn the rotary switch back to the OFF position and then to a necessary position. To disable the Auto Power Off function, hold down the YELLOW button when turning on the DMM until Poff shows on the display. Auto backlight off The DMM backlight automatically turns off after 2 minutes of inactivity. To disable the Auto Backlight Off function, hold down Digital Multimeters Auto Backlight Off 11 Auto Backlight Off The backlight automatically turns off after 2 minutes of inactivity. To disable the Auto Backlight Off function, hold down when turning on the Product, until LoFF shows on the display. Note To disable both the Auto Power Off function and the Auto Backlight Off function, hold down the YELLOW button and at the same time, until both PoFF and LoFF show on the display. Measurements Data Hold Warning To prevent possible electrical shock, fire or personal injury, do not use the HOLD function to measure unknown potentials. When HOLD is turned on, the display does not change when a different potential is measured. To hold the present reading, push . Push again to continue normal operation. when turning on the DMM until Loff shows on the display. Note : To disable both Auto Power Off and Auto Backlight Off functions, hold down the YELLOW button and Digital Multimeters Auto Backlight Off 11 Auto Backlight Off The backlight automatically turns off after 2 minutes of inactivity. To disable the Auto Backlight Off function, hold down when turning on the Product, until LoFF shows on the display. Note To disable both the Auto Power Off function and the Auto Backlight Off function, hold down the YELLOW button and at the same time, until both PoFF and LoFF show on the display. Measurements Data Hold Warning To prevent possible electrical shock, fire or personal injury, do not use the HOLD function to measure unknown potentials. When HOLD is turned on, the display does not change when a different potential is measured. To hold the present reading, push . Push again to continue normal operation. at the same time until Poff and Loff show on the display. Measurements Data Hold WARNING To prevent possible electrical shock, fire or personal injury, do not use the HOLD function to measure unknown poten- tials. When HOLD is turned on, the display does not change when a different potential is measured. WARNING - Do not use this meter for any other application other than the CL-1919-06. To hold the present reading, pusv HOLD . Push it again to continue normal operation. Measure AC and DC Voltage To measure AC and DC voltage : 1. Choose AC or DC by turning the rotary switch to or . NOTE : Select the AC millivolts position ONLY ( Digital Multimeters Measurements 13 hhc03.jpg Figure 2. Measure AC and DC Voltage ) when measuring AC millivolts. Do not use for DC millivolts 2. Connect the RED test lead to the 106/107 Users Manual 18 Test Diodes (107 Only) 1. Turn the rotary switch to . 2. Push the YELLOW button twice to activate the diode test mode. 3. Connect the red test lead to the terminal and the black test lead to the COM terminal. 4. Connect the red probe to the anode and the black test lead to the cathode of the diode being tested. 5. Read the forward bias voltage value on the display. 6. If the polarity of the test leads is reversed with diode polarity, the display reading shows . This can be used to distinguish the anode and cathode sides of a diode. terminal and the BLACK test lead to the COM terminal. 3. Measure the voltage by touching the probes to the correct test points of the circuit. 4. Read the measured voltage on the display. Digital Multimeters Measurements 13 hhc03.jpg Figure 2. Measure AC and DC Voltage © Reproduced with Permission, Fluke Corporation 14 CL-1919-06-95 Module 1 — Understanding the DMM consulab.com info@consulab.com Measure AC and DC Current WARNING To prevent possible electrical shock, fire or personal injury, remove circuit power before you connect the DMM in the circuit when you measure current. Connect the instrument in series with the circuit. To measure AC and DC current : 1. Turn the rotary switch to 106/107 Users Manual 14 Measure AC or DC Current Warning To prevent possible electrical shock, fire, or personal injury, remove circuit power before you connect the Product in the circuit when you measure current. Connect the Product in series with the circuit. 1. Turn the rotary switch to . 2. Push the YELLOW button to toggle between ac or dc current measurement. 3. Connect the red test lead to the A terminal to be measured and connect the black test lead to the COM terminal. 4. Break the circuit path to be measured. 5. Connect the test leads across the break and apply power. 6. Read the measured current on the display. . 2. Push the YELLOW button to toggle between AC or DC current measurement. 3. Connect the RED test lead to the A terminal and the BLACK test lead to the COM terminal. 4. Break the circuit path to be measured. 5. Connect the test leads across the break and apply power. 6. Read the measured current on the display.Digital Multimeters Measurements 15 hhc04.jpg Figure 3. Measure AC and DC Current Measure Resistance 1. Turn the rotary switch to 106/107 Users Manual 18 Test Diodes (107 Only) 1. Turn the rotary switch to . 2. Push the YELLOW button twice to activate the diode test mode. 3. Connect the red test lead to the terminal and the black test lead to the COM terminal. 4. Connect the red probe to the anode and the black test lead to the cathode of the diode being tested. 5. Read the forward bias voltage value on the display. 6. If the polarity of the test leads is reversed with diode polarity, the display reading shows . This can be used to distinguish the anode and cathode sides of a diode. . Make sure power is disconnected from the circuit to be measured. 2. Connect the RED test lead to the 106/107 Users Manual 18 Test Diodes (107 Only) 1. Turn the rotary switch to . 2. Push the YELLOW button twice to activate the diode test mode. 3. Connect the red test lead to the terminal and the black test lead to the COM terminal. 4. Connect the red probe to the anode and the black test lead to the cathode of the diode being tested. 5. Read the forward bias voltage value on the display. 6. If the polarity of the test leads is reversed with diode polarity, the display reading shows . This can be used to distinguish the anode and cathode sides of a diode. terminal and the BLACK test lead to the COM terminal. 3. Measure the resistance by touching the probes to the desired test points of the circuit. 4. Read the measured current on the display. Test for Continuity With the resistance mode selected, push the YELLOW button once to activate the continuity mode. If the resistance is less than 70 Ω, the beeper sounds continuously when you have a connection, designating a short circuit. If the DMM reads OL, the circuit is open.Digital Multimeters Measurements 17 hhc05.jpg Figure 4. Measure Resistance/Continuity © Reproduced with Permission, Fluke Corporation 15 CL-1919-06-95 Module 1 — Understanding the DMM consulab.com info@consulab.com Test Diodes 1. Turn the rotary switch to 106/107 Users Manual 18 Test Diodes (107 Only) 1. Turn the rotary switch to . 2. Push the YELLOW button twice to activate the diode test mode. 3. Connect the red test lead to the terminal and the black test lead to the COM terminal. 4. Connect the red probe to the anode and the black test lead to the cathode of the diode being tested. 5. Read the forward bias voltage value on the display. 6. If the polarity of the test leads is reversed with diode polarity, the display reading shows . This can be used to distinguish the anode and cathode sides of a diode. . 2. Push the YELLOW button to activate the diode test mode. 3. Connect the RED test lead to the 106/107 Users Manual 18 Test Diodes (107 Only) 1. Turn the rotary switch to . 2. Push the YELLOW button twice to activate the diode test mode. 3. Connect the red test lead to the terminal and the black test lead to the COM terminal. 4. Connect the red probe to the anode and the black test lead to the cathode of the diode being tested. 5. Read the forward bias voltage value on the display. 6. If the polarity of the test leads is reversed with diode polarity, the display reading shows . This can be used to distinguish the anode and cathode sides of a diode. terminal and the BLACK test lead to the COM terminal. 4. Connect the RED probe to the anode and the BLACK test lead to the cathode of the diode being tested. 5. Read the forward bias voltage value on the display. 6. If the polarity of the test leads is reversed with diode polarity, the display reading shows OL. This can be used to distinguish the anode and cathode sides of a diode. Measure Capacitance 1. Turn the rotary switch to 106/107 Users Manual 18 Test Diodes (107 Only) 1. Turn the rotary switch to . 2. Push the YELLOW button twice to activate the diode test mode. 3. Connect the red test lead to the terminal and the black test lead to the COM terminal. 4. Connect the red probe to the anode and the black test lead to the cathode of the diode being tested. 5. Read the forward bias voltage value on the display. 6. If the polarity of the test leads is reversed with diode polarity, the display reading shows . This can be used to distinguish the anode and cathode sides of a diode. . 2. Connect the RED test lead to the 106/107 Users Manual 18 Test Diodes (107 Only) 1. Turn the rotary switch to . 2. Push the YELLOW button twice to activate the diode test mode. 3. Connect the red test lead to the terminal and the black test lead to the COM terminal. 4. Connect the red probe to the anode and the black test lead to the cathode of the diode being tested. 5. Read the forward bias voltage value on the display. 6. If the polarity of the test leads is reversed with diode polarity, the display reading shows . This can be used to distinguish the anode and cathode sides of a diode. terminal and the BLACK test lead to the COM terminal. 3. Touch the probes to the capacitor leads. 4. Let the reading stabilize (up to 18 seconds). 5. Read the capacitance value on the display. Measure Frequency and Duty Cycle NOTE : This meter is able to measure DUTY CYCLE and FREQUENCY on AC circuits only. Do not attempt to measure these values on DC circuits. © Reproduced with Permission, Fluke Corporation 16 CL-1919-06-95 Module 1 — Understanding the DMM consulab.com info@consulab.com DMM Batteries and Fuse Replacement Digital Multimeters Maintenance 23 hhc07.jpg Figure 5. Replace Batteries and the Fuse BATTERY TYPE 2 x AAA, NEDA 24A, IEC LR03 DMM11 Fluke Fuse 11 A, 1000 V, IR 17 kA 5 4 3 21 © Reproduced with Permission, Fluke Corporation 17 CL-1919-06-95 Module 1 — SA-1 consulab.com info@consulab.com SA-1 — Measuring Resistance Ω —The Greek omega symbol represents ohms or the measurement of resistance. Use this function when measuring resistors or the resistance of an electrical component. The abbreviation of “k” indicates that the scale is for “kilo-ohms”. There are 1,000 ohms in one kilo-ohm. This would be written as 1 kΩ. The abbreviation of “M” indicates that the scale is for “mega-ohms”. There are 1,000,000 ohms in one mega-ohm. This would be written as 1 MΩ. The electrical symbol used on analog (needle type) meters that indicates electrical infinity or that there is too much resistance to measure is ∞. Digital meters cannot display this symbol and instead will display either an OL, O.L or 1. In addition, some meters will cause the display to “flash” on and off. The important factor to remember about measuring resistance is that the circuit or component being measured for resistance MUST BE ELECTRICALLY DEAD or turned off. A typical ohmmeter outputs a very small voltage into the component being tested and measures the voltage drop across the component and then converts that reading internally into an ohm equivalent value which is shown on the meters readout display. Therefore, never hook up an ohmmeter to a live circuit or meter damage can occur. To measure resistance with the meter, place the RED meter test lead in the 106/107 Users Manual 18 Test Diodes (107 Only) 1. Turn the rotary switch to . 2. Push the YELLOW button twice to activate the diode test mode. 3. Connect the red test lead to the terminal and the black test lead to the COM terminal. 4. Connect the red probe to the anode and the black test lead to the cathode of the diode being tested. 5. Read the forward bias voltage value on the display. 6. If the polarity of the test leads is reversed with diode polarity, the display reading shows . This can be used to distinguish the anode and cathode sides of a diode. socket and the BLACK meter lead in the COM socket. Resistance The Fluke 107 digital meter is an “auto ranging” meter. There are six resistance scales on this meter and the meter will automatically select the correct one based on the value of the resistance being measured. In order to understand what scale the meter has chosen, you must observe the meter’s readout screen to know what scale has been chosen. The six possibilities are : 400Ω, 4.000kΩ, 40.00kΩ, 400.0kΩ, 4.000MΩ & 40.00MΩ. The scale information will be seen in the upper right corner of the meter display screen. Below is a chart that identifies the different scales and what different resistances measured would display on the meters display screen. METER CHOSEN SCALE READING WITH NO RESISTANCE MAXIMUM RESISTANCE THAT CAN BE MEASURED SAMPLE RESISTANCE MEASURED METER READOUT & SCALE DISPLAYED 400Ω 0.L MΩ 400 Ω 54 ½ ohms 54.5 Ω 400Ω 0.L MΩ 400 Ω 9.5 ohms 9.5 Ω 4.000kΩ 0.L MΩ 4,000 kΩ 1,492 ohms 1.492 kΩ 4.000kΩ 0.L MΩ 4,000 kΩ 2,200 ohms 2.200 kΩ 40.00kΩ 0.L MΩ 40,000 kΩ 21,640 ohms 21.64 kΩ 40.00kΩ 0.L MΩ 40,000 kΩ 47,000 ohms * 47.0 kΩ 400.0kΩ 0.L MΩ 400,000 kΩ 43,200 ohms 43.2 kΩ 400.0kΩ 0.L MΩ 400,000 kΩ 239,722 ohms 239.7 kΩ 4.000MΩ 0.L MΩ 4,000,000 Ω 472,345 ohms 0.472 MΩ 4.000MΩ 0.L MΩ 4,000,000 Ω 4,340,267 ohms 4.35 MΩ 40.00MΩ 0.L MΩ 40,000,000 Ω 2,190,783 ohms 2.192 MΩ 40.00MΩ 0.L MΩ 40,000,000 Ω 10,520,973 ohms 10.52 MΩ * NOTE : DELIBERATELY USED AN OVER RANGE RESISTOR 18 CL-1919-06-95 Module 1 — SA-1 consulab.com info@consulab.com SA-1 — Procedure Be sure to carefully follow all instructions and always ask your instructor if you have any questions. Use the SA-1 student answer sheet to record all of your measurements and question answers. 1. Properly setup the CL-1919-06 for use. Plug power cord into a 120VAC receptacle and turn on the master power switch. Confirm that the display reads around 14.00 volts. 2. Place the meter test leads into the appropriate sockets. RED into the 106/107 Users Manual 18 Test Diodes (107 Only) 1. Turn the rotary switch to . 2. Push the YELLOW button twice to activate the diode test mode. 3. Connect the red test lead to the terminal and the black test lead to the COM terminal. 4. Connect the red probe to the anode and the black test lead to the cathode of the diode being tested. 5. Read the forward bias voltage value on the display. 6. If the polarity of the test leads is reversed with diode polarity, the display reading shows . This can be used to distinguish the anode and cathode sides of a diode. socket and the BLACK into the COM socket. 3. Obtain and fill out the student answer sheet for SA-1 MEASURING RESISTANCE as you make each measurement. 4. Place the meter function switch to the 106/107 Users Manual 18 Test Diodes (107 Only) 1. Turn the rotary switch to . 2. Push the YELLOW button twice to activate the diode test mode. 3. Connect the red test lead to the terminal and the black test lead to the COM terminal. 4. Connect the red probe to the anode and the black test lead to the cathode of the diode being tested. 5. Read the forward bias voltage value on the display. 6. If the polarity of the test leads is reversed with diode polarity, the display reading shows . This can be used to distinguish the anode and cathode sides of a diode. position. 5. Measure the resistance of R5 on the panel. Record your reading on the student answer sheet. 6. Measure the resistances of R4, R3, R2, and R1 and record your readings on the answer sheet. In the following steps you will be measuring various components on the trainer. Record all your measurements on the answer sheet. 7. L1. 8. L2. 9. DC Motor 10. Terminals #85 to #86 of relay RL1. 11. Terminals G to I of the POT NOTE : Potentiometer resistances are very sensitive to measurements due to how they are constructed. Lightly wig- gle the knob if necessary to get a consistent reading. 12. Terminals I to H of POT with knob turned fully clockwise (CW). 13. Terminals I to H of POT with knob turned fully counter-clockwise (CCW). 14. Explain why the resistance of the POT terminals changed as you turned the knob. You are now going to measure the resistance of the two switches available on the CL-1919-06. Ohmmeters can also be used to measure “continuity” (whether the circuit is “continuous”, “open” or have resistance). When normally testing switches, if the component is functioning normally, its resistance when the switch is turned on should be very close to “0” or no resistance. When the switch is turned off, there should be an infinite amount of resistance or is “open”. Follow the below instructions. 15. Measure the resistance of SW1 with the switch positioned in the “O” position. 16. Measure the resistance of SW1 with the switch positioned in the “I” position. 17. Explain the readings of steps #15 and #16 in the space provided on the answer sheet. 18. Measure the resistance of PB1 switch without pushing in the button. 19. Measure the resistance of PB1 switch while pushing the button down. 19 CL-1919-06-95 Module 1 — SA-1 consulab.com info@consulab.com You will now be instructed to measure various components on the trainer. Be sure to carefully read the instructions and make sure you are properly installing the ohmmeter test leads. Follow the below instructions : 20. BLACK meter lead to terminal B of T2 transistor and RED meter lead to terminal E of T2 transistor. 21. RED meter lead to terminal B of T1 transistor and BLACK meter lead to terminal E of T1 transistor. 22. BLACK meter lead to terminal C of T1 transistor and RED meter lead to terminal E of T1 transistor. 23. RED meter lead to RED PWM receptacle of the PWM generator and BLACK meter lead to BLACK receptacle of the PWM generator. 24. Make sure you have filled in ALL of the answer sheet blanks, then turn in your answer sheet to your instructor for grading and credit. Ask your instructor for Test 1 and answer sheet, before going on to the next assignment. 20 CL-1919-06-95 Module 1 — SA-1 consulab.com info@consulab.com SA-1 — Measuring Resistance - Student Answer Sheet Name : Group : Date : 5. R5 = Scale displayed : Expressed as : 6. R3 = Scale displayed : Expressed as : R2 = Scale displayed : Expressed as : R1 = Scale displayed : Expressed as : 7. L1 = Scale displayed : Expressed as : 8. L2 = Scale displayed : Expressed as : 9. DC Motor = Scale displayed : Expressed as : 10. Relay terminals #85 & #86 = Scale displayed : Expressed as : 11. Terminal G to I of POT= Scale displayed : Expressed as : 12. Terminals I to H of POT with knob turned fully clockwise = Scale displayed : Expressed as : 13. Terminals I to H of POT with knob turned fully counter-clockwise = Scale displayed : Expressed as : 14. 15. SW1 in the “O” position = Scale displayed : Expressed as : 16. SW1 in the “I” position = Scale displayed : Expressed as : 17. 18. PB1 in the “O” position = Scale displayed : Expressed as : 19. PB1 in the “I” position = Scale displayed : Expressed as : 21 CL-1919-06-95 Module 1 — SA-1 consulab.com info@consulab.com 20. Term B (BLK lead) to term E (RED lead) of trans T2 = Scale displayed : Expressed as : 21. Term B (RED lead) to term E (BLK lead) of trans T1 = Scale displayed : Expressed as : 22. Term C (BLK) lead to term E (RED lead) of trans T1 = Scale displayed : Expressed as : 23. RED meter lead to RED PWM receptacle and BLK meter lead to BLK PWM receptacle = Scale displayed : Expressed as : Instructor grade : Comments : 22 CL-1919-06-95 Module 1 — SA-2 consulab.com info@consulab.com SA-2 — Measuring DC Voltage Technicians are often required to accurately measure DC voltages on various circuits and components. Understanding how to use a voltmeter is an essential skill that must be mastered by students and technicians. Voltmeters are common- ly made as part of a digital or analog multimeter. Analog meters are not very common in today’s environments, but can still be found in certain applications. This unit will primarily cover the digital voltmeter. As with the digital ohmmeter, a solid understanding of the displayed voltage scales is necessary in order to obtain an accurate reading. Digital voltmeters use various scales measuring voltages from very small levels up to higher levels. Common vehicle re- pairs deal with voltages from 0-50 VDC. Most digital voltmeters can measure both AC and DC voltages and it is import- ant that you properly adjust the voltmeter to measure the desired voltages for your application. Digital multimeters use a master function switch that selects the desired function of the meter. There may be positions for VDC and VAC and it is important that the correct position is selected. Voltages can only be measured when the circuit is “on” or “live”. With electric vehicles (EV) becoming more common, it is CRITICAL that technicians understand that there are voltmeters specifically designed to safely measure the higher voltages on EV vehicles. Serious shock hazards and injury can result from improper understanding of service proce- dures on EV vehicles. Digital multimeters are now classified by the level of voltage it can safely measure. A system of “CATEGORIES” is used. Common categories are CAT-I, CAT-II, CAT-III and CAT-IV. Each category has a MAXIMUM voltage and current the meter AND meter leads can safely measure. The meter and meter leads will have the Category printed or molded on the device. The Fluke 107 multimeter on the CL-1919-06 is a CAT-III meter, but because we do not use the meter leads that originally came with the meter, it should NEVER be used for measuring voltages above 20 V ! Use the this meter ONLY with the CL-1919-06 trainer. Most digital and analog voltmeters can accurately read both volts and millivolts. There are 1,000 millivolts in one volt. In digital form, a millivolt is written as 0.001 V. Ten millivolts is written as 0.010 V and one hundred millivolts is written as 0.100 V. One volt expressed in millivolts would be 1.000V. Verbally, 0.100V would be expressed as “one hundred millivolts or one-tenth of a volt”. It is extremely important to know how to accurately read, write and express voltage readings. The Fluke 107 multimeter uses three voltage function choices. They are displayed as 106/107 Users Manual 28 Accuracy Specifications Accuracy is specified for 1 year after calibration, at operating temperatures of 18 °C to 28 °C, relative humidity at 0 % to 75 %. Accuracy specifications take the form of: ±([% of Reading] + [Number of Least Significant Digits]). Function Range Resolution Accuracy 106 107 AC Volts (40 Hz to 500 Hz) [1] 6.000 V 60.00 V 600.0 V 0.001 V 0.01 V 0.1 V 1.0 % + 3 1.0 % + 3 DC Volts 6.000 V 60.00 V 600.0 V 0.001 V 0.01 V 0.1 V 0.5 % + 3 0.5 % + 3 AC Millivolts 600.0 mV 0.1 mV 3.0 % + 3 3.0 % + 3 Diode Test [2] 2.000 V 0.001 V N/A 10 % [1] All AC, Hz, and duty cycle are specified from 1 % to 100 % of range. Inputs below 1 % of range are not specified. [2] Typically, open circuit test voltage is 2.0 V and short circuit current is

Student Assignments for CL-1919-06_053327 Part 2 — Basic Electricity Ohm’s Law and DC Circuits Trainer CL-1919-06-95_part2-Basic-electricity_V2023-2 © ConsuLab Educatech Inc, 2023. Tous droits réservés. CL-1919-06-95 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 Table of Contents Trainer Layout and Familiarization 3 Front Panel Component Identification 4 Electrical Component Identification 5 Electrical Accessories 6 Main Fuse 6 Storage Bag 6 Jumper Leads 6 Trainer Use and Operation 7 Warnings and Cautions 8 Student Learning Modules 9 MODULE 2 Basic Electricity Theory and Understanding 11 3 CL-1919-06-95 Introduction consulab.com info@consulab.com Trainer Layout and Familiarization The CL-1919-06_053052 Ohm’s Law and DC Circuits Trainer contains electrical and electronic components mounted on a panel containing electrical connection receptacles where students complete the wiring of circuits. The trainer is designed to provide learning assistance in the understanding of basic Ohm’s Law concepts and also provides learning activities for student learning of basic circuit components and operation. A built-in 120VAC to 14VDC (4 A max) power supply is internally protected and is adjustable from 2-14 VDC. The front panel contains a digital display indicating the DC voltage supply available to the trainer. The CL-1919-06_053052 trainer meets CSA/UL safety requirements. The CL-1919-06 also contains a surface mounted digital multi-meter (DMM) that is powered with two AAA replaceable batteries. NOTE : Because the trainer’s power supply output is limited to 4 A, the meter’s internal 10A ammeter fuse should never need replacement. The meter is used throughout the student activities and circuit construction for electrical measure- ments and diagnostic training. CL-1919-06 Ohm’s Law and DC Circuits Trainer CL-1919-06-95 Introduction consulab.com info@consulab.com 4 Front Panel Component Identification Front View 1. Trainer power cord receptacle, master ON/OFF switch and main fuse holder. 2. Positive (red) receptacles for circuit construction. These receptacles are only to be used with the trainer and not to be connected to any external devices as damage could result. 3. Negative (black) receptacles for circuit construction. These receptacles are only to be used with the trainer and not to be connected to any external devices as damage could result. 4. Digital Display for available trainer voltage (Displays the DC voltage that has been set by the voltage adjustment knob). 5. Power supply voltage adjustment knob (Adjusts the available DC voltage from 2-14 ± VDC). 6. Power supply safety reset button (Resets the internal protection cut-out. Push and hold until the O.L. light flashes, then release. The voltage display will read 0.000 when the O.L. lamp is on.). 7. Power supply “OVERLIMIT” indicator light (If a short circuit is created between the Positive & Negative sides of the trainer, the internal protection cut-out will trip and turn on the O.L. indicator light. It will remain on until the problem has been corrected and the RESET button is pushed). 8. PWM (Pulse Width Modulation) generator positive and negative receptacles. 9. PWM Adjustment knob (0-100% duty cycle). 10. Digital Multi-meter. Side View 1 3 2 47 6 5 9 8 10 CL-1919-06-95 Introduction consulab.com info@consulab.com 5 Electrical Component Identification 11. L1 – # 194 Bulb. 12. L2 – # 194 Bulb. 13. D1 – LED Bulb. 14. B1 – BUZZER. 15. T1 – NPN Transistor. 16. T2 – PNP Transistor. 17. D2 – Diode. 18. L3 – # 3157 LED Bulb. 19. M1 – DC Motor. 20. RL1 – ISO 5-pin Relay. 21. Electronic Flasher. 22. POT – 75Ω Potentiometer. 23. R1 – 100Ω Resistor. 24. R2 – 40Ω Resistor. 25. R3 – 20Ω Resistor. 26. R4 – 20Ω Resistor. 27. R5 – 2Ω Resistor. 28. F1 – Optional Circuit Fuse (ATC 2-3A). 29. SW1 – SPST Toggle Switch. 30. PB1 – N.O. Push Button Switch. Front View 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 CL-1919-06-95 Introduction consulab.com info@consulab.com 6 Electrical Accessories Storage Bag Main Fuse Main Fuse Specifications: Model 239002P 2A, 250V, 239 Series, Slo-Blow Fuse (5 mm x 20 mm). Storage Bag Jumper Leads CL-1919-05 POWER SUPPLY FUSE SPECIFICATIONS – 239002P 2A, 250V, 239 Series, Slo-Blow Fuse (8mm x 20mm) TRAINERS MAIN FUSE LOCATION PULL TAB AWAY UNTIL FUSE HOLDER POPS OUT CLOSE UP OF MAIN FUSE HOLDER CLOSE UP OF MAIN FUSE HOLDER SPARE FUSE FUSE IN CIRCUIT CL-1919-05 POWER SUPPLY FUSE SPECIFICATIONS – 239002P 2A, 250V, 239 Series, Slo-Blow Fuse (8mm x 20mm) TRAINERS MAIN FUSE LOCATION PULL TAB AWAY UNTIL FUSE HOLDER POPS OUT CLOSE UP OF MAIN FUSE HOLDER CLOSE UP OF MAIN FUSE HOLDER SPARE FUSE FUSE IN CIRCUIT CL-1919-05 POWER SUPPLY FUSE SPECIFICATIONS – 239002P 2A, 250V, 239 Series, Slo-Blow Fuse (8mm x 20mm) TRAINERS MAIN FUSE LOCATION PULL TAB AWAY UNTIL FUSE HOLDER POPS OUT CLOSE UP OF MAIN FUSE HOLDER CLOSE UP OF MAIN FUSE HOLDER SPARE FUSE FUSE IN CIRCUIT Your product may be equipped with either of the below jumper wire styles. They are identical in specifications and performance. All CL-1919-06’s will be shipped with banana plug jumper leads including: • 10 Red Jumper Leads — 23” (60cm) long • 10 Black Jumper Leads — 23” (60cm) long CL-1919-06-95 Introduction consulab.com info@consulab.com 7 Trainer Use and Operation The CL-1919-06-93 manual is designed to provide instructors and students with the necessary information for the prop- er and safe operation of the trainer. Note that the CL-1919-06 trainer includes student assignments (CL-1919-06-95 ) and an instructors manual (CL-1919-06-96). Be sure to read, understand and follow the instructions for each section. The CL-1919-06 is designed to be used as a “stand alone” resource to aid the instructor and students in the learning of basic electricity, Ohm’s Law, DMM meter use, basic electrical and electronic component operation, basic operational circuit construction and diagnosis and troubleshooting of circuit problems. NOTE: Before proceeding with this manual, the following tasks should have already been successfully performed and understood: 1. Familiarization with the CL-1919-06 component layout and identification (pages 5-8). 2. The CL-1919-06 should be set up on a bench/tabletop with the cover removed, the power cord plugged into the trainer and a 120VAC outlet and the master ON/OFF switch turned “on”. NOTE- The cover lid of the trainer can be placed on a table, then move the trainer on top of the cover. This po- sitions the trainer with a slight tilt providing an easier access for users. If properly completed, the digital display should be indicating the available DC voltage. For normal operation, and unless otherwise directed, the display should be adjusted to a reading of 14.0 - 14.6 ± volts. Rating Specifications: • Voltage: 100-240 VAC, single phase • Frequency: 50/60 Hz • Input Current: 2.2 A @120 VAC, 1.2 A @ 230VAC • Output current : 2-14 VDC, 4 A max. • Indoor use only • Temperature: 10 ºC – 30 ºC (50 ºF – 86 ºF) • Humidity (non-condensing): 90 % max. • Altitude : 2,000 m (6,562 ft) • Pollution Degree 2 • Overvoltage Category II Students conducting the circuit learning assignments should have completed the following Learning Modules which contain the prerequiste skills and knowledges: • Understanding basic digital multi-meter setup, use & interpretation (Student Learning Module #1). • Basic electricity (Student Learning Module #2). • Ohm’s Law (Student Learning Module #3). • Component explanation (Student Learning Module #4) • Ability to read and follow written instructions. • Ability to read and interpret basic electrical wiring schematics. CL-1919-06-95 Introduction consulab.com info@consulab.com 8 Warnings and Cautions Even though the power supply is internally protected against short-circuits and wiring errors, students should carefully read, understand and follow all activity instructions to avoid errors. NOTE- If the digital display shows “0.000” volts and the O.L. lamp is “on”, an overcurrent situation has been detected. To re-set the system, find and correct the wiring error, then push and hold the RESET button until the O.L. lamp flashes, then release. If the reset procedure was successfully completed, the display should read available voltage: 1. The 2-3A ATC blade type fuse on the trainer is for optional use by instructors and students as needed. Circuits can be connected with the fuse if desired. Remember that the trainer is internally protected to trip the over-current protection if current exceeds 4 A. 2. Access to fuse compartment and any other components inside of unit to be performed only by trained skilled per- sonnel. 3. L1 and L2 bulbs are made of glass and could break if impacted hard enough, therefore potentially creating a cutting hazard. 4. Do not connect any external device to be powered by the trainer as they may exceed the designed limits of the power supply and components. 5. Be sure to read, understand and follow each set of instructions. Be sure to ask your instructor if you have any ques- tions about any instruction or component. 6. Never “guess” about the results of a circuit. Always follow written instructions to avoid “guesswork”. 7. This product is intended for use in educational establishments by STUDENT OPERATORS at least 14 years of age and under the supervision of theRESPONSIBLE PERSON. 9 CL-1919-06-95 Introduction consulab.com info@consulab.com Student Learning Modules The CL-1919-06 manuals contain Student Learning Modules designed to provide information and resources to assist stu- dents in mastering various skills and knowledges covered with this trainer. Each module comes with educational support information, student activity assignments, student answer sheets, instructor keys and assessment tests. Instructors can use them as they see fit for their programs. Student answer sheets, schematics and assignments can be duplicated and distributed within the schools programs only. PDF fillable answer sheets are also available. Duplication of documents used for outside sources is prohibited. Assignment and test answer sheets can be filed in student files for record keeping of progress. It is recommended that instructors follow the chronological order of the assignments. However, each mod- ule can be presented on its own if desired. The CL-1919-06 Learning Modules 1. UNDERSTANDING THE DIGITAL MULTIMETER — SETUP, USE & INTERPRETATION 2. BASIC ELECTRICITY 3. OHM’S LAW 4. COMPONENT EXPLANATION 5. STUDENT EXPERIMENTS 6. ADVANCED STUDENT CIRCUIT ASSIGNMENTS 10 CL-1919-06-95 Module 2 — Basic Electricity consulab.com info@consulab.com MODULE 2 Basic Electricity PREREQUISITES : At this point, it is necessary for all students to have successfully completed the instructional unit on digital multimeter setup and use to be able to correctly obtain accurate readings of voltage, resistance and amperage. If this is not true, STOP and complete the digital multimeter unit first. Obtain instructors permission to proceed to the next section. Understanding how to properly setup and read digital multimeters is required for student activities covered in the following unit of BASIC ELECTRICITY. 11 CL-1919-06-95 Module 2 — Basic Electricity consulab.com info@consulab.com Theory and Understanding What is electricity ? Electricity has always been somewhat of a complicated subject to understand. Electricity wasn’t really “discovered” be- cause it occurs naturally. The early Greeks, Phoenicians, Mesopotamians and others were long aware of the presence of electrical properties in some materials. It was known that static electricity occurred in nature. Alessandro Volta (1745- 1827) was the first to create a “battery” which was called a “voltaic pile”. The modern term of VOLTS is taken from his name. Andre-Marie Ampère (1775-1836) was a French physicist who is credited with a basic understanding of electro- magnetism and electrodynamics. The term AMPERES or AMPS was taken from his name. The atom In order to understand electricity, it is necessary to have a very basic understanding of the composition of matter. Mat- ter is anything that takes up volume and space on earth and even in space. Matter is made up of molecules made from just over 100 individual components called “elements”. The very smallest part that an element can be broken down into is called an atom. The atom is made up of two basic parts : 1. The NUCLEUS (center of the atom) which is made up of two parts, neutrons and protons. Neutrons have a neutral electrical charge while protons have a positive charge. 2. Spinning around the nucleus in various orbits are electrons which have a negative charge. In a stable atom, there are an equal number of electrons and protons. The conductors & insulators All elements are electrically classified as either an electrical CONDUCTOR or an INSULATOR. The difference between the two is how many electrons there are in the outer most orbit ring (called the VALENCE RING). Conductors have four or less electrons in the valence ring, while insulators have four or more electrons. This means that the outer most electrons in conductors are held in orbit with less force than in an insulators outer orbit. It is easier to cause electrons to flow from atom to atom in a conductor than in an insulator. Copper is the most common conductor because of its cost and availability. Other conductors are gold, silver, aluminum and most metals. Common insulator materials are wood, glass, most plastics, rubber, nylon and fiberglass. Based on the results of many years of study and experimentation by many dedicated scientists, it is understood that “electricity” is the flow of electrons (an element of the atom) through a conductor from atom to atom whenever there is an imbalance of electrons established between two different points in a circuit. Imbalance means that at one point in a circuit there is an excess of electrons and at another point, there is a deficiency of electrons. Certain laws of physics indicate that nature wishes to exist in a “stabilized” state and if a conductive path is connected between the excess and deficiency locations of electrons, the electrons will flow between atoms until they are equal or stabilized. There remains today some disagreement on what direction electrons actually move. The CONVENTIONAL ELECTRON THEORY states that they flow from positive to negative in a circuit. 12 CL-1919-06-95 Module 2 — Basic Electricity consulab.com info@consulab.com The ELECTRON THEORY states that they flow from negative to positive. There are very technical and complex argu- ments to substantiate each side and we will not get into those issues here. For purposes of this level of understanding, if you carefully follow the proper hookup of both the positive and negative (ground) wires in different circuit design applications, the actual direction of electron flow won’t really matter. For the purposes of this manual, any reference to electron or current flow will use the CONVENTIONAL THEORY (positive to negative). The semiconductors Materials with exactly four electrons in their outer orbit are neither conductors nor insulators, but are called semicon- ductors. Semiconductors can be either an insulator or a conductor in different circuit design applications. Examples of semiconductor materials include : Silicon, Germanium and Carbon. Semiconductors are used mostly in transistors, diodes, integrated circuit chips, computers, and other electronic devices. Magnetism Magnetism is an invisible force of nature present in either natural or man-made magnets. A magnet has a north pole and a south pole. If two magnets are brought together with both north poles facing each other, the magnets will repel or push each other away. If a north pole of one magnet and a south pole of another magnet are brought together, the mag- nets will “snap” together. Therefore, it is understood that like poles of magnets repel each other and unlike poles attract each other. The electrical charges of both electrons (−) and protons (+) are like poles of a magnet. Like charges (both − or +) will repel each other. The electron is held and pushed away from the proton which allows it to keep spinning around the nucleus. The electrons keep moving in their orbits because being like charges, they repel each other. Types of electricity There are generally three types of electricity : 1. Static Electricity 2. Alternating Current (AC) 3. Direct Current (DC) Static Electricity Static electricity occurs naturally in nature. Lightning during a storm is an extreme example of static electricity. Walking across some rugs and touching metal can result in small electrical shock caused from static. Sometimes, it can cause damage to automotive circuits and components. For the most part, static electricity performs no useful purpose. In the automobile, static electricity can be generated by sliding across the upholstery and touching a metal object resulting in a small spark. Often automotive technicians are required to wear special anti-static safety equipment which is designed to prevent damage to electrical circuits and components. 12 13 CL-1919-06-95 Module 2 — Basic Electricity consulab.com info@consulab.com Alternating Current (AC) Alternating Current (AC) electricity is used in our homes and industry to power all the electrical devices we depend on for our lives. AC electricity is generated by power plants using coal, water, natural gas, solar, geo-thermal or nucle- ar power sources. The electricity is sent to homes and factories using overhead and underground wires ending up in electrical panels that branch off into individual circuits. Alternating Current can be very dangerous and even lethal, and only qualified and experienced technicians should work on this type of electricity. There are a few places in the automo- bile where AC electricity may be used with the alternator and many engine sensors being the most common examples. Newer hybrid and electric vehicles can use both AC and DC electricity. Most electric and hybrid cars operate on very dangerous levels of both AC and DC electricity and all appropriate safety precautions must be followed when working on these vehicles. EV (Electric Vehicles) are becoming more common with the world embracing cleaner fuels and trying to reduce the carbon footprint of which fossil fuels (gasoline and diesel) are huge contributors. Most EV vehicles can have both AC and DC voltages approaching 500 volts. New service and safety procedures have been developed to allow trained, certified and qualified repair technicians to safely work on these vehicles. NEVER attempt to work on or even touch high voltage EV systems without the proper training and supervision. Direct Current (DC) Direct Current (DC) electricity is commonly used in the automobile. True or “pure” DC electricity can be generated by a battery using a chemical reaction to create an electron imbalance. However, there are many different electronic circuits and devices that can change AC electricity to DC electricity and be very close to “pure” DC electricity generated from a battery. Also, there are devices that can change DC to AC electricity. Again, the electric and hybrid vehicles use these devices for the operation of the hybrid power train. EV and some hybrid vehicles use components called “inverters” to change AC to DC or DC to AC. Most automotive electrical circuits in today’s vehicles operate in the 12-14 volts DC range. As vehicle technology evolves, many vehicle manufacturers are now using systems with 48 V or higher system voltages. As stated earlier, many EV and hybrids use voltages from 300-500 volts. Direct Current circuits consist of a “positive” side (from the battery to a resistance) and a “negative” or ground side (from the resistance back to the bat- tery). The term “resistance” is any component in the circuit that does “work” for us. Examples could be motors, sole- noids, coils, light bulbs, heaters, relays or more. The most common term used today for “resistance” is the circuit “load” Dangerous electrical shock hazards from 12 volt DC circuits are extremely rare. However, with electric and hybrid vehicles, high voltage batteries generating voltages in excess of 500 volts can be used. These voltages represent a very dangerous shock hazard and there are many safety precautions and safety procedures which must be carefully followed to prevent injuries. There are also specially designed multimeters and test equipment designed to high voltage batteries. Technicians must receive very specialized training and certifications before working on high voltage hybrid electrical systems. NEVER work on or gain access to any high voltage EV or hybrid electrical system without proper safety training and certification. consulab.com info@consulab.com 14 CL-1919-06-95 Module 2 — Basic Electricity Sources of electricity There are several available sources to generate electricity. Let’s look at the most common ones : Chemical Reaction – Having two dissimilar metals coming in contact with an acid will generate electricity. This is how batteries operate whether they are either wet cell or dry cell. The only difference between the two is whether the acid is in liquid or paste form. The voltage generated by a battery is dependent on the materials used in the battery construc- tion and design. Batteries consist of “cells” each of which must contain “plates” of dissimilar metals and an acid. For example, an automotive lead-acid battery contains Lead (−) and Lead Oxide (+) and diluted sulfuric acid. Each cell of an automotive lead-acid battery generates about 2.1 volts. Cells can be inter-connected in parallel or series. Parallel con- nections give the battery long operational life without increasing the cell voltage totals and series connections cause the cell voltages to add together to higher voltage. Therefore, a 12V car battery has six cells connected in series resulting in an output voltage of 12.6 when fully charged. Magnetism – Physicists discovered years ago that if a conductor such as a copper wire is moved through an established magnetic field, a voltage is generated. This law of physics was used to develop generators and alternators which are used throughout countless applications. Additionally, either the magnetic field or the electrical conductor can be moved to generate electricity. Pressure – In the late 1800’s, it was discovered that when pressure was applied to some crystals (quartz, topaz and some salts), a small voltage is generated. This process is called “piezoelectricity” and is used by some microphones, underwater hydrophones, gas charcoal grill ignitors, some fuel injectors and detonation knock sensors. Light – Also, in the 1800’s, experiments consisting of shining light over both liquids and metals found that electrons (elec- tricity) were released from the surface of some materials. The electrons can be collected and caused to flow in conduc- tors. The process is called “photoelectricity” and components such as photocells have been developed. Applications of this process are camera exposure meters, automatic headlight dimming systems used in vehicles and in a larger applica- tion, solar arrays for the generation of electricity. Heat – Again in the 1800’s, it was discovered that when two dissimilar metals are joined together and then heated, a very small amount of electricity is generated. Components called “thermocouples” were developed using this process and are used for the measurement of temperature. Another process discovered during experiments is called the Peltier Effect and causes the transfer of heat in materials in one direction as electricity is passed through it. It also can cause cooling if the electron flow is reversed. Applications of this concept are portable beverage coolers and heated and cooled seats used in vehicles. Common electrical terms What is Voltage ? Voltage or Volts — Voltage is the electrical “pressure” pushing electrons through the circuit. Voltage is the difference in pressure between any two points in a circuit. Some sources will use the acronym “E” for electromotive force as a sym- bol for voltage. Others use “V” for simplicity. Voltage can also be called the “electromotive force” pushing electrons in circuit. 15 CL-1919-06-95 Module 2 — Basic Electricity consulab.com info@consulab.com Compare voltage to the pressure in a water hose. If you open the nozzle, water will flow out of the hose as long as there is pressure pushing it. If two different water tanks were connected by a pipe and one was higher than the other, water would flow between them until the water was at the same height. Many instructors use the water pipe system analogy to help teach electricity. Voltage is more or less equal to the water pressure (psi) in the pipes. As long as there is pressure, water flow is possible if a valve is opened. In the automobile, the battery develops the initial electrical pressure and the alternator also creates “pressure” to cause electrons to flow. The DC battery represents a difference in the number of electrons at one battery post compared to the other. This electron imbalance is “waiting” to stabilize whenever a conductive path is connected between the positive and negative posts of the battery. A “dead” battery has no electron imbalance and thus, no electrons will flow. What is Amperage ? Amperage or Current — Amperage or current is a term used to measure the amount of electricity flowing in a circuit. There CANNOT be any current unless the circuit is operating. Technically, there is an actual measurement of current that states that one ampere is equal to 6.25 X 1018 electrons flowing past a given point in one second. This actual mathemat- ical expression is called a “coulomb”. It would be written as 625,100,000,000,000,000 electrons and is called a “quintil- lion”. This is a very difficult number to comprehend. Again, using the water analogy, current is the amount of water flowing inside the hose or the amount of water flowing out of the nozzle in a given amount of time. Water uses the “gallons per minute” specification and electricity uses “amperes” or current. Most sources use the acronym “A” for amperage. Others can use “I” for intensity. There are two factors in electricity that affect how many amperes flow in a circuit. They are the amount of voltage (pres- sure) and the amount of resistance (ohms). If we increase the pressure and/or lower the resistance, more amperes will flow. If the source pressure (battery voltage) stays the same and we increase the resistance, less amperes will flow in the circuit. It is common for technicians to abbreviate the term amperes into just “amps”. In conclusion, amps or current does the “work” in the circuit. The more amps that are flowing, the more electrical “work” is being done. The largest consumer of amps in the vehicle is the electrical starter. What is Electrical Resistance ? Resistance or Ohms — Resistance is the opposition to the flow of electrons and is the means by which useful things are performed by circuits. Most sources use the acronym “R” for resistance. The Greek symbol of Omega or “Ω” is normally associated with resistance. The term “ohm” was named after Georg Ohm (1759-1854) in his honor. Just like in a water system, the diameter of the hose or pipes dramatically affects how much water can flow, the diam- eter of the wires also affects how many amps that can safely flow in a circuit. Anything that is in the path of water can also reduce the flow and consequently, anything in the circuit that causes resistance will reduce the flow of current. All electrical circuits require some amount of resistance in order to perform useful work. 16 CL-1919-06-95 Module 2 — Basic Electricity consulab.com info@consulab.com For example, a light bulb has a calculated amount of resistance that determines how many amps flows in the circuit when the light bulb is turned on. In the water system example, a sprinkler will cause a certain amount of water to flow. If we increase the size of the holes of the sprinkler (less resistance), then more water will flow. If we keep lowering the resistance, the pressure will also be reduced. In electrical circuits, anything that adds resistance to a circuit results in a reduction in the flow of current. Desired resistance can come from light bulbs, coils, resistors, and motors and are designed into circuits. Unwanted resistances can be in the circuit which can cause unwanted circuit performance. Unwanted resistance results in reduced circuit amperage and voltage drops. Among the most common sources of unwanted resistances are : corrosion, heat, loose or dirty contacts, and rust. If resistance increases in a circuit, the amount of amperage flowing will decrease. All circuits MUST have some amount of designed resistance in order to function properly. Therefore, any device that per- forms any function in the vehicle represents a certain amount of resistance in the circuit. Technicians are often required to find and repair the source of unwanted circuit resistance. What are Watts ? Watts or Wattage : The term watts is used to describe an amount of electrical power consumed. The term “watt” was named after James Watt (1736-1819), a Scottish mechanical engineer and inventor who worked with steam engines. We can use the water comparison again to describe watts. In the case of a water wheel turning grinding stones that is pow- ered by water, we could increase the power developed by the system two different ways : • Increase the amount of water (flow rate) hitting the water wheel, or • Increase the pressure (voltage) hitting the water wheel. Wattage is a term used to describe the “amount of work”. Watts are calculated by multiplying the volts times the amperage or current. If a common #3157 dual filament automotive light bulb used for tail and stop lights is turned on and operated with the tail light filament, it will consume 8.26 watts of power and will draw 0.59 amps of current with an operating voltage of 14 VDC. However, the same bulb operating with the stop light filament on will draw 2.10 amps and consume 29.42 watts of power. This means that the stop light filament will be brighter than the tail light filament and uses more “power” or watts. A thousand watts is called a “kilo-watt” and is expressed as “kW”. Many vehicles use kilo-watts to express the developed horsepower of the engine. There are approximately 746 watts in one horsepower (1 hp). It is important for technicians to understand these basic electrical principles, but it is much more critical that the techni- cian understand the operational relationships between the three operating factors of electricity. After completion of BASIC ELECTRICITY module, ask your instructor TEST 5. 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada © ConsuLab Educatech Inc, 2024. All rights reserved. Trainer Layout and Familiarization Front Panel Component Identification Electrical Component Identification Electrical Accessories Main Fuse Storage Bag Jumper Leads Trainer Use and Operation Warnings and Cautions Student Learning Modules MODULE 2 Basic Electricity Theory and Understanding

Student Assignments for CL-1919-06_053327 Part 4 — Component Explanation Ohm’s Law and DC Circuits Trainer CL-1919-06-95_Part4_component-explanation_V2023- © ConsuLab Educatech Inc, 2023. Tous droits réservés. CL-1919-06-95 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 Table of Contents Trainer Layout and Familiarization 3 Front Panel Component Identification 4 Electrical Component Identification 5 Electrical Accessories 6 Trainer Use and Operation 7 Warnings and Cautions 8 Student Learning Modules 9 MODULE 4 Component Explanation Light bulbs (incandescent) 11 Led (light emitting diode) 12 Buzzer 13 Diode 13 Transistors 15 Motor 17 Relay 17 Electronic flasher 19 Potentiometer 20 Resistors 21 Fuses 21 Circuit breakers 22 Fusible links 23 Switches 23 Pulse width modulation (PWM) 25 3 CL-1919-06-95 Introduction consulab.com info@consulab.com Trainer Layout and Familiarization The CL-1919-06_053052 Ohm’s Law and DC Circuits Trainer contains electrical and electronic components mounted on a panel containing electrical connection receptacles where students complete the wiring of circuits. The trainer is designed to provide learning assistance in the understanding of basic Ohm’s Law concepts and also provides learning activities for student learning of basic circuit components and operation. A built-in 120VAC to 14VDC (4 A max) power supply is internally protected and is adjustable from 2-14 VDC. The front panel contains a digital display indicating the DC voltage supply available to the trainer. The CL-1919-06_053052 trainer meets CSA/UL safety requirements. The CL-1919-06 also contains a surface mounted digital multi-meter (DMM) that is powered with two AAA replaceable batteries. NOTE : Because the trainer’s power supply output is limited to 4 A, the meter’s internal 10A ammeter fuse should never need replacement. The meter is used throughout the student activities and circuit construction for electrical measure- ments and diagnostic training. CL-1919-06 Ohm’s Law and DC Circuits Trainer CL-1919-06-95 Introduction consulab.com info@consulab.com 4 Front Panel Component Identification Front View 1. Trainer power cord receptacle, master ON/OFF switch and main fuse holder. 2. Positive (red) receptacles for circuit construction. These receptacles are only to be used with the trainer and not to be connected to any external devices as damage could result. 3. Negative (black) receptacles for circuit construction. These receptacles are only to be used with the trainer and not to be connected to any external devices as damage could result. 4. Digital Display for available trainer voltage (Displays the DC voltage that has been set by the voltage adjustment knob). 5. Power supply voltage adjustment knob (Adjusts the available DC voltage from 2-14 ± VDC). 6. Power supply safety reset button (Resets the internal protection cut-out. Push and hold until the O.L. light flashes, then release. The voltage display will read 0.000 when the O.L. lamp is on.). 7. Power supply “OVERLIMIT” indicator light (If a short circuit is created between the Positive & Negative sides of the trainer, the internal protection cut-out will trip and turn on the O.L. indicator light. It will remain on until the problem has been corrected and the RESET button is pushed). 8. PWM (Pulse Width Modulation) generator positive and negative receptacles. 9. PWM Adjustment knob (0-100% duty cycle). 10. Digital Multi-meter. Side View 1 3 2 47 6 5 9 8 10 CL-1919-06-95 Introduction consulab.com info@consulab.com 5 Electrical Component Identification 11. L1 – # 194 Bulb. 12. L2 – # 194 Bulb. 13. D1 – LED Bulb. 14. B1 – BUZZER. 15. T1 – NPN Transistor. 16. T2 – PNP Transistor. 17. D2 – Diode. 18. L3 – # 3157 LED Bulb. 19. M1 – DC Motor. 20. RL1 – ISO 5-pin Relay. 21. Electronic Flasher. 22. POT – 75Ω Potentiometer. 23. R1 – 100Ω Resistor. 24. R2 – 40Ω Resistor. 25. R3 – 20Ω Resistor. 26. R4 – 20Ω Resistor. 27. R5 – 2Ω Resistor. 28. F1 – Optional Circuit Fuse (ATC 2-3A). 29. SW1 – SPST Toggle Switch. 30. PB1 – N.O. Push Button Switch. Front View 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 CL-1919-06-95 Introduction consulab.com info@consulab.com 6 Electrical Accessories Storage Bag Main Fuse Main Fuse Specifications: Model 239002P 2A, 250V, 239 Series, Slo-Blow Fuse (5 mm x 20 mm). Storage Bag Jumper Leads CL-1919-05 POWER SUPPLY FUSE SPECIFICATIONS – 239002P 2A, 250V, 239 Series, Slo-Blow Fuse (8mm x 20mm) TRAINERS MAIN FUSE LOCATION PULL TAB AWAY UNTIL FUSE HOLDER POPS OUT CLOSE UP OF MAIN FUSE HOLDER CLOSE UP OF MAIN FUSE HOLDER SPARE FUSE FUSE IN CIRCUIT CL-1919-05 POWER SUPPLY FUSE SPECIFICATIONS – 239002P 2A, 250V, 239 Series, Slo-Blow Fuse (8mm x 20mm) TRAINERS MAIN FUSE LOCATION PULL TAB AWAY UNTIL FUSE HOLDER POPS OUT CLOSE UP OF MAIN FUSE HOLDER CLOSE UP OF MAIN FUSE HOLDER SPARE FUSE FUSE IN CIRCUIT CL-1919-05 POWER SUPPLY FUSE SPECIFICATIONS – 239002P 2A, 250V, 239 Series, Slo-Blow Fuse (8mm x 20mm) TRAINERS MAIN FUSE LOCATION PULL TAB AWAY UNTIL FUSE HOLDER POPS OUT CLOSE UP OF MAIN FUSE HOLDER CLOSE UP OF MAIN FUSE HOLDER SPARE FUSE FUSE IN CIRCUIT Your product may be equipped with either of the below jumper wire styles. They are identical in specifications and performance. All CL-1919-06’s will be shipped with banana plug jumper leads including: • 10 Red Jumper Leads — 23” (60cm) long • 10 Black Jumper Leads — 23” (60cm) long CL-1919-06-95 Introduction consulab.com info@consulab.com 7 Trainer Use and Operation The CL-1919-06-93 manual is designed to provide instructors and students with the necessary information for the prop- er and safe operation of the trainer. Note that the CL-1919-06 trainer includes student assignments (CL-1919-06-95 ) and an instructors manual (CL-1919-06-96). Be sure to read, understand and follow the instructions for each section. The CL-1919-06 is designed to be used as a “stand alone” resource to aid the instructor and students in the learning of basic electricity, Ohm’s Law, DMM meter use, basic electrical and electronic component operation, basic operational circuit construction and diagnosis and troubleshooting of circuit problems. NOTE: Before proceeding with this manual, the following tasks should have already been successfully performed and understood: 1. Familiarization with the CL-1919-06 component layout and identification (pages 5-8). 2. The CL-1919-06 should be set up on a bench/tabletop with the cover removed, the power cord plugged into the trainer and a 120VAC outlet and the master ON/OFF switch turned “on”. NOTE- The cover lid of the trainer can be placed on a table, then move the trainer on top of the cover. This po- sitions the trainer with a slight tilt providing an easier access for users. If properly completed, the digital display should be indicating the available DC voltage. For normal operation, and unless otherwise directed, the display should be adjusted to a reading of 14.0 - 14.6 ± volts. Rating Specifications: • Voltage: 100-240 VAC, single phase • Frequency: 50/60 Hz • Input Current: 2.2 A @120 VAC, 1.2 A @ 230VAC • Output current : 2-14 VDC, 4 A max. • Indoor use only • Temperature: 10 ºC – 30 ºC (50 ºF – 86 ºF) • Humidity (non-condensing): 90 % max. • Altitude : 2,000 m (6,562 ft) • Pollution Degree 2 • Overvoltage Category II Students conducting the circuit learning assignments should have completed the following Learning Modules which contain the prerequiste skills and knowledges: • Understanding basic digital multi-meter setup, use & interpretation (Student Learning Module #1). • Basic electricity (Student Learning Module #2). • Ohm’s Law (Student Learning Module #3). • Component explanation (Student Learning Module #4) • Ability to read and follow written instructions. • Ability to read and interpret basic electrical wiring schematics. CL-1919-06-95 Introduction consulab.com info@consulab.com 8 Warnings and Cautions Even though the power supply is internally protected against short-circuits and wiring errors, students should carefully read, understand and follow all activity instructions to avoid errors. NOTE- If the digital display shows “0.000” volts and the O.L. lamp is “on”, an overcurrent situation has been detected. To re-set the system, find and correct the wiring error, then push and hold the RESET button until the O.L. lamp flashes, then release. If the reset procedure was successfully completed, the display should read available voltage: 1. The 2-3A ATC blade type fuse on the trainer is for optional use by instructors and students as needed. Circuits can be connected with the fuse if desired. Remember that the trainer is internally protected to trip the over-current protection if current exceeds 4 A. 2. Access to fuse compartment and any other components inside of unit to be performed only by trained skilled per- sonnel. 3. L1 and L2 bulbs are made of glass and could break if impacted hard enough, therefore potentially creating a cutting hazard. 4. Do not connect any external device to be powered by the trainer as they may exceed the designed limits of the power supply and components. 5. Be sure to read, understand and follow each set of instructions. Be sure to ask your instructor if you have any ques- tions about any instruction or component. 6. Never “guess” about the results of a circuit. Always follow written instructions to avoid “guesswork”. 7. This product is intended for use in educational establishments by STUDENT OPERATORS at least 14 years of age and under the supervision of theRESPONSIBLE PERSON. 9 CL-1919-06-95 Introduction consulab.com info@consulab.com Student Learning Modules The CL-1919-06 manuals contain Student Learning Modules designed to provide information and resources to assist stu- dents in mastering various skills and knowledges covered with this trainer. Each module comes with educational support information, student activity assignments, student answer sheets, instructor keys and assessment tests. Instructors can use them as they see fit for their programs. Student answer sheets, schematics and assignments can be duplicated and distributed within the schools programs only. PDF fillable answer sheets are also available. Duplication of documents used for outside sources is prohibited. Assignment and test answer sheets can be filed in student files for record keeping of progress. It is recommended that instructors follow the chronological order of the assignments. However, each mod- ule can be presented on its own if desired. The CL-1919-06 Learning Modules 1. UNDERSTANDING THE DIGITAL MULTIMETER — SETUP, USE & INTERPRETATION 2. BASIC ELECTRICITY 3. OHM’S LAW 4. COMPONENT EXPLANATION 5. STUDENT EXPERIMENTS 6. ADVANCED STUDENT CIRCUIT ASSIGNMENTS 10 CL-1919-06-95 Module 4 — Component Explanation consulab.com info@consulab.com MODULE 4 Component Explanation 11 CL-1919-06-95 Module 4 — Component Explanation consulab.com info@consulab.com Component Explanation The CL-1919-06 utilizes common electrical and electronic components for student use in constructing and understand- ing circuits. This unit is designed to explain each one individually, then in the next unit, students will connect the compo- nents into useful circuits. The component explanations follow the chronological order that the components are orga- nized on the trainer. Light bulbs (incandescent) SINGLE FILAMENT INCANDESCENT BULB SCHEMATIC SYMBOL DUAL FILAMENT INCANDESCENT BULB SCHEMATIC SYMBOL The CL-1919-06 trainer uses two incandescent light bulbs (L1 and L2). The term incandescent refers to any light bulb that operates by passing electrical current through a small wire (filament) which in turn causes the wire to heat up and glow giving off light (incandescence). Incandescent light bulbs at one time were very popular and were used for countless applications. Although incandescent light bulbs are very reliable, they have a few disadvantages in that they generate considerable amounts of heat and require relatively large amounts of electrical current compared to newer technology light bulbs. Some incandescent light bulbs contain two separate filaments inside a single glass enclosure. These bulbs are called “dual-filament” bulbs and are commonly used in vehicle applications such as a combination tail/stop light bulb. The filaments have different amounts of resistance which in turn causes the bulb to operate at a different brightness. The tail light filament will have a higher resistance than the stop light. This results in the tail light being “dimmer” than the stop light. With a filament having less resistance, more current will pass through it and the brighter the bulb will be. Incandescent light bulbs can be tested using an ohmmeter (if the bulb is removed from the circuit) or common testers such as continuity testers, 12V test lights and voltmeters. Testing also can involve measuring available voltage and volt- age drop testing of both positive and ground circuits. The common electrical schematic for an incandescent single and dual-filament light bulb is shown above. Ohmmeter testing of incandescent bulbs should be used only for determining if the bulb filament has continuity or is open. Ohmmeter testing should not be used in calculating the bulbs resistance. Incandescent bulbs need to have “dynamic resistance” determined by measuring the bulbs current flow and using Ohm’s Law with available voltage to determine actual “live” resistance. Dynamic resistance testing was covered earlier in this manual. 12 CL-1919-06-95 Module 4 — Component Explanation consulab.com info@consulab.com Led (light emitting diode) LED SCHEMATIC SYMBOL DUAL LED BULB SCHEMATIC SYMBOL The LED (light emitting diode) is fast becoming one of the most popular lighting sources used today. LEDs are found around the home, in industry and in most all vehicles today. They are used in appliances, digital readout devices, signs and countless other applications. It has some very useful advantages over incandescent bulbs in that they use extreme- ly small amounts of electricity, are extremely bright, operate with relatively cool temperatures, have a long life span and are easily adaptable to many colors and sizes. LEDs used in vehicles are often grouped together to form different shapes that match styling differences in the vehicle. LEDs can also be “sequenced” to come on in different patterns for specific design effects. LEDs create light by passing electrical current though a special semiconductor material. Although the exact definition of how a LED works is a very complex technology, for the purposes of this section, we will state that a LED creates light from the movement of photons which are part of an atom when electrons are passed through a semiconductor. Photons are a source of energy which is this case, is used for light. LEDs have definite polarity concerns when being installed in a circuit. They must be installed properly in the positive and negative sides of a DC circuit. LEDs can have normal operating voltages of about 2.1 volts but are also available in 12VDC designs. LEDs with voltage ranges of 2.1 V must be installed with a voltage dropping resistor in series with the LED. Some LED packages have built in dropping resistances and can be safely connected to 12 volts. If a non-protected 2.1V LED is connected to a 12V circuit, it will be instantly ruined. The LEDs used in the CL-1919-06 is designed to oper- ate properly on full source voltage (14.6 volts) and is internally protected from reverse polarity hookup. If the trainer’s L3 LED is installed backwards, nothing will happen and the LED bulb will operation normally. This is because the 3157 LED bulb does have specific polarity. Like all 3157 bulbs, it can be correctly installed two different ways. Other LED bulbs require proper polarity hookup (See drawing below). CATHODE (NEGATIVE SIDE - shorter wire) ANODE (POSITIVE SIDE - longer wire) FLAT EDGE LONG WIRE SHORT WIRE LEDs are most commonly tested in the circuit. Checks for proper supply voltage and a good ground circuits are made and if present, the most common method is to replace the LED with another one. 13 CL-1919-06-95 Module 4 — Component Explanation consulab.com info@consulab.com Buzzer BUZZER SCHEMATIC SYMBOL The CL-1919-06 buzzer is an audible device that primarily is used for constructing vehicle horn circuits. Electrical audi- ble devices are available in countless styles, shapes and can generate numerous tones, sounds and volume levels. The most common audible devices operate from 12 VDC but there are variations. Audible devices are also often polarity sensitive requiring the proper connections of positive and negative circuits. The CL-1919-06 12VDC buzzer is protected from reversed polarity and if connected improperly, no damage will occur. A common example of an audible warning device used in an automobile is the horn, seat belt and lights left on indica- tors. Audible devices are often tested by performing an available voltage and ground circuit test at the device, and if present, the device is usually replaced. Diode DIODE SCHEMATIC SYMBOL ANODE (+) CATHODE (−) CURRENT FLOW Diodes are used in electrical circuits for numerous purposes and applications. A diode acts like an electrical one-way check valve in that it allows electron flow in one direction, but blocks it in the opposite direction. Most simple diodes have two leads or terminals. One is called the ANODE and is a positive (+) polarity. The other is called the CATHODE and is a negative (-) polarity. Diodes conduct current flow from the ANODE to the CATHODE. If a diode is connected in a circuit with the positive side of the circuit connected to the ANODE, the diode with conduct current. If the negative side of the circuit is connected to the ANODE, the diode will block current. Typical diodes have very low internal resistances causing a voltage drop in the circuit of about 750 mV or 0.750 V. 14 CL-1919-06-95 Module 4 — Component Explanation consulab.com info@consulab.com Testing of Diodes NOTE : Diodes must be electrically disconnected from the circuit prior to testing to obtain accurate results. A. Diodes can be tested with an ohmmeter : 1. Using an ohmmeter, set the ohmmeter to read “AUTO RANGING”. 2. Connect the positive test lead to the diode CATHODE and the negative test lead to the diode ANODE. 3. With this hookup, the ohmmeter should show a reading of approximately 5.5 MΩ. 4. Reverse the ohmmeter test leads to the diode. The ohmmeter should read “infinity” or “OL” or “1.” depending on the DMM style. 5. If the ohmmeter shows continuity in both directions ,or infinity in both directions, the diode is either “shorted” (shows continuity) or “open” (shows infinity). NOTE- Ohmmeters can often have different internal circuit polarities and thus the readings of steps 3 & 4 may be re- versed. B. Diodes can also be tested with the DIODE TEST function of a DMM if equipped with this feature : 1. Set the DMM to the DIODE TEST function. 2. Hookup of the meter test leads to the diode as when using the ohmmeter. 3. With the RED test lead on the ANODE (+) terminal of the diode, the meter should show a voltage drop of approxi- mately 500 mV or 0.500 V (±). 4. With the BLACK test lead on the ANODE (+), the meter should show “infinity”, “OL” or “1.” depending on meter style. C. Diodes can also be tested with a 12 volt test light : 1. Install a small BLACK jumper wire to the CATHODE (-) terminal of the diode. 2. Connect the other end of this BLACK jumper to the negative terminal of a 12 volt battery. 3. Connect a 12 volt test light to the positive terminal of a 12 volt battery. 4. Connect the probe of the test light to the ANODE (+) terminal of the diode. 5. The test light should illuminate. If the test light does not come on, the diode is open. 6. Reverse the connections of the BLACK jumper wire and the 12 volt test light to the battery. (BLACK jumper con- nects to the diode ANODE (+) terminal and the test light probe connects to the diode CATHODE (-) terminal). 7. The test light should remain OFF. If the test light comes on, the diode is shorted. 15 CL-1919-06-95 Module 4 — Component Explanation consulab.com info@consulab.com Transistors NPN TRANSISTOR SCHEMATIC SYMBOL PNP TRANSISTOR SCHEMATIC SYMBOL COLLECTOR BASE EMITTER COLLECTOR BASE EMITTER The electronic transistor has literally changed the world and electrical and electronic devices we use every day. Before transistors, all electrical devices including TV’s and radios operated with a device called a “vacuum tube”. Vacuum tubes were bulky and generated high amounts of heat. There were also more expensive and difficult to manufacture than transistors. The invention of the transistor is considered by many to be one of the biggest events in the history of mankind. Transistors allowed the development of “portable” electronic devices. The high majority of circuits used in devices today utilize many different types of transistors and other semi-conductor devices. A transistor is a semi-conductor device that is used to amplify and/or switch electronic circuits. It consists of semi-con- ductor material with at least three electrical terminals consisting of BASE, COLLECTOR and EMITTER. It can both ampli- fy power and switch circuits. There are two basic types of simple transistors. One is called N-P-N and the other is P-N-P. For switching circuits, a transistor can be thought of as a type of relay. A relay has both a LOAD circuit and a CONTROL circuit. Transistors have the same. For both transistors, current flows into the transistor at the BASE and COLLECTOR and out of the EMITTER. The COLLECTOR TO EMITTER is the LOAD circuit (higher current) and the BASE to EMITTER is the CONTROL circuit (lower current). For a NPN transistor, the BASE circuit is positively switched to turn the transistor on. For a PNP transistor, the BASE circuit is negatively switched to turn the transistor on. The LOAD is on the positive side of an NPN and on the ground side of a PNP transistor. NPN Transistor Circuit Hookup : 1. Connect NPN Collector to one side of the load. 2. Connect other side of the load to supply voltage positive. 3. Connect NPN Base to one side of the switch. 4. Connect other side of switch to supply voltage. 5. Connect NPN Emitter to ground. The LOAD would be connected from source voltage through the load to the COLLECTOR of the transistor. The CONTROL circuit would be connected from source voltage through a switch to the BASE of the transistor. The EMITTER circuit is grounded. 16 CL-1919-06-95 Module 4 — Component Explanation consulab.com info@consulab.com PNP Transistor Circuit Hookup : 1. Connect PNP Base to the switch and the other side of the switch to ground 2. Connect PNP Emitter to positive power supply 3. Connect PNP Collector to positive side of controlled device 4. Connect the ground side of the controlled device to ground Supply voltage is connected to the EMITTER and the LOAD would be connected from COLLECTOR to ground. The CONTROL voltage would be connected from the BASE through a switch to ground. Transistors can be tested in many ways, but for the purposes of this manual, an ohmmeter will be used. Some technicians use a mental “trick” when identifying whether a transistor is a PNP or NPN. They look at the schematic symbol for the transistor in the circuit and observe the EMITTER arrow. If the arrow is pointing away from the center they say : “Not Pointing In” or NPN. If the arrow is pointing to center they say : “Pointing In” or PNP. Because a transistor is made up of basically two-diode type circuits, the DIODE TEST function of a DMM can also be used. Follow the below chart to test transistors using an ohmmeter : Testing Transistors with a DMM Ohmmeter NOTE : Transistors can be tested with an ohmmeter and/or the “DIODE TEST” function of a DMM if equipped. Some technicians prefer the DIODE CHECK method over the ohmmeter because it “loads” the two solid state connections inside the transistor which can give more accurate testing of the transistor under a load. N P N P N P − + → TEST LEAD POLARITY + − ← E B C E B C M A O M A O I S L I S L T E L T E L T E T E E C E C R T R T O O R R SHOULD CONDUCT WITH OHMMETER LEADS CONNECTED BETWEEN POINTS. SHOULD NOT IF LEADS ARE REVERSED. SHOULD CONDUCT WITH OHMMETER LEADS CONNECTED BETWEEN POINTS. SHOULD NOT IF LEADS ARE REVERSED. COLLECTOR TO EMITTER testing should ALWAYS show “open circuit” or infinity. If it doesn’t, the transistor is shorted. 17 CL-1919-06-95 Module 4 — Component Explanation consulab.com info@consulab.com Motor MOTOR SCHEMATIC SYMBOL Motors are used in many different applications in electrical circuits. There are DC motors of many different designs and styles. The CL-1919-06 trainer uses a simple DC motor that is designed to draw between 10 mA or 40 mA of current at 14.00 volts depending on the motor installed on your specific trainer. Some DC motors rotational direction can be reversed by reversing the electrical polarity of the positive and ground circuits feeding the motors. Motors are designed to perform useful work such as moving a window, operate a door lock, raise/lower an antenna, operate windshield wipers, move a seat or rotate a blower cage to move air. Each motor will have a design amperage for the motor to operate within. Motors can have single or multiple speeds. They are mechanically coupled to device they are designed to move or rotate. DC motors can be use brushes or can be brushless types. Brushless DC motors are becoming very common on today’s vehicles especially on EV and hybrids. Testing Motors Motors are tested by measuring the available voltage, the motor current draw and the voltage drops of both the positive and ground portions of the circuit. Some motors also mechanically fail due to defective or worn bearings. Relay RELAY SCHEMATIC SYMBOL CL-1919-06 WIRING BLANK TEMPLATE CIRCUIT __________________________________________ NAME _________________________ DATE __________ INSTRUCTOR’S CHECK: _____________________ CREDIT/GRADE: ____________________________ COMMENTS:___________________________________________________________________________ Relays are commonly used throughout the electrical industry. A relay performs the function of controlling a high amper- age circuit with a very small amperage control circuit. Prior to the use of relays, very large wires had to be connected to switches that were capable of handling the high current of the devices being controlled. A relay has two “parts” or is divided into two distinct portions. One is called the “CONTROLLED LOAD” (HIGH CURRENT) side and often controls the turning on or off devices such as motors. The other is called “CONTROL” (LOW CURRENT) side and usually contains some type of switch or switching circuit to turn the relay on and off. 18 CL-1919-06-95 Module 4 — Component Explanation consulab.com info@consulab.com The CONTROL side (COIL CIRCUIT) contains a coil of wire which, when supplied with a positive and negative source, creates a magnetic field that in turn moves a mechanical switch inside the relay which either connects or disconnects high current contacts. Either the positive or negative (ground) side of the coil can be switched to control the relay. A very common relay used in automotive circuits is the ISO 5-pin relay. ISO stands for International Standards Organization and indicates that the terminal placement, configuration and identification of this relay will be identical regardless of manu- facturer. The CL-1919-06 uses a standard 5-pin ISO mini relay. 5-PIN RELAY PIN DESCRIPTION 85 NORMALLY COIL GROUND 86 NORMALLY COIL 12V FEED 30 12V FEED IN FOR CONTROLLED CIRCUIT or 12V OUT TO CONTROLLED COMPONENT 87A NORMALLY CLOSED CONTACT — CAN BE 12V FEED IN or 12V OUT TO CONTROLLED COMPONENT 87 NORMALLY OPEN CONTACT — CAN BE 12V FEED IN or 12V OUT TO CONTROLLED COMPONENT 30 to 87A NORMALLY CLOSED WHEN REALY IS OFF 30 to 87 NORMALLY OPEN WHEN RELAY IS OFF Control Side (coil circuit) Relay terminals #85 and #86 are the two ends of the relay coil. Terminal #85 normally is connected to a ground circuit. As previously stated, when a positive voltage is connected to terminal #86 and a ground circuit is supplied to terminal #85, the coil is energized and a magnetic field will be established with the coil. This will cause a movement of a switch lever inside the relay which also results in an audible “click” sound when the coil is energized. The coil current of this ISO relay will be approximately 160 mA @ 14.00 volts. The resistance of the relay coil will be about 80 Ω. Relay circuits can switch either the positive side of the coil or the ground side. Check with the circuit wiring schematic to determine which is used. NOTE : Some newer relays can have a higher coil resistance than 80 ohms. Always check service information to confirm. NOTE : Relay coils generate an induced voltage when they are de-energized which can exceed 200-400 volts. If this induced voltage is allowed to escape the relay, it can damage sensitive electronic components like PCM’s and modules. The induced voltage is controlled by two methods. One uses a “shunt” resistor connected in parallel to the relay coil. The other method uses a diode connected across the relay coil. If the coil is protected by a resistor, it doesn’t matter which coil terminal (85 or 86) is ground and which is B+. However, if the coil is protected by a diode, the hookup of the 85 & 86 terminals MUST be properly connected based on how the diode is installed in the coil. Hooking up the relay coil circuit “backwards” will instantly destroy the protection diode, but the relay will still operate although without spike protection. ALWAYS follow specific circuit schematics when hooking up and testing relays. NOTE : The CL-1919-06 relay is shunt resistor protected and therefore, terminals 85 & 86 can be either ground or B+. 19 CL-1919-06-95 Module 4 — Component Explanation consulab.com info@consulab.com Controlled Side (load circuit) The three remaining terminals of the ISO relay are labeled #30, #87 and #87a. The relay has two sets of contacts. One set are normally closed (NC) when the relay is off. These are labeled #30 and #87a. The other set of contacts are normally open (NO) when the relay is off. These are labeled #30 and #87. When the relay is turned off, there is a connec- tion between #30 and #87a. When the relay is turned on, the connection between #30 and #87a is broken (open) and terminals #30 and #87 are connected. Most relay coils are protected from induced voltage spikes when the coil circuit is interrupted. The most common meth- od uses a “shunt resistor” connected in parallel with both ends of the coil. Another option is to use a diode in parallel with the coil. If either 85 or 86 can be either positive or ground, the relay is resistor protected. If a diode is used, then 86 must be used as the positive coil feed. The relay in the CL-1919-06 is resistor protected. ISO Relay Testing ISO relays can be tested using several different techniques. Testing the relay in the circuit can involve checking for the presence of a voltage supply (usually to terminal # 30) and also testing for a voltage connection (#30 & #87) when the relay is turned on. Checking for a power source and a ground source to the relay coil is also a valuable test. Relay coil resistance can be measured with an ohmmeter and coil current flow can be measured with an ammeter. Always check a relay while it is under load to check for voltage drop across the load terminals. Some technicians mistakenly believe that if the relay “clicks”, it is OK. This is not true. Always check for voltage drop across relay terminals 30 to 87 and 30 to 87a with the relay under the same load as in the circuit. Electronic flasher ELECTRONIC FLASHER SCHEMATIC SYMBOL BAT SIG GND Electronic flashers are most commonly used in vehicles to operate the turning signals and hazard warning lights. There are also other specific uses for them in specialized circuits. The electronic flasher differs from the older style “thermal” flasher in that electronic flashers can handle larger amounts of current. Most vehicles today use electronic flashers. Flasher Testing Electronic flashers are commonly tested by confirming the presence of a positive and ground circuits available to the flasher and that the load or signal side of the flasher is connected to a known good bulb (or other load) and ground. Checking for available voltage and voltage drop testing of both positive and ground circuits is also done. 20 CL-1919-06-95 Module 4 — Component Explanation consulab.com info@consulab.com Potentiometer POTENTIOMETER SCHEMATIC SYMBOL A potentiometer is best described as a “variable resistance” that can be controlled by turning a knob or by sliding a control knob back and forth. Common applications of a potentiometer are the volume, tone and balance controls on a typical audio system. A potentiometer usually has three terminals. Looking at the above schematic symbol of a poten- tiometer, notice that there is a resistance with two ends each having a terminal. The third terminal is represented by an arrow and as the potentiometer is adjusted, the arrow moves back and forth along the resistance. This results in a vary- ing resistance between terminals #I and #H as well as between terminals #G and #H. As the resistance between #I and #H decreases, the resistance between #G and #H will increase. This will be reversed as the potentiometer is adjusted in the opposite direction. Potentiometers are used in many circuits in industry as well as in vehicles. A common application of a potentiometer in a vehicle is a TP (Throttle Position Sensor). In a typical TP circuit, terminals #G and #I would be connected to a positive power supply (usually 5 volts) and a ground. Terminal #H would be connected to a movable arm that would move as the driver steps on the accelerator pedal. This results in a varying voltage between terminal #H and ground which is used to “inform” the computer of the position of the accelerator pedal. As stated previously, potentiometers are also used as volume, bass, treble, fade and balance controls in audio systems. Testing Potentiometers Accurate testing of a potentiometer can be performed using an oscilloscope or graphing multi-meter. As a potentiom- eter is used over time, it can develop a “bad spot” on the sliding resistance which will affect the signal when the mov- able arm slides across this area. This condition can cause unwanted circuit performance. Testing a potentiometer with ohmmeter will not reveal these “glitches”. Ohmmeter testing will measure the resistance of the potentiometer and show changes in resistance as the potentiometer is moved. Voltage testing of the supply voltage and ground circuits as well as the varying signal voltage can also be done. Oscilloscope or some type of signal display method is the only way to accurately test potentiometers. 21 CL-1919-06-95 Module 4 — Component Explanation consulab.com info@consulab.com Resistors RESISTOR SCHEMATIC SYMBOL Resistors are commonly used in electrical circuits for many purposes. Among the most common examples are to reduce voltage in specific parts of a circuit or to serve as current limiting devices. Most common resistors are manufactured from carbon and can be designed to contain resistance values from less than one ohm to over millions of ohms depend- ing on the intended application. In expressing the amount of resistance in a resistor, terms of “kilo” for 1,000 and “mega” for 1,000,000 ohms are used. Abbreviations are used for these terms : “kilo = kΩ = Kilohm” and “mega = MΩ = Megohm”. Some resistors have a color-coded system using colored rings around the resistor that are used to identify the resistors ohm value and ± accuracy tolerance range. Resistors are also classified by “wattage” which is how much current the re- sistor can safely conduct without overheating and burning up. Variable resistors are also used in electrical and electron- ic circuits and are called potentiometers (3-wire) or rheostats (2-wire). Resistors introduce a specific and desired amount of resistance in a circuit to provide intended results, whereas unwanted resistance caused from corrosion, loose or dirty connections is undesirable and needs to be identified and repaired. Voltage drop testing is the most accurate method of determining the location of unwanted resistance in a circuit (See voltage drop testing section). Testing Resistors Resistors can be tested using an ohmmeter (out of the circuit) or conducting a voltage drop test across the resistor using a voltmeter. Variable resistors can be testing using an oscilloscope or graphing multimeter. Unwanted resistances in a circuit are tested by conducting voltage drop tests from one point in a circuit to another while the circuit is operating. Common voltage drop specifications for low current circuits range from 0.1-0.2 volts (100-200 mV). Exceptions can be mechanical switches, solenoids and relays. Fuses FUSE SCHEMATIC SYMBOL Circuits are commonly protected from excessive current by “over-current” devices. Among the most common are fuses, circuit breakers and fusible links. The CL-1919-06 uses a common replaceable ATC type plastic fuse rated at 2 or 3 amps. Other types of fuses include ATC, MAXI ATC, MINI ATC, MICRO ATC, glass, cartridge and ceramic fuses. The purpose of a fuse is to protect the circuit from excessive current which could cause damage and/or fires. Most fuses are designed for a “one-time” protection event and will “open” if current exceeds it’s designed value. 22 CL-1919-06-95 Module 4 — Component Explanation consulab.com info@consulab.com Fuses are designed with amperage values of less than one amp to many hundreds of amps depending on the circuit it protects. Automotive fuses commonly range from 2-100 amps. A fuse contains a particular size and diameter of wire that is designed to melt and break the circuit if the current flowing through the fuse exceeds its amperage value. NEVER replace a blown fuse with a larger amperage fuse ! This can cause wiring to overheat and cause fires and circuit damage. Testing Fuses Most fuses have two terminals and are identified as “feed” and “load”. Fuses are tested using a 12-volt test light, volt- meter or ohmmeter (out of circuit). A good fuse should have zero resistance, should have no voltage drop across it and should have full circuit voltage on both sides of the fuse. If it is “blown” or open, one terminal will have circuit voltage and one will measure zero. NOTE : If a fuse is installed in a circuit, anytime current is flowing in that circuit, there will be a voltage drop across the two terminals of the fuse. This fact allows technicians to determine how much current is flowing through the circuit by using specific charts that convert the voltage drop to current. Circuit breakers CIRCUIT BREAKER SCHEMATIC SYMBOL A circuit breaker is also an over-current protection device but often can be either automatically or manually reset after it protects the circuit by opening. Circuit breakers are used in homes, industry and the automobile. They are rated by the maximum current they can conduct without “tripping” or opening the circuit. The CL-1919-06 uses a manually reset circuit breaker (located near the voltage adjustment knob). If wiring errors are made on the trainer that result in excessive current flow, the circuit breaker will open and the O.L. indicator light will illuminate. After the circuit error is identified and corrected, the circuit breaker can be reset by pushing and holding in on the RESET button until the O.L indicator flashes, then release the RESET button. Testing Circuit Breakers Automotive circuit breakers can be testing using 12-volt test lights, voltmeters, voltage drop testing across the circuit breaker or ohmmeter (out of the circuit). Most circuit breakers have two electrical terminals and operate similar to fuse with the exception that circuit breakers can be reset after the protection event. The CL-1919-06 uses a circuit breaker device in the overload circuit protection circuit. When an overload occurs, the cir- cuit breaker trips, thus interrupting the circuit until the error is corrected. Circuit breakers are commonly used in some vehicle circuits. 23 CL-1919-06-95 Module 4 — Component Explanation consulab.com info@consulab.com Fusible links FUSIBLE LINK SCHEMATIC SYMBOL A fusible link is also a type of over-current protection device commonly used on vehicles. A fusible link is a short length of special designed wire and insulation that is smaller in diameter than the other circuit wiring. If a short-circuit condition occurs or the circuit has more current flowing in it than it was designed to handle, the fusible link will melt and open the circuit providing protection. The insulation covering the fusible link is designed to swell up during the melting and can be inspected and identified as the source of the problem. Fusible links are often used at the battery, power distribution center and starter solenoid on many vehicles. Fusible links are serviced by replacing the melted section with a replacement of the same size. Some repair sources offer specific amperage bulk fusible link wire for repair purposes. Although the CL-1919-06 doesn’t use fusible links, it is important that students understand the operation of them. Switches SPST SWITCH SCHEMATIC SYMBOL Switches are control devices designed to turn a circuit on or off. There are many different switch designs ranging from simple to very complex. Switches can operate mechanically or electronically. The CL-1919-06 uses a SPST switch. The term SPST means that it can control 1 “pole” or “single pole”. Therefore the switch would have two electrical terminals and would be installed in a single wire of a circuit. The acronym of “ST” means “single throw”. Single throw means the switch has only two positions, open (N.O.) or closed (N.C.). So in the case of a SPST switch it would have two terminals and can be switched either on or off. “ON” electrically connects the two terminals together and “OFF” disconnects them. SPST TOGGLE SWITCH ON OFF LOAD L1 BAT + N.O. SPST SWITCH N.C. SPST SWITCH 24 Other types of switches SPDT- (Single Pole Double Throw) (not used on the CL-1919-06) – A SPDT switch has three terminals and three positions. The toggle switch has a center off position during which there is no connection to the other terminals. Moving the toggle to one side connects the center terminal with one of the end terminals. Moving the toggle from center to the opposite side connects the center terminal to the other end terminal. SPDT TOGGLE SWITCH ON OFF LOAD L1 BAT + LOAD L2 ON SPDT SWITCH SCHEMATIC SYMBOL DPST – (Double Pole Single Throw) (not used on the CL-1919-06) – A DPST switch is really two single pole switches con- nected together. The switch will have four terminals and has either an “on” or “off” position. The two sets of terminals are not internally connected and the switch can be used to control two separate circuits. DPST SWITCH SCHEMATIC SYMBOL DPST TOGGLE SWITCH ONOFF LOAD L1 BAT + BAT + LOAD L2 DPDT- (Double Pole Double Throw) (not used on the CL-1919-06) – A DPDT switch is also two switches connected to- gether. It can be configured either as a “center off” with two “on” positions (either side) (ON-OFF-ON) or a two position switch which controls two circuits (ON-ON). DPDT SWITCH SCHEMATIC SYMBOL DPDT TOGGLE SWITCH ON OFF LOAD L1 BAT + LOAD L3 ON BAT + LOAD L4LOAD L2 CL-1919-06-95 Module 4 — Component Explanation consulab.com info@consulab.com 25 CL-1919-06-95 Module 4 — Component Explanation consulab.com info@consulab.com Pulse width modulation (PWM) PULSE WIDTH MODULATION SCHEMATIC SYMBOL Pulse Width Modulation is an electrical term that describes the control of DC voltage in a circuit by changing the amount of time (pulse) that the circuit is on compared to the time it is off. The term “modulation” means that the circuit is con- stantly modulating or switching on and off. PWM is commonly used in many electrical components including washers, stoves, dishwashers, most electronic devices. In the automobile, PWM control of circuits, such as fuel pumps, HVAC blower motors, wiper motors and others, is used. PWM control of circuits allows the operation of a DC motor at various speeds without the requirement of voltage dropping resistors. It also allows a more precise control of motor efficiency and current draw due to the faster switching speeds of the circuit. Fuel injection supply pumps are commonly controlled with PWM to provide a more efficient response to pressure and volume requirements. Computers or microprocessors are typically responsible for control of PWM circuits. It is important to understand the terms below when working with PWM. Pulse Width The term PULSE WIDTH is the amount of time that the circuit is turned on and is usually measured in milliseconds. Duty Cycle The term DUTY CYCLE which is often used when discussing PWM, refers to the amount of time the circuit is ON and is expressed as a percentage. A 10% duty cycle means that the circuit is turned on 10% of the time and off 90% of the time. For example, a 50% duty cycle means that the circuit is on as much as it is off. As the ON time increases, the OFF time decreases. Just to be clear, the device is NOT operating on 6V, but the multimeter “averages” the voltages seen and thus displays 6V. In reality, the device is operating on 12V for only for 50% of the total time. A graphing voltmeter or oscilloscope are the only tools where PWM signals can be accurately displayed. For example, on a 12-volt circuit oper- ating on and off with a 50% duty cycle, the “output” voltage would be measured at 6 volts. Many digital multimeters are equipped to measure DUTY CYCLE. PWM (Pulse Width Modulation) Duty Cycle ON OFF ON OFF ON OFF ON OFF ON OFF 100% 75% 50% 10% 0% Pulse Width Frequency 1 Hz 1 Cycle Example - 1 sec (Positive switched) 26 CL-1919-06-95 Module 4 — Component Explanation consulab.com info@consulab.com Ground or Positive Switched PWM PWM circuits can be either POSITIVE or GROUND switched. This is important to know because the pattern displayed could be easily misunderstood. For example, a pattern showing a short duration at the top of the pattern could be a short duty cycle for a positive switched circuit or a long duty cycle for a ground switched circuit. Properly reading and understanding a wiring schematic is required to fully understand PWM circuits. Frequency FREQUENCY is a term used to define how many “on/off” cycles there are in a given amount of time. Frequency is mea- sured in hertz (Hz). A very simple example of frequency is a circuit that is on for 2 seconds during a total time of 4 seconds. The entire “cycle” includes the time that the circuit is on and also the time it is off. If the circuit is on once for 2 seconds during a total time of 4 seconds, the frequency will be 1 Hz. If the circuit was turned on twice for 1 second each and off for 1 second each during the same time, the frequency would now be 2 Hz, but the time base of 4 seconds remains the same. Actual circuits operate much faster than this example. Another example of frequency would be the engine RPM’s. The frequency of the RPM’s would be lower at idle speeds than it would be a cruising speeds. The CL-1919-06 contains a PWM generator circuit that is adjustable throughout a 0-100% range. The voltage available at the positive (RED) and negative (BLACK) terminals will be close to zero at 0% Duty Cycle and about 13.00 volts at 100% duty cycle. The BLACK terminal is connected to a ground source and the RED terminal output is controlled by the adjustment knob. Some digital multimeters and scan tools are able to display and measure frequency. 75%50%25% Voltage Time Avg voltage 3V 6V 9V 0V 12V PWM TYPICAL WAVEFORM (Positive switched) After completion of COMPONENT EXPLANATION module, ask your instructor TEST 11. 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada © ConsuLab Educatech Inc, 2024. All rights reserved. Trainer Layout and Familiarization Front Panel Component Identification Electrical Component Identification Electrical Accessories Trainer Use and Operation Warnings and Cautions Student Learning Modules MODULE 4 Component Explanation Pulse width modulation (PWM) Switches Fusible links Fuses Resistors Potentiometer Electronic flasher Relay Motor Transistors Diode Buzzer Led (light emitting diode) Light bulbs (incandescent) Circuit breakers

Operation manual for EM-140S-GM06A_053338 ConsuLink™ GM 1.4L Engine trainer, AC & Stop-Start 93-EM-140S-GM06A_REVA © ConsuLab Educatech Inc, 2026. All rights reserved. Scan this QR code for: Operation Manual Teacher Resources https://www.consulab.com/customer-space 93-EM-140S-GM06A 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, 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 053338 and above. Table of contents 95-EM-140S-GM06A Student Assignments — Table of Contents 4 91-EM-140S-GM06A Answers & Theory — Table of Contents 5 96-EM-140S-GM06A Instructors Manual — Table of Contents 5 General Description 6 Standard Equipment 6 Optional Equipment 6 ECM Breakout Box (BOB) 7 DLC Breakout Box 8 ConsuLink™ Student Learning Platform 9 STUDENT FACING accessible features 9 INSTRUCTOR FACING accessible features 11 Automatic regulated 12-V battery charger 12 Safety Instructions 12 Installation and Maintenance 12 93-EM-140S-GM06A Teacher Resources consulab.com info@consulab.com 4 Scan this QR code for: Operation Manual Teacher Resources https://www.consulab.com/customer-space 95-EM-140S-GM06A Student Assignments — Table of Contents 95-EM-140S-GM06A 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 053338 and above. Table of contents Start/Stop System theory 3 SA-1 — Basic Component ID 5 SA-2 — Engine Specific ID 7 SA-3 — Component Identification — SENSORS 9 SA-4 — Component Identification — ACTUATORS 11 SA-5 — Charging System Verification 12 SA-6 — Wiring Diagram Practice — ECM Breakout Box Panel 13 SA-7 — Expected Voltages — ECM Breakout Box Panel 18 SA-8 — Measured Voltages — ECM Breakout Box Panel 19 SA-9 — Case Study Diagnosis — CS01 24 SA-9 — Case Study Diagnosis — CS02 25 SA-9 — Case Study Diagnosis — CS03 26 SA-9 — Case Study Diagnosis — CS04 27 SA-9 — Case Study Diagnosis — CS05 28 SA-9 — Case Study Diagnosis — CS06 29 SA-9 — Case Study Diagnosis — CS07 30 SA-9 — Case Study Diagnosis — CS08 31 SA-9 — Case Study Diagnosis — CS09 32 SA-9 — Case Study Diagnosis — ICS01 33 SA-9 — Case Study Diagnosis — ICS03 34 SA-9 — Case Study Diagnosis — ICS04 35 SA-9 — Case Study Diagnosis — ICS05 36 SA-9 — Case Study Diagnosis — ICS06 37 SA-9 — Case Study Diagnosis — ICS07 38 SA-9 — Case Study Diagnosis — ICS08 39 SA-9 — Case Study Diagnosis — ICS09 40 SA-9 — Case Study Diagnosis — ICS10 41 SA-9 — Case Study Diagnosis — ICS11 42 SA-9 — Case Study Diagnosis — ICS12 43 SA-9 — Case Study Diagnosis — ICS13 44 SA-9 — Case Study Diagnosis — ICS14 45 SA-9 — Advanced Case Study Diagnosis Template 46 We have included the table of contents from three other manuals in this operation manual. This serves as a reference to make you aware of all the documentation that comes with the product. https://www.consulab.com/customer-space 93-EM-140S-GM06A Teacher Resources consulab.com info@consulab.com 5 91-EM-140S-GM06A Answer Keys & Theory — Table of Contents 96-EM-140S-GM06A Instructors Manual — Table of Contents 91-EM-140S-GM06A 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 053338 and above. Table of contents General description 3 Standard Equipment 3 Optional Equipment 3 Start/Stop System theory 4 Student assignment Answers SA-1 — Basic Component ID Answers 6 SA-2 — Engine Specific ID Answers 8 SA-3 — Component Identification — SENSORS Answers 10 SA-4 — Component Identification — ACTUATORS Answers 12 SA-5 — Charging System Verification Answers 13 SA-6 — Wiring Diagram Practice — ECM Breakout Box Panel Answers 14 SA-7 — Expected Voltages — ECM Breakout Box Panel Answers 19 SA-8 — Measured Voltages — ECM Breakout Box Panel Answers 20 SA-9 — Case Study Diagnosis — Answers 25 96-EM-140S-GM06A 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, 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 053338 and above. Table of contents General description 4 Standard Equipment 4 Optional Equipment 4 Component Identification and locations 5 Safety Rules 6 Recommended Ways to Introduce your ConsuLink™ Engine Bench to Students 8 Introduce the new ConsuLink™ student learning platform 13 STUDENT FACING 13 INSTRUCTOR FACING 15 Additional Features 16 Student Assignments - Basic orientation and troubleshooting 17 EM-140S-GM06A Wiring Diagram w/ Fault Location for Case Studies 22 consulab.com info@consulab.com 6 93-EM-140S-GM06A General Description General Description The EM-140S-GM06A_05338 engine performance trainer utilizes a fully operational 2019-2016 GM 1.4L Turbo 4 cylinder engine w/GDI and start-stop technology mounted on a mobile stand and is easy to work on with all major components, wiring and connectors that match OEM wiring colors and configuration. This exciting new product is designed for stu- dent led learning using case studies already programmed into our ConsuLinkTM tablet based student learning platform. Students can perform many ASE Education Foundation related Engine Performance and Electrical/Electronic tasks using this trainer. NOTE: Please read the supplemental information provided in the instructors manual regarding how a GM STOP/START system operates and what conditions can prevent operation. Standard Equipment : • GM 1.4L Turbo 4 cylinder w/GDI • Tablet-based ConsuLink™ student learning platform capable of programming both constant and intermittent case study faults • Student Learning Platform including diagnostic case study scenarios, instructor information and HDMI out. • Automatic transmission • OEM instrument cluster • OEM EVAP system • OBD-II DLC connector • DLC breakout box with LED activity lights • ECM breakout box with OEM terminal I.D. • Automatic regulated battery charger • Emergency STOP button • 12V battery and automated battery charger • Fuel tank with OEM Fuel Pump and wiring • Exhaust system with catalytic converter • Heating, Ventilation and Air Conditioning (HVAC) system • Safety covers for all rotating components • Protective instrument panel cover • Scan tool tray with transport handle • Phenol casters (2 fixed & 2 swivel w/locks) HD 2” powder coated square tubing mobile stand • Fork lift pockets • One OEM programmable ignition key included • Fork Lift Bars Set Optional Equipment : • Vinyl dust cover (24082) • Secondary key with programming (53150) consulab.com info@consulab.com 7 93-EM-140S-GM06A ECM Breakout Box (BOB) ECM Breakout Box (BOB) The EM-140S-GM06A ECM Breakout Box is designed for easy testing of input and output signals coming from various sensors and actuators in the complete engine operational system. The identification of all test points match OEM ECM pinout diagrams. Testing at the Breakout Box (BOB) is the same as back probing the ECM harness without any danger of damaging pins! • X1, X2 & X3 connectors (GM’s terminology for ECM labeling). • 2 mm test receptacles to accept most multimeter and oscilloscope test leads. • Faults with variable values; students must use either a scan tool or the ECM BOB for obtaining their diagnostic mea- surements. - Students are not allowed to back-probe or measure at the faulted sensor as there will be false readings. - This is because when a fault with a variable value is selected, the “real” sensor signal is still present at the sensor. • When using open circuit faults students may back-probe or measure at the sensor as required, at instructors discre- tion (Case Studies 1-9). • The ECM BOB pin numbers match OEM service information. • Some pins are not used for specific vehicle and trainer applications. ECM BREAKOUT BOX consulab.com info@consulab.com 8 93-EM-140S-GM06A DLC Breakout Box DLC Breakout Box • Specifically designed for use in educational environments with robust 2mm test pins and LED CAN Bus activity indicators for all 16 pins of a standard OBD DLC. • Y-harness configuration allows for replaceable DLC installation on the trainer. • The ability to replace the Y-harness subassembly allows for a cost-effective repair in case the connector gets damaged. • LED lights indicate data communication is occurring. # Color Signal Description 1 GRN K-Line Gearbox diagnostic 2 - K-Line ABS diagnostic, BUS+ line 3 - 4 BLK CGND Chassis ground 5 BLK SGND Signal Ground 6 BLU CAN HI ABS/ASR diagnostic 7 - K-Line Engine and gearbox diagnostic 8 - K-Line ABS diagnostic 9 - K-Line Cruise-control diagnostic 10 - BUS-Line 11 - 12 BLU/YEL K-Line Airbag diagnostic 13 WHT 14 WHT CAN LO VSS (vehicle speed sensor) 15 - L-Line 16 RED/VIO Battery power DLC BREAKOUT BOX consulab.com info@consulab.com 9 93-EM-140S-GM06A ConsuLink™ Student Learning Platform ConsuLink™ Student Learning Platform • To turn ON, locate the tablet start button and press it to allow tablet to boot up. STUDENT FACING accessible features : • Operation Manual Button : - Optional equipment - Fuel System - Exhaust System - ECM BOB - DLC w/BOB - ConsuLink™ student learning platform operation • How to navigate : - Hit “HOME” button. • Case Studies Button : - Note : Student Assignments (SA) 1 – 8 are different than case studies and need to be completed be- fore Case Studies are assigned. - Student Assignment 9 (SA9) consists of nine (9) student led discovery Case Studies already pro- grammed into the ConsuLink™ student learning platform. - Opening up the case studies : - Select the Case Study assigned by your instructor - Student will have an assignment sheet to complete for each case study - Case studies are written similar to a repair order - Student will need to check for any DTC’s first that may have been left from previous exercises. - Any stored DTC must be cleared before starting on a new case study diagnosis. - Each case study page has a quick link to : - Wiring diagrams - ECM BOB diagrams - Press GREEN button to start Case Study with ENGINE OFF to begin lesson. - REMOVE Case Study only after engine shut down. - Verify DTC’s and clear after each lesson is completed. consulab.com info@consulab.com 10 93-EM-140S-GM06A ConsuLink™ Student Learning Platform • Wiring Diagrams Button : - How to navigate : - Pinch & Zoom - OEM diagrams with PIN numbers matching the trainer • Breakout Box (BOB) Button : - How to navigate : - Pinch & Zoom - OEM diagrams with PIN numbers matching the trainer • Component Locator Button : - “Call outs” and information it reveals. - Use this with Student Assignment SA-1,2,3 & 4. • Scenario Number Button : - Scenario numbers are just a different way for your instructor to assign case studies. • Demonstrate safety ! - This is an expensive piece of equipment, so please respect it ! - Safety glasses required to operate this equipment every time. - No ear buds – complete attention is required when working with this trainer ! - ALWAYS connect trainer to an exhaust removal system before operating. - Locate emergency STOP switch : - NOTE : sometimes the emergency STOP switch can be “disturbed” and result in a crank / no start condition. If there is ever a no start situation ALWAYS push and release the emergency STOP switch and try again to start it up. - There will also be an illuminated red light in the switch if it is open and needs to be reset. - If there is ever a no start condition not related to any case studies, ALWAYS push the emergency STOP button first, then rotate it allowing it to “POP” back up into the closed position, and try to start the engine again. § If STOP/START scan tool data shows “INVALID DATA”, check the BATTERY SENSOR MODULE / BATTERY STATE INFORMATION status. § If the status is “Not Available”, perform the following process: • Remove the 3A inline fuse at the back of the ConsuLink tablet • Unplug the DLC connector harness (see photo) • Disconnect the battery negative cable and allow to remain disconnected and undisturbed for 3 hours • Discuss proper exhaust safety o Do not run this inside closed area, ALWAYS use exhaust hoses § Carbon monoxide is a colorless, odorless deadly gas o Stop here and have students demonstrate correctly connecting exhaust hose and battery maintainer • Show the location of the fuel cell o Explain that the OEM style fuel pump pickup does not extend to the bottom of this custom fuel cell o It is recommended that the fuel gauge read ¼ of a tank or more for the engine to start and operate properly o Complete evaporative emission system operation and testing can be demonstrated • Demonstrate automatic transmission operation o Allows for wheel speed operation o Locate brake pedal assembly o Locate accelerator pedal o Locate automatic shift selector o DO NOT put into park while axle is rotating § Stop/Start option will allow braking ability through the one axle provided o Maximum engine and road speed are internally limited by design o Transmission may only achieve 3rd gear and is normal for trainer operation and safety • Demonstrate safety! (move from page 12 to here) o Explain that this is an expensive piece of equipment and to respect it! o Safety glasses required to operate this equipment every time o No ear buds – complete attention is required when working with this trainer! o Demonstrate emergency STOP Button § NOTE: sometimes the emergency STOP button can be “disturbed” and will result in a crank / no start condition § There will be a red light illuminated inside the button to indicate it has been tripped and is OPEN, needing reset . (crop as needed) § If there is ever a no start condition not related to any case studies, ALWAYS push the emergency STOP button first, then rotate it allowing it to “POP” back up into the closed position, and try to start the engine again (insert photos from current manual of button open and closed) • Show location of the steering wheel control pad required for STOP/START (photo) • Show location of the entertainment center - required for STOP/START (photo) Open circuit Close circuit consulab.com info@consulab.com 11 93-EM-140S-GM06A ConsuLink™ Student Learning Platform INSTRUCTOR FACING accessible features : • Refer to Instructors Guide for how to access Instructor Mode • Instructors Guide Button : - All the resources that an instructor will need to ensure student learning and engagement occur! • Case Studies – Instructor Button : - Instructor mode includes 13 more Instructor led case studies (ICS). • Wiring Diagrams with Faults Button : - Instructor mode includes access to a different set of wiring diagrams. • Fault Insertion Button – Custom Case Study Creation - New case studies can be created by the instructor in addition to intermittent faults, resulting in almost infinite possibilities. - A selection of 16 advanced faults are already programmed into the tablet. consulab.com info@consulab.com 12 93-EM-140S-GM06A Automatic regulated 12-V battery charger Automatic regulated 12-V battery charger With a current capacity of 1.5 A, the automatic regulated 12V battery charger installed on our mobile gas engine training benches has been designed to provide years of reliable service, only if the user thoroughly follows instructions. Safety Instructions • Always disconnect the power cord by pulling on the cord plug and not the cord. • If an electrical extension cord is used with this trainer, make sure it is a 3-wire grounded type cord and made with 16ga or larger wire. • Do not operate the charger with a damaged cord or plug. Replace it immediately. • Do not operate the charger that has received a sharp blow, been dropped or otherwise damaged in any way. Call ConsuLab for repair service. • Do not disassemble the charger when service or repair is required. • Be sure the battery charger power cord is disconnected before making any connections, doing maintenance or cleaning unit. • Be careful when you connect the charger to a 12V battery. Batteries generate explosive hydrogen gas during normal operation. Read and follow all battery manufacturer instructions before installing and turning on the charger. Installation and Maintenance • The charger uses a voltage regulating control circuit that continually monitors the battery voltage and automatically turns the output on and off, safeguarding against battery overcharge. To disconnect the charger, unplug the AC cord first. • Be careful against sparks that may cause the explosion of the battery. AC and DC cords must be well handled prop- erly to avoid any damage by tools, blades or moving engine parts. • Once the battery charger has been properly connected to the battery and AC outlet, the red LED is turned on con- tinuously to indicate that the battery is in charging mode. Depending on the state of charge at the time the charger is connected to the AC outlet, the red LED is flashing on and off to indicate that the voltage output is regulated. The charger is turned off when DC is higher than 14.1 and is turned on with voltage lower than 13.1. Voltage regulation is enabled until the end of battery charging. • Minimum care is required to provide years of reliable service. Keep the battery charger clean and dry. Use a damp cloth to clean the case and cables. consulab.com info@consulab.com 13 93-EM-140S-GM06A Notes Notes consulab.com info@consulab.com 14 93-EM-140S-GM06A Notes Notes 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada © ConsuLab Educatech Inc, 2026. All rights reserved. General Description Standard Equipment : Optional Equipment : ECM Breakout Box (BOB) DLC Breakout Box ConsuLink™ Student Learning Platform STUDENT FACING accessible features : INSTRUCTOR FACING accessible features : Automatic regulated 12-V battery charger Safety Instructions Installation and Maintenance

Student assignments for EM-140S-GM06A_053338 ConsuLink™ GM 1.4L Engine trainer, AC & Stop-Start 95-EM-140S-GM06A_REVA © ConsuLab Educatech Inc, 2026. All rights reserved. 95-EM-140S-GM06A 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 053338 and above. Table of contents Start/Stop System theory 3 SA-1 — Basic Component ID 5 SA-2 — Engine Specific ID 7 SA-3 — Component Identification — SENSORS 9 SA-4 — Component Identification — ACTUATORS 11 SA-5 — Charging System Verification 12 SA-6 — Wiring Diagram Practice — ECM Breakout Box Panel 13 SA-7 — Expected Voltages — ECM Breakout Box Panel 18 SA-8 — Measured Voltages — ECM Breakout Box Panel 19 SA-9 — Case Study Diagnosis — CS01 24 SA-9 — Case Study Diagnosis — CS02 25 SA-9 — Case Study Diagnosis — CS03 26 SA-9 — Case Study Diagnosis — CS04 27 SA-9 — Case Study Diagnosis — CS05 28 SA-9 — Case Study Diagnosis — CS06 29 SA-9 — Case Study Diagnosis — CS07 30 SA-9 — Case Study Diagnosis — CS08 31 SA-9 — Case Study Diagnosis — CS09 32 SA-9 — Case Study Diagnosis — ICS01 33 SA-9 — Case Study Diagnosis — ICS03 34 SA-9 — Case Study Diagnosis — ICS04 35 SA-9 — Case Study Diagnosis — ICS05 36 SA-9 — Case Study Diagnosis — ICS06 37 SA-9 — Case Study Diagnosis — ICS07 38 SA-9 — Case Study Diagnosis — ICS08 39 SA-9 — Case Study Diagnosis — ICS09 40 SA-9 — Case Study Diagnosis — ICS10 41 SA-9 — Case Study Diagnosis — ICS11 42 SA-9 — Case Study Diagnosis — ICS12 43 SA-9 — Case Study Diagnosis — ICS13 44 SA-9 — Case Study Diagnosis — ICS14 45 SA-9 — Advanced Case Study Diagnosis Template 46 consulab.com info@consulab.com 3 95-EM-140S-GM06A Start/Stop System theory Start/Stop System theory The use of STOP/START (S/S) systems in vehicles is not new. It first showed up on a vehicle in 1974 when a Toyota was equipped with S/S technology. First off let us look at what it does and why it is used. It should be obvious to you that an engine idling during the red light stop phase of city driving would do two things. First it would decrease fuel mileage (MPG) and second it would increase emissions. During certification of an engine driveline by the EPA, a vehicle idles for approxi- mately 11% during the drive test cycle, so if the engine is turned off, there are no emissions and mileage increases. Europe has seen more S/S systems on vehicles since their certification drive cycle has the vehicle at idle for 25%. So, how does this work and what modifications to the vehicle engine must be made. The simple explanation is the engine electronics turns off the engine if the vehicle has met the enabling criteria of: • Vehicle stopped • Driver’s foot on the brake pedal and off the gas pedal • Engine warm • Battery voltage above pre-set level • No Diagnostic Trouble Codes (DTC’s) Once the driver releases the brake, the engine starts and since it is still in gear drives away. To be able to accomplish this S/S various changes have been made to the vehicle. This 1.4 L engine has a special AGM (Absorbed Glass Mat) battery that is less likely to have the voltage level drop quickly with the engine off. It also has an electric pump that circulates trans- mission fluid and keeps the transmission in gear, ready to move once the engine is started. The Engine Control Module is in control of the S/S system and it monitors the required inputs to verify the 5 conditions of the enabling criteria. Probably the item that is “most” different from non-S/S systems is the starter motor. With a non-S/S starter motor power comes down to a solenoid that moves the drive pinion into mesh with the flywheel and then starts the motor spinning. The solenoid acts as a relay when the “S” terminal is energized. The orange arrow points to the S Terminal. In this illustration, the solenoid is on top of the motor and has three terminals. The top terminal goes to the battery, the bottom terminal goes to the motor and on the left side of the solenoid the S terminal that goes to the starting system. This 1.4L engine uses a special starter motor that will engage the pinion with the flywheel as the engine stops. When the driver removes his foot from the brake pedal, a relay will close the circuit to the motor, and it will spin. With the starter engaged, the start sequence is shorter, and the engine starts faster. These two separate functions: engage the starter drive pinion and power the motor will require 2 separate signals from the start circuit. Notice the two yellow wires running to the top of the solenoid. One is for moving the drive pinion and the other energizes the relay function of the solenoid to spin the motor. Most non-S/S engines delay the fuel injection until the engine has rotated at least one complete rotation. This 1.4L GM engine injects fuel immediately upon seeing the engine be- ginning to turn, allowing it to start immediately. This starting circuit wiring diagram is a part of the whole diagram that you will use during your lab activities. Look over it as we discuss the starting procedure. Notice the two starting relays in the upper section. One is labeled STARTER RELAY and the other STARTOR PINION SOLENOID ACTUATOR RELAY. Remember in our discussion above that this starter motor requires two inputs: one to engage the starter and one to energize it. STOP/START System Theory The use of STOP/START (S/S) systems in vehicles is not new. It first showed up on a vehicle in 1974 when a Toyota was equipped with S/S technology. First off let us look at what it does and why it is used. It should be obvious to you that an engine idling during the red light stop phase of city driving would do two things. First it would decrease fuel mileage (MPG) and second it would increase emissions. During certification of an engine driveline by the EPA, a vehicle idles for approximately 11% during the drive test cycle, so if the engine is turned off, there are no emissions and mileage increases. Europe has seen more S/S systems on vehicles since their certification drive cycle has the vehicle at idle for 25%. So, how does this work and what modifications to the vehicle engine must be made. The simple explanation is the engine electronics turns off the engine if the vehicle has met the enabling criteria of: Vehicle stopped Driver’s foot on the brake pedal and off the gas pedal Engine warm Battery voltage above pre-set level No Diagnostic Trouble Codes (DTC’s) Once the driver releases the brake, the engine starts and since it is still in gear drives away. To be able to accomplish this S/S various changes have been made to the vehicle. This 1.4 L engine has a special AGM (Absorbed Glass Mat) battery that is less likely to have the voltage level drop quickly with the engine off. It also has an electric pump that circulates transmission fluid and keeps the transmission in gear, ready to move once the engine is started. The Engine Control Module is in control of the S/S system and it monitors the required inputs to verify the 5 conditions of the enabling criteria. Probably the item that is “most” different from non-S/S systems is the starter motor. With a non-S/S starter motor power comes down to a solenoid that moves the drive pinion into mesh with the flywheel and then starts the motor spinning. The solenoid acts as a relay when the “S” terminal is energized. The orange arrow points to the S Terminal. In this illustration, the solenoid is on top of the motor and has three terminals. The top terminal goes to the battery, the bottom terminal goes to the motor and on the left side of the solenoid the S terminal that goes to the starting system. This 1.4L engine uses a special starter motor that will engage the pinion with the flywheel as the engine stops. When the driver removes his foot from the brake pedal, a relay will close the circuit to the motor, and it will spin. With the starter engaged, the start sequence is shorter, and the engine starts faster. These two separate functions: engage the starter drive pinion and power the motor will require 2 separate signals from the start circuit. Notice the two yellow wires running to the top of the solenoid. One is for moving the drive pinion and the other energizes the relay function of the solenoid to spin the motor. Most non-S/S engines delay the fuel injection until the engine has rotated at least one complete rotation. This 1.4L GM engine injects fuel immediately upon seeing the engine beginning to turn, allowing it to start immediately. This starting circuit wiring diagram is a part of the whole diagram that you will use during your lab activities. Look over it as we discuss the starting procedure. Notice the two starting relays in the upper section. One is labeled STARTER RELAY and the other STARTOR PINION SOLENOID ACTUATOR RELAY. Remember in our discussion above that this starter motor requires two inputs: one to engage the starter and one to energize it. The starting sequence is controlled by the Engine Control Module (ECM). If the ECM has all the information it needs, (the five enabling criteria at the beginning) it will control the two relays. Once the vehicle is stopped with the engine running and in drive, the ECM will turn off ignition and injection. As the engine stops, the ECM will energize the STARTER PINION SOLENOID RELAY. When the contacts close, current will flow out the YEL/GRN (Yellow with a green strip) wire. Look at the photo of the starter and you can see the green stripe on the yellow wire. When powers arrives at the STARTER MOTOR, it will engage the pinion to the flywheel. The motor is not spinning but is ready since it is engaged. When the driver removes his foot from the brake pedal, the ECM will energize the STARTER RELAY. When the contacts close current will flow to the STARTER MOTOR through the YEL (Yellow) wire, and the motor will spin turning the engine over. Since the ECM has both ignition and fuel M 1 2 1 2 562084 7 6 5 4 3 2 1 RELAY ENERGIZED HOT W/ IGNITION MAIN 7.5A7.5A 40A RUN START 15A 600A HOT AT ALL TIMES 30A 500A ACC OFF RELAY ENERGIZED CONTROLS IGNITION HOT W/ ENGINE 31 52 31 52 X403 20 15 60 X2248 X34149 33 4 X4 X1 2 X5 50 52X1 1 34 42 61 2 YEL/BLK VIO/GRN VI O /G R N WHT BRN YEL/BLK YEL/VIO VIO/GRY VIO/GRN YEL YE L/ BL K VI O /G R N BL K BL K VI O /G R Y YE L/ VI O BL K/ W H T YE L/ G R N VIO/GRY W H T R ED R ED VI O /B LU VI O /B LUYE L YE L/ BL K R ED VI O /B LU BL K BR N YE L/ G R N R ED R ED YE L BATTERY FUSE BLOCK UNDERHOOD FUSE BLOCK STARTER 2 FUSE IGN COIL FUSE STARTER 1 FUSE VAR/ FUNC FUSE ECM/ TCM FUSE BATTERY SENSOR MODULE BATTERY CURRENT SENSOR IGNITION SWITCH GROUND DISTRIBUTION SYSTEM POWER DISTRIBUTION SYSTEM CHARGING CIRCUIT G104 G406 FUSE 1 BATTERY FUSE 6 STARTER RELAY STARTER PINION SOLENOID ACTUATOR RELAY STARTER MOTOR (MIDDLE OF LUGGAGE COMPT) (BEHIND HEADLAMP ASSEMBLY) (LEFT FRONT OF ENGINE COMPT, ON CORE SUPPORT) (LUGGAGE COMPT, NEAR BATTERY) (POSITIVE BATTERY CABLE) (RIGHT REAR FRAME RAIL) J329 J108 J144 W/O START/STOP SYSTEM W/ START/STOP SYSTEM (W/O KEYLESS ENGINE START SWITCH) © R ep ro du ce d w ith p er m is si on , M ot oL og ic , I nc . consulab.com info@consulab.com 4 95-EM-140S-GM06A Start/Stop System theory The starting sequence is controlled by the Engine Control Module (ECM). If the ECM has all the information it needs, (the five enabling criteria at the beginning) it will control the two relays. Once the vehicle is stopped with the engine running and in drive, the ECM will turn off ignition and injection. As the engine stops, the ECM will energize the STARTER PINION SOLENOID RELAY. When the contacts close, current will flow out the YEL/GRN (Yellow with a green strip) wire. Look at the photo of the starter and you can see the green stripe on the yellow wire. When powers arrives at the STARTER MOTOR, it will engage the pinion to the flywheel. The motor is not spinning but is ready since it is engaged. When the driver removes his foot from the brake pedal, the ECM will energize the STARTER RELAY. When the contacts close current will flow to the STARTER MOTOR through the YEL (Yellow) wire, and the motor will spin turning the engine over. Since the ECM has both ignition and fuel functioning the engine will start very quickly. Once the engine is running the ECM will de-energize both relays.The STARTER MOTOR will stop spinning and the drive pinion will be retracted out of mesh with the flywheel. All of this is done so that the driver never feels a delay of starting. If everything is functioning correctly, the engine will be running before his foot touches the gas pedal. The start sequence uses the brake pedal being released as its indicator that the engine should be started. All S/S functions are controlled by the ECM. The impact that the DTC’s have on the system goes back to the early days of electronic management of the engine. If there is a problem in the system, the ECM can go into a back-up program. It usually involves turning cooling fans on, increasing fuel delivery, and sometimes retarding the ignition timing. With S/S active and the engine off, some of these strategies are not available. For this reason a DTC may turn off the S/S system. This is an important point for you to realize. Most diagnos- tic procedures will involve reading and possibly clearing any DTC’s. They will also guide you to look at the 5 conditions of the enabling criteria to ensure that they are all present. In addition to the 5 minimum enabling criteria conditions, GM has incorporated other criteria in order to ensure neither the driver nor vehicle are compromised. Here are a few examples. The engine will NOT shut down in the following circumstances: • Ambient temperature is less than 4°C (40°F) • Battery temperature is less than 0°C (32°F) or greater than 55°C (131°F) • Driver seat belt is not fastened, and the driver’s door is not fully closed • HVAC system demand is high • HVAC defrost has been selected • Battery charge is low • The learn procedure needs to be completed on the Battery Sensor Module • Likewise, the engine will AUTOMATICALLY restart if: • Driver door opened and driver seat belt unbuckled • Engine hood opened • Battery charge is low • HVAC demand increases • Vehicle speed increases • Brake booster vacuum has been reduced • Engine coolant temperature is greater than 125°C (257°F) • Economy mode turned OFF by driver • Autostop time exceeded 2 min Through the climate control system, the vehicle can be cycled between off, comfort, and eco air conditioning mode, the priority for STOP/START operation is on customer comfort. Depending on ambient temp, humidity, cabin temperature and cabin temperature setpoint, the least amount of auto stops occur in this mode. In eco mode, the priority is on fuel econo- my. There are more frequent auto stops with some sacrificing of cabin temperature control. With the HVAC turned off, the maximum auto stops occur since there will be no A/C compressor requests. When diagnosing S/S systems, always consult OEM service information to verify enabling criteria as there are over 100! consulab.com info@consulab.com 5 95-EM-140S-GM06A SA-1 — Basic Component ID SA-1 Student assignment #1 Basic Component ID (2 pages) In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step one in getting familiar with this trainer. Using service information fill in each blank with as much information as possible. Component Function Location EM-140S-GM06A Engine Application : Engine Gas or Diesel Engine Mounts Transmission Transmission Fluid Level Inspection Coolant Reservoir & Cap Coolant Hoses Thermostat Cooling Fan Oil Filter Throttle (body) Positive Crankcase Ventilation System consulab.com info@consulab.com 6 95-EM-140S-GM06A SA-1 — Basic Component ID Component Function Location Battery Starter Alternator Belt(s) Ignition Coil(s) Fuel injectors Pre-Cat HO2 Sensor Post-Cat HO2 Sensor Fuse box – Power DLC Fuel Pump ECM Relay Fuel Pump Relay Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 7 95-EM-140S-GM06A SA-2 — Engine Specific ID SA-2 Student assignment #2 Engine Specific ID (2 pages) In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exer- cise is step two in getting familiar with this trainer. Using service information fill in each blank with as much descriptive information as possible. Engine system Engine specific information EM-140S-GM06A Engine Application : Engine Type Gasoline Diesel Vehicle Identification Number VIN : Make of Vehicle Model of Vehicle Year of Vehicle Engine Displacement Number of Cylinders Cylinder Numbering Firing Order Direction of Engine Rotation Compression Ratio consulab.com info@consulab.com 8 95-EM-140S-GM06A SA-2 — Engine Specific ID Engine system Engine specific information Aspiration Turbo N/A Supercharged Ignition System Fuel System Transmission type Glow Plugs (if applicable) Emission Controls EGR DOC SCR w/DEF DPF Other Technologies Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 9 95-EM-140S-GM06A SA-3 — Component Identification — SENSORS SA-3 Student assignment #3 Component Identification — SENSORS (2 pages) In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step three in getting familiar with this trainer and related sensors. Sensor Function Location BOB Pin #’s EM-140S-GM06A Engine Application : A/C pressure transducer A/C control module Accelerator pedal position sensor Alternator Battery sensor Camshaft position sensors - INTAKE Camshaft position sensors - EXHAUST Canister close valve Crankshaft Position Electronic throttle control motor Engine control relay Engine coolant temp EVAP canister purge control solenoid valve Fuel pressure control valve FPCV Fuel pump relay control Fuel pump motor Fuel rail pressure sensor Fuel sender Fuel tank pressure consulab.com info@consulab.com 10 95-EM-140S-GM06A SA-3 — Component Identification — SENSORS Sensor Function Location BOB Pin #’s HO2S-1 HO2S-2 Ignition coil 1 Ignition coil 2 Ignition coil 3 Ignition coil 4 Injector 1 Injector 2 Injector 3 Injector 4 Intake air temp Knock sensor Manifold absolute pressure Oil pressure sensor Throttle position sensor Variable intake solenoid valve INSERT ANY ADDITIONAL SENSORS SPECIFIC TO THIS ENGINE HERE Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 11 95-EM-140S-GM06A SA-4 — Component Identification — ACTUATORS SA-4 Student assignment #4 Component Identification — ACTUATORS In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step four in getting familiar with this trainer and actuators. Using service information fill in each blank with as much information as possible. Actuator Function Location BOB pin #’s EM-140S-GM06A Engine Application : INSERT ANY ADDITIONAL ACTUATORS SPECIFIC TO THIS ENGINE HERE Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 12 95-EM-140S-GM06A SA-5 — Charging System Verification SA-5 Student assignment #5 Charging System Verification In preparation to diagnosing any engine management issue, one has to know that the battery, charging system and all related wiring is working correctly first. This exercise is step five in getting familiar with the correct order of diagnosis – battery first ! EM-140S-GM06A Engine Application : Task Record results & interpret Visual Inspection of Battery Visual Inspection of Alternator Visual Inspection of the Belt Open Circuit Voltage (OCV) State of charge = What can affect this voltage ? Cranking Voltage Lowest voltage observed = Charging System Voltage Is this 2V over OCV ? YES NO Is this system functioning properly ? Voltage drops to verify system integrity Note : Current has to be flowing to perform an accurate Voltage Drop Test Chassis Ground Engine Ground Charging Circuit (+) Charging Circuit (–) Starter (+) Circuit Voltage Drop Starter (–) Circuit Voltage Drop Over or under charging ? OVER UNDER Final Charging Voltage Are there any issues that would prevent proceeding with diagnosing engine performance issues ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 13 95-EM-140S-GM06A SA-6 — Wiring Diagram Practice — ECM Breakout Box Panel SA-6 Student assignment #6 (5 pages) Wiring Diagram Practice — ECM Breakout Box Panel — Connecter X1 In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step six in getting familiar with this trainer and wiring to the ECM. In the chart below, fill in the blanks with the correct information for each of the PIN wire’s identified. Pin wire Color Circuit # Function (Signal / Control / Reference/ ?) EM-140S-GM06A Engine Application : 7 8 9 10 11 12 13 14 15 16 17 18 25 27 28 32 33 34 37 41 44 45 46 47 consulab.com info@consulab.com 14 95-EM-140S-GM06A SA-6 — Wiring Diagram Practice — ECM Breakout Box Panel Pin wire Color Circuit # Function (Signal / Control / Reference/ ?) 48 49 50 51 52 54 57 60 61 64 65 67 70 71 73 Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 15 95-EM-140S-GM06A SA-6 — Wiring Diagram Practice — ECM Breakout Box Panel Wiring Diagram Practice — ECM Breakout Box Panel — Connecter X2 In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step six in getting familiar with this trainer and wiring to the ECM. In the chart below, fill in the blanks with the correct information for each of the PIN wire’s identified. Pin wire Color Circuit # Function (Signal / Control / Reference/ ?) EM-140S-GM06A Engine Application : 2 4 5 6 7 12 13 14 15 20 21 22 23 28 29 30 31 32 33 34 36 37 38 39 40 43 44 45 46 48 consulab.com info@consulab.com 16 95-EM-140S-GM06A SA-6 — Wiring Diagram Practice — ECM Breakout Box Panel Pin wire Color Circuit # Function (Signal / Control / Reference/ ?) 49 50 51 52 53 54 56 57 60 61 63 64 65 66 68 69 70 71 72 73 Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 17 95-EM-140S-GM06A SA-6 — Wiring Diagram Practice — ECM Breakout Box Panel Wiring Diagram Practice — ECM Breakout Box Panel — Connecter X3 In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step six in getting familiar with this trainer and wiring to the ECM. In the chart below, fill in the blanks with the correct information for each of the PIN wire’s identified. Pin wire Color Circuit # Function (Signal / Control / Reference/ ?) EM-140S-GM06A Engine Application : 2 4 6 8 14 15 16 17 18 19 20 21 22 30 40 43 46 47 48 52 55 61 62 68 70 72 73 Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 18 95-EM-140S-GM06A SA-7 — Expected Voltages — ECM Breakout Box Panel SA-7 Student assignment #7 Expected Voltages — ECM Breakout Box Panel — Connecter Developing an accurate, dependable diagnostic strategy will depend on your understanding of how a system works and what measurements are expected when testing any system. This step seven is an exercise designed to verify a student’s understanding of certain common engine management systems. Prior knowledge of the principle of operation for any system in this activity is required. Having completed SA-6 but before proceeding to SA-8 (where the student will actually take voltage measurements at the ECM BOB PIN’s), complete the following chart as best possible with the voltage read- ing you would expect at the PIN’s identified. Your instructor will select certain circuits and systems with the maximum learning opportunity. PIN System/Voltage Key OFF Service Mode KOER EM-140S-GM06A Engine Application : Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 19 95-EM-140S-GM06A SA-8 — Measured Voltages — ECM Breakout Box Panel SA-8 Student assignment #8 (5 pages) Measured Voltages — ECM Breakout Box Panel — Connecter X1 In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step eight in getting familiar with this trainer and ECM breakout box. Follow instructions for ignition “KEY” position and then take and record voltage measurements in the corresponding box of the chart provided. PIN System/Voltage Key OFF Service Mode KOER EM-140S-GM06A GM 1.4L Turbo 4 cylinder w/GDI EXAMPLE APP sensor 1 signal ...0 V 0.9 V 0.9 V 7 8 9 10 11 12 13 14 15 16 17 18 25 27 28 32 33 34 37 41 44 45 46 47 consulab.com info@consulab.com 20 95-EM-140S-GM06A SA-8 — Measured Voltages — ECM Breakout Box Panel PIN System/Voltage Key OFF Service Mode KOER 48 49 50 51 52 54 57 60 61 64 65 67 70 71 73 Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 21 95-EM-140S-GM06A SA-8 — Measured Voltages — ECM Breakout Box Panel Measured Voltages — ECM Breakout Box Panel — Connecter X2 In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step eight in getting familiar with this trainer and ECM breakout box. Follow instructions for ignition “KEY” position and then take and record voltage measurements in the corresponding box of the chart provided. PIN System/Voltage KOFF Service Mode KOER EM-140S-GM06A GM 1.4L Turbo 4 cylinder w/GDI EXAMPLE APP sensor 1 signal ...0 V 0.9 V 0.9 V 2 4 5 6 7 12 13 14 15 20 21 22 23 28 29 30 31 32 33 34 36 37 38 39 40 43 44 45 46 48 consulab.com info@consulab.com 22 95-EM-140S-GM06A SA-8 — Measured Voltages — ECM Breakout Box Panel PIN System/Voltage KOFF Service Mode KOER 49 50 51 52 53 54 56 57 60 61 63 64 65 66 68 69 70 71 72 73 Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 23 95-EM-140S-GM06A SA-8 — Measured Voltages — ECM Breakout Box Panel Measured Voltages — ECM Breakout Box Panel — Connecter X3 In preparation to diagnosing any engine management issue, one has to know what they are working on first. This exercise is step eight in getting familiar with this trainer and ECM breakout box. Follow instructions for ignition “KEY” position and then take and record voltage measurements in the corresponding box of the chart provided. PIN System/Voltage KOFF Service Mode KOER EM-140S-GM06A GM 1.4L Turbo 4 cylinder w/GDI EXAMPLE APP sensor 1 signal ...0 V 0.9 V 0.9 V 2 4 6 8 14 15 16 17 18 19 20 21 22 30 40 43 46 47 48 52 55 61 62 68 70 72 73 Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 24 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — CS01 SA-9 Student assignment #9 Case Study Diagnosis — CS01 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study NOTE : For consistent case study results, it is recommended to insert any case study before starting the engine. It does not require the key to be ON. For the same stability reason, please remove any case study after engine has been turned OFF. Using all the information gathered in Student Assignments 1-8 and this repair order style case study diagnosis handout provided by the instructor, verify the customer concern and document your diagnostic process. Follow OEM trouble- shooting procedures along with ConsuLink™ provided service information for wiring diagrams and ECM breakout box identification. Connect a scan tool to look for any DTC’s or data that leads to the root cause. Using a multi-meter, you may also take and compare measurements at the ECM breakout box. Diagnose up to the point of unplugging harness connectors for further testing. It is NOT recommended to disturb any electrical connectors. Report your findings to the instructor and be prepared to explain each step. Clear all codes at the end of each case study when directed by your instructor. CS01 Customer Concern Customer states engine is not running well, feels low on power and the check engine light is on. Please confirm and advise. Student Observation Explain Strategy Tests Performed Fault Component Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 25 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — CS02 Case Study Diagnosis — CS02 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study NOTE : For consistent case study results, it is recommended to insert any case study before starting the engine. It does not require the key to be ON. For the same stability reason, please remove any case study after engine has been turned OFF. Using all the information gathered in Student Assignments 1-8 and this repair order style case study diagnosis handout provided by the instructor, verify the customer concern and document your diagnostic process. Follow OEM trouble- shooting procedures along with ConsuLink™ provided service information for wiring diagrams and ECM breakout box identification. Connect a scan tool to look for any DTC’s or data that leads to the root cause. Using a multi-meter, you may also take and compare measurements at the ECM breakout box. Diagnose up to the point of unplugging harness connectors for further testing. It is NOT recommended to disturb any electrical connectors. Report your findings to the instructor and be prepared to explain each step. Clear all codes at the end of each case study when directed by your instructor. CS02 Customer Concern Customer states engine has an extended crank but will eventually start up and there is a light on in the dashboard. Confirm and advise. Student Observation Explain Strategy Tests Performed Fault Component Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 26 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — CS03 Case Study Diagnosis — CS03 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study NOTE : For consistent case study results, it is recommended to insert any case study before starting the engine. It does not require the key to be ON. For the same stability reason, please remove any case study after engine has been turned OFF. Using all the information gathered in Student Assignments 1-8 and this repair order style case study diagnosis handout provided by the instructor, verify the customer concern and document your diagnostic process. Follow OEM trouble- shooting procedures along with ConsuLink™ provided service information for wiring diagrams and ECM breakout box identification. Connect a scan tool to look for any DTC’s or data that leads to the root cause. Using a multi-meter, you may also take and compare measurements at the ECM breakout box. Diagnose up to the point of unplugging harness connectors for further testing. It is NOT recommended to disturb any electrical connectors. Report your findings to the instructor and be prepared to explain each step. Clear all codes at the end of each case study when directed by your instructor. CS03 Customer Concern Customer states the vehicles engine quit running and will not start back up. It cranks fine, but will not start. Confirm and advise. Student Observation Explain Strategy Tests Performed Fault Component Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 27 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — CS04 Case Study Diagnosis — CS04 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study NOTE : For consistent case study results, it is recommended to insert any case study before starting the engine. It does not require the key to be ON. For the same stability reason, please remove any case study after engine has been turned OFF. Using all the information gathered in Student Assignments 1-8 and this repair order style case study diagnosis handout provided by the instructor, verify the customer concern and document your diagnostic process. Follow OEM trouble- shooting procedures along with ConsuLink™ provided service information for wiring diagrams and ECM breakout box identification. Connect a scan tool to look for any DTC’s or data that leads to the root cause. Using a multi-meter, you may also take and compare measurements at the ECM breakout box. Diagnose up to the point of unplugging harness connectors for further testing. It is NOT recommended to disturb any electrical connectors. Report your findings to the instructor and be prepared to explain each step. Clear all codes at the end of each case study when directed by your instructor. CS04 Customer Concern Customer states engine is not running well, feels low on power and the check engine light is on. Please confirm and advise. Student Observation Explain Strategy Tests Performed Fault Component Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 28 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — CS05 Case Study Diagnosis — CS05 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study NOTE : For consistent case study results, it is recommended to insert any case study before starting the engine. It does not require the key to be ON. For the same stability reason, please remove any case study after engine has been turned OFF. Using all the information gathered in Student Assignments 1-8 and this repair order style case study diagnosis handout provided by the instructor, verify the customer concern and document your diagnostic process. Follow OEM trouble- shooting procedures along with ConsuLink™ provided service information for wiring diagrams and ECM breakout box identification. Connect a scan tool to look for any DTC’s or data that leads to the root cause. Using a multi-meter, you may also take and compare measurements at the ECM breakout box. Diagnose up to the point of unplugging harness connectors for further testing. It is NOT recommended to disturb any electrical connectors. Report your findings to the instructor and be prepared to explain each step. Clear all codes at the end of each case study when directed by your instructor. CS05 Customer Concern Customer states the vehicles engine will not start up but there is a noise under the hood when attempting to start. Confirm and advise. Student Observation Explain Strategy Tests Performed Fault Component Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 29 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — CS06 Case Study Diagnosis — CS06 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study NOTE : For consistent case study results, it is recommended to insert any case study before starting the engine. It does not require the key to be ON. For the same stability reason, please remove any case study after engine has been turned OFF. Using all the information gathered in Student Assignments 1-8 and this repair order style case study diagnosis handout provided by the instructor, verify the customer concern and document your diagnostic process. Follow OEM trouble- shooting procedures along with ConsuLink™ provided service information for wiring diagrams and ECM breakout box identification. Connect a scan tool to look for any DTC’s or data that leads to the root cause. Using a multi-meter, you may also take and compare measurements at the ECM breakout box. Diagnose up to the point of unplugging harness connectors for further testing. It is NOT recommended to disturb any electrical connectors. Report your findings to the instructor and be prepared to explain each step. Clear all codes at the end of each case study when directed by your instructor. CS06 Customer Concern Customer states the vehicles air conditioning no longer cools, the fuel gauge always indicates empty and there is a dash warning light on. Confirm and advise Student Observation Explain Strategy Tests Performed Fault Component Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 30 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — CS07 Case Study Diagnosis — CS07 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study NOTE : For consistent case study results, it is recommended to insert any case study before starting the engine. It does not require the key to be ON. For the same stability reason, please remove any case study after engine has been turned OFF. Using all the information gathered in Student Assignments 1-8 and this repair order style case study diagnosis handout provided by the instructor, verify the customer concern and document your diagnostic process. Follow OEM trouble- shooting procedures along with ConsuLink™ provided service information for wiring diagrams and ECM breakout box identification. Connect a scan tool to look for any DTC’s or data that leads to the root cause. Using a multi-meter, you may also take and compare measurements at the ECM breakout box. Diagnose up to the point of unplugging harness connectors for further testing. It is NOT recommended to disturb any electrical connectors. Report your findings to the instructor and be prepared to explain each step. Clear all codes at the end of each case study when directed by your instructor. CS07 Customer Concern Customer states the check engine light is on and the STOP/START system no longer works. Confirm and advise. Student Observation Explain Strategy Tests Performed Fault Component Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 31 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — CS08 Case Study Diagnosis — CS08 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study NOTE : For consistent case study results, it is recommended to insert any case study before starting the engine. It does not require the key to be ON. For the same stability reason, please remove any case study after engine has been turned OFF. Using all the information gathered in Student Assignments 1-8 and this repair order style case study diagnosis handout provided by the instructor, verify the customer concern and document your diagnostic process. Follow OEM trouble- shooting procedures along with ConsuLink™ provided service information for wiring diagrams and ECM breakout box identification. Connect a scan tool to look for any DTC’s or data that leads to the root cause. Using a multi-meter, you may also take and compare measurements at the ECM breakout box. Diagnose up to the point of unplugging harness connectors for further testing. It is NOT recommended to disturb any electrical connectors. Report your findings to the instructor and be prepared to explain each step. Clear all codes at the end of each case study when directed by your instructor. CS08 Customer Concern Customer states the vehicles air conditioning no longer cools. Confirm and advise. Student Observation Explain Strategy Tests Performed Fault Component Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 32 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — CS09 Case Study Diagnosis — CS09 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study NOTE : For consistent case study results, it is recommended to insert any case study before starting the engine. It does not require the key to be ON. For the same stability reason, please remove any case study after engine has been turned OFF. Using all the information gathered in Student Assignments 1-8 and this repair order style case study diagnosis handout provided by the instructor, verify the customer concern and document your diagnostic process. Follow OEM trouble- shooting procedures along with ConsuLink™ provided service information for wiring diagrams and ECM breakout box identification. Connect a scan tool to look for any DTC’s or data that leads to the root cause. Using a multi-meter, you may also take and compare measurements at the ECM breakout box. Diagnose up to the point of unplugging harness connectors for further testing. It is NOT recommended to disturb any electrical connectors. Report your findings to the instructor and be prepared to explain each step. Clear all codes at the end of each case study when directed by your instructor. CS09 Customer Concern Customer states the vehicles air conditioning no longer cools. Confirm and advise. Student Observation Explain Strategy Tests Performed Fault Component Input/Output ? consulab.com info@consulab.com 33 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — ICS01 Instructor Case Study Diagnosis — ICS01 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study This is an instructor led lesson where an P0073 code and drivability issue can be demonstrated. Follow the OEM troubleshooting sequence using linked documents for wiring diagrams and ECM breakout box information. You can explore with the scan tool to see if there are any codes or data that lead you to the root cause. Measurements can also be taken at the ECM breakout box. Clear all DTC’s at the end of each case study as directed by your instructor. ICS01 Reverse engineer the customer concern based on the demonstrated case study and vehicle performance. Student Observation Explain Strategy Tests Performed Fault Component This is an instructor led lesson where an P0073 code and drivability issue can be demonstrated. Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 34 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — ICS03 Instructor Case Study Diagnosis — ICS03 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study This is an instructor led lesson where an P0118 code and drivability issue can be demonstrated. Follow the OEM troubleshooting sequence using linked documents for wiring diagrams and ECM breakout box information. You can explore with the scan tool to see if there are any codes or data that lead you to the root cause. Measurements can also be taken at the ECM breakout box. Clear all DTC’s at the end of each case study as directed by your instructor. ICS03 Reverse engineer the customer concern based on the demonstrated case study and vehicle performance. Student Observation Explain Strategy Tests Performed Fault Component This is an instructor led lesson where an P0118 code and drivability issue can be demonstrated. Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 35 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — ICS04 Instructor Case Study Diagnosis — ICS04 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study This is an instructor led lesson where an P0177 code and drivability issue can be demonstrated. Follow the OEM troubleshooting sequence using linked documents for wiring diagrams and ECM breakout box information. You can explore with the scan tool to see if there are any codes or data that lead you to the root cause. Measurements can also be taken at the ECM breakout box. Clear all DTC’s at the end of each case study as directed by your instructor. ICS04 Reverse engineer the customer concern based on the demonstrated case study and vehicle performance. Student Observation Explain Strategy Tests Performed Fault Component This is an instructor led lesson where an P0117 code and drivability issue can be demonstrated. Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 36 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — ICS05 Instructor Case Study Diagnosis — ICS05 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study This is an instructor led lesson where P1101 and P0197 codes and drivability issue can be demonstrated. Follow the OEM troubleshooting sequence using linked documents for wiring diagrams and ECM breakout box information. You can explore with the scan tool to see if there are any codes or data that lead you to the root cause. Measurements can also be taken at the ECM breakout box. Clear all DTC’s at the end of each case study as directed by your instructor. ICS05 Reverse engineer the customer concern based on the demonstrated case study and vehicle performance. Student Observation Explain Strategy Tests Performed Fault Component This is an instructor led lesson where P1101 and P0197 codes, and drivabili- ty issue can be demonstrated. Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 37 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — ICS06 Instructor Case Study Diagnosis — ICS06 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study This is an instructor led lesson where an P1101 code and drivability issue can be demonstrated. Follow the OEM troubleshooting sequence using linked documents for wiring diagrams and ECM breakout box information. You can explore with the scan tool to see if there are any codes or data that lead you to the root cause. Measurements can also be taken at the ECM breakout box. Clear all DTC’s at the end of each case study as directed by your instructor. ICS06 Reverse engineer the customer concern based on the demonstrated case study and vehicle performance. Student Observation Explain Strategy Tests Performed Fault Component This is an instructor led lesson where an P1101 code and drivability issue can be demonstrated.. Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 38 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — ICS07 Instructor Case Study Diagnosis — ICS07 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study This is an instructor led lesson where P0137 and P0172 codes and drivability issue can be demonstrated. Follow the OEM troubleshooting sequence using linked documents for wiring diagrams and ECM breakout box information. You can explore with the scan tool to see if there are any codes or data that lead you to the root cause. Measurements can also be taken at the ECM breakout box. Clear all DTC’s at the end of each case study as directed by your instructor. ICS07 Reverse engineer the customer concern based on the demonstrated case study and vehicle performance. Student Observation Explain Strategy Tests Performed Fault Component This is an instructor led lesson where P0137 and P0172 codes, and drivabili- ty issue can be demonstrated. Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 39 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — ICS08 Instructor Case Study Diagnosis — ICS08 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study This is an instructor led lesson where P1101 and P0101 codes and drivability issue can be demonstrated. Follow the OEM troubleshooting sequence using linked documents for wiring diagrams and ECM breakout box information. You can explore with the scan tool to see if there are any codes or data that lead you to the root cause. Measurements can also be taken at the ECM breakout box. Clear all DTC’s at the end of each case study as directed by your instructor. ICS08 Reverse engineer the customer concern based on the demonstrated case study and vehicle performance. Student Observation Explain Strategy Tests Performed Fault Component This is an instructor led lesson where P1101 and P0101 codes, and drivabili- ty issue can be demonstrated. Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 40 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — ICS09 Instructor Case Study Diagnosis — ICS09 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study This is an instructor led lesson where a P0102 code and drivability issue can be demonstrated. Follow the OEM troubleshooting sequence using linked documents for wiring diagrams and ECM breakout box information. You can explore with the scan tool to see if there are any codes or data that lead you to the root cause. Measurements can also be taken at the ECM breakout box. Clear all DTC’s at the end of each case study as directed by your instructor. ICS09 Reverse engineer the customer concern based on the demonstrated case study and vehicle performance. Student Observation Explain Strategy Tests Performed Fault Component This is an instructor led lesson where a P0102 code and drivability issue can be demonstrated. Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 41 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — ICS10 Instructor Case Study Diagnosis — ICS10 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study This is an instructor led lesson where a P2122 code and drivability issue can be demonstrated. Follow the OEM troubleshooting sequence using linked documents for wiring diagrams and ECM breakout box information. You can explore with the scan tool to see if there are any codes or data that lead you to the root cause. Measurements can also be taken at the ECM breakout box. Clear all DTC’s at the end of each case study as directed by your instructor. ICS10 Reverse engineer the customer concern based on the demonstrated case study and vehicle performance. Student Observation Explain Strategy Tests Performed Fault Component This is an instructor led lesson where a P2122 code and drivability issue can be demonstrated. Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 42 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — ICS11 Instructor Case Study Diagnosis — ICS11 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study This is an instructor led lesson where P0010 and P2089 codes and drivability issue can be demonstrated. Follow the OEM troubleshooting sequence using linked documents for wiring diagrams and ECM breakout box information. You can explore with the scan tool to see if there are any codes or data that lead you to the root cause. Measurements can also be taken at the ECM breakout box. Clear all DTC’s at the end of each case study as directed by your instructor. ICS11 Reverse engineer the customer concern based on the demonstrated case study and vehicle performance. Student Observation Explain Strategy Tests Performed Fault Component This is an instructor led lesson where P0010 and P2089 codes, and drivability issue can be demonstrated. Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 43 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — ICS12 Instructor Case Study Diagnosis — ICS12 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study This is an instructor led lesson where an P0010, P2089 and ¨P0016 codes and drivability issue can be demonstrated. Follow the OEM troubleshooting sequence using linked documents for wiring diagrams and ECM breakout box informa- tion. You can explore with the scan tool to see if there are any codes or data that lead you to the root cause. Measurements can also be taken at the ECM breakout box. Clear all DTC’s at the end of each case study as directed by your instructor. ICS12 Reverse engineer the customer concern based on the demonstrated case study and vehicle performance. Student Observation Explain Strategy Tests Performed Fault Component This is an instructor led lesson where P0010, P2089 and P0016 codes, and drivability issue can be demonstrated. Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 44 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — ICS13 Instructor Case Study Diagnosis — ICS13 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study This is an instructor led lesson where a NO code and drivability issue can be demonstrated. Follow the OEM troubleshooting sequence using linked documents for wiring diagrams and ECM breakout box information. You can explore with the scan tool to see if there are any codes or data that lead you to the root cause. Measurements can also be taken at the ECM breakout box. Clear all DTC’s at the end of each case study as directed by your instructor. ICS13 Reverse engineer the customer concern based on the demonstrated case study and vehicle performance. Student Observation Explain Strategy Tests Performed Fault Component This is an instructor led lesson where a NO code drivability issue can be demonstrated. Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 45 95-EM-140S-GM06A SA-9 — Case Study Diagnosis — ICS14 Instructor Case Study Diagnosis — ICS14 EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study This is an instructor led lesson where a NO code and drivability issue can be demonstrated. Follow the OEM troubleshooting sequence using linked documents for wiring diagrams and ECM breakout box information. You can explore with the scan tool to see if there are any codes or data that lead you to the root cause. Measurements can also be taken at the ECM breakout box. Clear all DTC’s at the end of each case study as directed by your instructor. ICS14 Reverse engineer the customer concern based on the demonstrated case study and vehicle performance. Student Observation Explain Strategy Tests Performed Fault Component This is an instructor led lesson where a NO code drivability issue can be demonstrated. Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 46 95-EM-140S-GM06A SA-9 — Advanced Case Study Diagnosis Template Advanced Case Study Diagnosis Template — ACSF EM-140S-GM06A Engine Application : Clear all DTC’s before beginning each case study This is an ADVANCED lesson where a issue can be demonstrated. Follow the OEM troubleshooting sequence using linked documents for wiring diagrams and ECM breakout box information. You can explore with the scan tool to see if there are any codes or data that lead you to the root cause. Measurements can also be taken at the ECM breakout box. Clear all DTC’s at the end of each case study as directed by your instructor. ACSF Reverse engineer the customer concern based on the demonstrated case study and vehicle performance. Student Observation Explain Strategy Tests Performed Fault Component Input/Output ? Name : Group : Date : Instructor : Grade : consulab.com info@consulab.com 47 95-EM-140S-GM06A Notes Notes 400-6330 Zéphirin-Paquet St. Québec QC G2C 0M3 Canada © ConsuLab Educatech Inc, 2026. All rights reserved. Start/Stop System theory SA-1 — Basic Component ID SA-2 — Engine Specific ID SA-3 — Component Identification — SENSORS SA-4 — Component Identification — ACTUATORS SA-5 — Charging System Verification SA-6 — Wiring Diagram Practice — ECM Breakout Box Panel SA-7 — Expected Voltages — ECM Breakout Box Panel SA-8 — Measured Voltages — ECM Breakout Box Panel SA-9 — Case Study Diagnosis — CS01 SA-9 — Case Study Diagnosis — CS02 SA-9 — Case Study Diagnosis — CS03 SA-9 — Case Study Diagnosis — CS04 SA-9 — Case Study Diagnosis — CS05 SA-9 — Case Study Diagnosis — CS06 SA-9 — Case Study Diagnosis — CS07 SA-9 — Case Study Diagnosis — CS08 SA-9 — Case Study Diagnosis — CS09 SA-9 — Case Study Diagnosis — ICS01 SA-9 — Case Study Diagnosis — ICS02 SA-9 — Case Study Diagnosis — ICS03 SA-9 — Case Study Diagnosis — ICS04 SA-9 — Case Study Diagnosis — ICS05 SA-9 — Case Study Diagnosis — ICS06 SA-9 — Case Study Diagnosis — ICS07 SA-9 — Case Study Diagnosis — ICS08 SA-9 — Case Study Diagnosis — ICS09 SA-9 — Case Study Diagnosis — ICS10 SA-9 — Case Study Diagnosis — ICS11 SA-9 — Case Study Diagnosis — ICS12 SA-9 — Case Study Diagnosis — ICS13 SA-9 — Advanced Case Study Diagnosis Template

Answer Keys and Theory for EM-123-TY05_053372 Brake trainer for hydraulic diagnosis 91-EM-123-TY05_REVA © ConsuLab Educatech Inc, 2026. All rights reserved. Teacher Only 400-6330 Zéphirin-Paquet St. QUEBEC 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 © 2026 ConsuLab Educatech Inc. 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 053372 and above. © Portions of materials contained herein are sourced form Motologic.com consulab.com info@consulab.com 2 91-EM-123-TY05 Table of Contents Table of Contents Product Description 3 Application: 3 Specifications: 3 Educational Advantages 3 Student Assignments SA-1 — Components and Circuits Identification — Answers 5 SA-2 — Master Cylinder Inspection — Answers 7 SA-3 — Master Cylinder Replacement — Answers 8 SA-4 — Inspect Vacuum Brake Booster — Answers 13 SA-5 — Disassemble, Inspect and Reassemble Front Brakes — Answers 17 SA-6 — Disassemble, Inspect and Reassemble Rear Brakes — Answers 26 SA-7 — Stop Light Switch Installation and Adjustment — Answers 34 SA-8 — Inspect and Adjust Brake Pedal Height — Answers 35 SA-9 — Brake Pedal Problem Diagnosis #1 — Answers 37 SA-10 — Brake Pedal Problem Diagnosis #2 — Answers 38 SA-11 — Brake Pedal Problem Diagnosis #3 — Answers 39 SA-12 — Brake Pedal Problem Diagnosis #4 — Answers 40 SA-13 — Brake Pedal Problem Diagnosis #5 — Answers 41 SA-14 — Brake Pedal Problem Diagnosis #6 — Answers 42 SA-15 — Brake Pedal Problem Diagnosis #7 — Answers 43 SA-16 — Brake Pedal Problem Diagnosis #8 — Answers 44 SA-17 — Brake Pedal Problem Diagnosis #9 — Answers 45 SA-18 — Using the On-Car Rotor Lathe (extra) 46 consulab.com info@consulab.com 3 91-EM-123-TY05 Product Description Product Description The EM-123-TY05 Brake Trainer for Hydraulic Diagnosis, based on a Toyota platform, is a comprehensive training tool for teaching and assessing brake service skills. Assembled with OEM components, trainer faithfully replicates a vacuum brake system equipped with discs and drums. It allows students to perform all routine brake maintenance procedures, including component replacement, adjustments, and hydraulic bleeding. Trainer reproduces real braking system behav- iors with different pedal sensations (soft, hard, descending or spongy). Application: 2019 Toyota Corolla Sedan 1.8 L Specifications: • Genuine automotive components (OEM) with fully functional hydraulic system • Hydraulic pressure gauges at each wheel • Lockable fault box with graphical representation of nine (9) hydraulic faults • Components with mechanical defects • Four-wheel disc and drum brake assemblies (NOTE: Rotors, drums, wheel cylinders, disk brake cylinder and pads are new. Other bench components are recy- cled) • 120 VAC to 12 VDC, 7.5 A power supply included • Sturdy powder coated metal stand with two locking swivel and two fixed casters for easy transport • All routine brake maintenance procedures may be performed with this assembly, including component replacement, adjustments and hydraulic bleeding of the system • Fully functional brake booster • This product can be used with the Pro-Cut resurfacing machine NOTE: The EM-123-TY05 Brake Trainer for Hydraulic Diagnosis uses MOTOREX DOT 4 biodegradable brake fluid. Educational Advantages The product would be used to assess technical skills for: • All brake wheel end inspections, maintenance and repair procedures • Diagnosis, repair and bleeding of the hydraulic system • Various customer complaints regarding pedal feel, pull and noise • Using pressure gauges to visualize the effects of hydraulic faults • The procedure for bleeding the master cylinder in the vehicle • Adjusting the brake booster pusher clearance using a special tool (supplied with the product) • Precision measurements for brake disc thickness/runout and pad thickness, for drum diameter and pad thickness consulab.com info@consulab.com 4 91-EM-123-TY05 Student Assignments — Answer Keys Student Assignments Answer Keys consulab.com info@consulab.com 5 91-EM-123-TY05 SA-1 — Components and Circuits Identification — Answers SA-1 — Components and Circuits Identification — Answers 1. Using the diagram below, identify the components numbered 1 to 12. Write your answers below: 1. Front left brake disk brake cylinder 2. Front left brake disc 3. Front right brake disk brake cylinder 4. Front right brake disc 5. Hydraulic brake control block (ABS/VSC) 6. Master cylinder reservoir 7. Brake booster 8. Master cylinder 9. Brake pedal 10. Vacuum hose 11. Rear left brake drum 12. Rear right brake drum 1 2 6 8 10 11 3 4 5 7 9 12 consulab.com info@consulab.com 6 91-EM-123-TY05 SA-1 — Component and Circuit Identification (continued) — Answers 1. What color did you use to identify the primary circuit? The answer may vary 2. What color did you use to identify the secondary circuit? The answer may vary 3. What color did you use to identify the vacuum circuit? The answer may vary 4. Which brake assembly is connected to the primary circuit? Front right and rear left brakes 5. Which brake assembly is connected to the secondary circuit? Front left and rear right brakes 6. Why do we have this type of configuration on this ve- hicle? If any problem (e.g. leak) occurs on one of the circuits, the “X” configuration allows the vehicle to have two opposite wheels (such as front left and rear right) which will allow the vehicle to slow down while maintaining stability during braking 2. Using the diagram below, identify by highlighting the primary circuit, secondary circuit and vacuum circuit using different colors for each one and answer the following questions: consulab.com info@consulab.com 7 91-EM-123-TY05 SA-2 — Master Cylinder Inspection — Answers SA-2 — Master Cylinder Inspection — Answers 1. Refer to Toyota Brake Safety and Maintenance Service Information before proceeding. Please identify the components numbered 1 to 6. Write your answers below 1. Reservoir cap 2. Strainer 3. Brake fluid reservoir 4. Sealing washer 5. Master cylinder retaining pin 6. Master cylinder 2. Inspect these items and their service instructions. 3. Check all parts for dirt or other harmful particles. Why is this step important? This ensures that no dirt is pres- ent in the brake fluid during mechanical inspection. 4. Do not allow dirt or impurities to contaminate the brake fluid. Why? Because it’s brake fluid. We do not want dirt to contaminate the operation of the vehicle's braking system. 5. Clean your work area, return the tools to the correct location and your job card to the supervisor. consulab.com info@consulab.com 8 91-EM-123-TY05 SA-3 — Master Cylinder Replacement — Answers SA-3 — Master Cylinder Replacement — Answers 1. Refer to Toyota Brake Safety and Maintenance Service Information before proceeding. NOTE: When replacing the master cylinder, the booster rod must be checked and adjusted if necessary, and the master cylinder must be bled before connecting to the circuit. This worksheet is used to practice both of these procedures. Caution: Trainer is equipped with flexible hydraulic hoses at the master cylinder and therefore it is not necessary to re- move them from the component or bleed the fluid. The following questions are only used to review the service manual procedure as if the master cylinder needs to be replaced. 2. Are special tools required? Syringe for withdrawing brake fluid, ratchet wrenches, cloths. 3. What should be done to the power brake booster before removing the master cylinder? Release the vacuum in the brake booster. 4. Be careful not to damage or bend the brake lines during disassembly and reassembly. DO NOT disassemble brake lines. 5. After removing the hoses, seal the hose ends and joints to prevent spillage of brake fluid. Why? To prevent con- tamination, brake fluid is hygroscopic (material that has the ability to absorb and retain moisture/water from the ambient air) and to prevent damage to painted surfaces. 6. Remove the cap from the reservoir and extract the brake fluid using a syringe. DO NOT drain brake fluid. 7. Why is it important to immediately clean all surfaces of the vehicle that have been in contact with brake fluid? To avoid damaging paint and components, clean immediately. 8. Disconnect the brake fluid level switch connector (A). What is the role of that and how does it warn the vehicle operator of abnormal conditions? The switch is used to send a signal to the instrument cluster when the fluid level in the master cylinder reservoir is too low. 9. Go to the brake trainer and make sure the vacuum pump is turned off. Pump the pedal until the pressure gauge reads zero vacuum. consulab.com info@consulab.com 9 91-EM-123-TY05 SA-3 — Master cylinder Replacement — Answers If the toggle switch is enabled, a red light comes on and the vacuum pump is activated. If the toggle switch is disabled, the vacuum pump is turned off. 10. Remove two cap screws (A) & (B) holding master cylinder to booster. Do not disconnect the brake lines 11. Remove the master cylinder from the booster, taking care that the piston does not fall out. 12. Position master cylinder on studs (C) & (D) of trainer bracket and hand secure with removed bolts. Inspect/adjust booster rod length 13. Refer to Toyota Brake Safety and Maintenance Service Infor- mation before proceeding. 14. According to the repair manual, when should the booster rod length be adjusted? Required whenever the master cylinder is replaced. A B C D consulab.com info@consulab.com 10 91-EM-123-TY05 SA-3 — Master cylinder Replacement — Answers 15. According to service information, where is the tool (E) needed to measure the brake booster rod length adjust- ment? The accessory tool is supplied with a new master cylinder. 16. What is the clearance value between the brake booster rod and the adjustment tool? 0" (0 mm) 17. According to the service information, what should you use on the tool to mark the tip of the rod when there is contact? White chalk 18. Measure the clearance between the brake booster rod and the adjustment tool. Note: Make sure that the numbers engraved on the tool and the master cylinder are identical, as each tool comes with its own master cylinder. 19. When the rod measuring tool rests against the booster, chalk or mark should transfer to the tip of the booster rod. Notes: - If the stem is too short: No marks are transferred to the stem. - If the rod is too long: The tool does not rest completely on the brake booster. E consulab.com info@consulab.com 11 91-EM-123-TY05 SA-3 — Master cylinder Replacement — Answers 20. What tools are needed to adjust the brake booster rod? SST 09737 00020 and a 7mm socket (or equivalent). 21. Adjust the booster rod as required so that the clearance meets the specification in the service manual. 22. Position the master cylinder on the brake booster and tighten the bolts to the recommended torque. What is the specification? 12.5 Nm (127 kgf.cm, 9 ft.lb) 23. If the booster stem is too long, what is the most likely result? The master cylinder stays a little depressed and it keeps the pressure in the brakes. The fluid heats up and inflates. Result: The brakes start to apply on their own and end up blocking. 24. If the booster stem is too short, what is the most likely result? The pedal has almost no spare travel. Bleeding the master cylinder (on the workbench, fixed in a vice) 25. Place the master cylinder flange in the jaws of the vice and tighten it. NOTE: Do not tighten the vice too hard: You could damage the master cylinder. 26. Select the correct adapters from the bleed kit that exactly match the master cylinder outlets and screw them in place. 27. Connect the two transparent hoses to the bleed adapters and fill the reservoir. consulab.com info@consulab.com 12 91-EM-123-TY05 SA-3 — Master cylinder Replacement — Answers 28. Fill the master cylinder reservoir to the "MAX" mark. NOTE: Water can be used to replace the brake fluid for this exercise, but do not return the master cylinder filled with water to the brake trainer. Instead, use the right fluid (MOTOREX DOT 4 biodegradable). 29. Bleed the master cylinder by repeatedly pushing the piston (with a screwdriver handle or wooden rod) until the transparent hoses are completely filled without any air bubbles. 30. Remove the bleed hoses and adapters 31. Install the supplied brake line fittings into the master cylinder outlet ports and hand tighten only. 32. What is the torque specification for the brake lines at the master cylinder? 19.6 N·m (200 kgf·cm / 14 ft lb) 33. Use the formula to calculate the torque wrench setting. 34. Tighten the brake line fittings to the master cylinder using a pipe nut wrench (union wrench) after the torque wrench is correctly adjusted. 35. Why do I need to adjust the torque setting when using an adapter? The adapter extends the wrench, which changes the length of the lever arm. This changes the force actually applied to the fitting. If you do not adjust the torque on the wrench, you apply too much force → so you tighten too much and you risk damaging the fitting or the master cylinder. consulab.com info@consulab.com 13 91-EM-123-TY05 SA-4 — Inspect Vacuum Brake Booster — Answers SA-4 — Inspect Vacuum Brake Booster — Answers Objective: Check the firmness, operation and check valve of the brake booster system. The brake booster increases pedal force and brake pressure. A vacuum leak (in the brake booster or lines) reduces the assistance and therefore the braking effectiveness. *The brake booster vacuum line is normally connected to engine intake manifold vacuum. An electric vacuum pump is used to simulate engine vacuum. Leak test (without load) 1. The leak test verifies that the brake booster and vacuum check valve maintain vacuum in the system after the vacu- um pump has stopped. If the vacuum cannot be maintained, the maximum level may not be reached during the test bench operation. NOTE: All of these tests assume that the vacuum source is in good condition. 2. Make sure that all trainer valves (V1-V8) are “reset” to no fault. Ask your instructor the instructions to perform the reset. 3. Turn on the vacuum pump switch on the dashboard (in the center, below the 4 hydraulic pressure gauges). Let the pump run until it stops. (Approximately 19-20 inHg on gauge. a. Turn off the pump switch once the vacuum pump has stopped and 19-20 inches of mercury (inHg) on the pressure gauge be reached b. Press the brake pedal slowly 3 to 7 times. c. if the pedal drops as low as possible the first time, but gradually rises after the second or third time the booster is sealed. consulab.com info@consulab.com 14 91-EM-123-TY05 SA-4 — Inspect Vacuum Brake Booster — Answers 4. What happens to the position of the brake pedal after pressing it each time? Select the answer based on the results. a. The reserve distance increased with each pedal press as the vacuum decreased b. the reserve distance decreased with each pedal press as the vacuum decreased 5. Why does the pedal change position? Each application of the brake pedal will draw the vacuum stored in the brake booster 6. If the position changes this way, what does that indicate? (select all that apply) a. Sealed check valve b. Sealed diaphragm c. Sealed brake booster air valve 7. If the position does not change, probable causes? a. Blocked check valve b. Incorrect pedal height adjustment c. Brake booster diaphragm leak d. Leak on vacuum hose (motor → check valve) Leak test under load (pedal held) 1. Turn on the vacuum pump switch and let the pump run until it stops. Leave the pump switch on. • Depress the brake pedal and maintain constant pressure. If the pump starts to run, let it stop. • Turn off the vacuum pump switch • If the brake pedal reserve distance remains unchanged after holding the pedal down for 30 seconds, the booster is sealed. 2. If the brake pedal position changes, what are the two possible causes? The brake booster is leaking at the dia- phragm to atmosphere or the vacuum check valve is not holding (leaking). consulab.com info@consulab.com 15 91-EM-123-TY05 SA-4 — Inspect Vacuum Brake Booster — Answers Operation check 1. Press the brake pedal 6 to 7 times with the vacuum pump switch off. This will drain the vacuum in the brake booster. The vacuum is purged when the vacuum gauge reads zero: • Depress the brake pedal (moderate foot pressure, as if holding a vehicle at a red light) and turn on the vacuum pump while holding the pedal down. • When vacuum enters the power brake booster, the brake pedal should touch the floor. 2. What happened to the brake pedal when the vacuum pump was restarted while the brake pedal was depressed? The height of the brake pedal has dropped to the floor. 3. Why does the pedal move? (select all that apply) a. Pedal depressing opens the brake booster air valve. b. The pressure difference on either side of the diaphragm pushes the master cylinder. c. The pump fills the constant vacuum pressure chamber. 4. Release the brake pedal. 5. Turn off the vacuum pump switch. 6. If the position of the brake pedal did not change when the vacuum pump was switched on, what are the possible causes? Vacuum check valve failure, loss of vacuum source or leaking booster. consulab.com info@consulab.com 16 91-EM-123-TY05 SA-4 — Inspect Vacuum Brake Booster — Answers 7. Ask your instructor to set the V4 valve position to "R". 8. Perform a second brake booster operation check. (Repeat steps 1 to 5). 9. Release the brake pedal and turn off the vacuum pump switch. 10. What was the result of the second operation check? a. The brake pedal did not lower when the pump was started during the test. b. Brake pedal lowered when pump was turned on during test. 11. According to the result of the operation check, what condition did the V4 valve modification simulate? Simulated vacuum loss / no vacuum at the booster. 12. Depress the brake pedal to release all vacuum from the brake booster (vacuum gauge should read 0). Ask your instructor to ensure that all valves (V1-V8) on the simulator are “reset” to no fault. Inspect the vacuum check valve 1. Ask the instructor for a vacuum check valve to perform the test: • Check the presence of ventilation between the brake booster and the engine, and that there is no ventilation between the engine and the brake booster. • Use low air pressure regulated from a rubber-tipped compressed air gun. 2. What was the result of the vacuum check valve test? Air can be pushed from the blower side to the motor side, but not the other way. 3. What is the role of the vacuum check valve? The vacuum control valve is designed to allow only booster ventila- tion to the engine. This is a safety feature: If the engine stops, vacuum remains trapped in the brake booster to allow a series of booster braking actions. consulab.com info@consulab.com 17 91-EM-123-TY05 SA-5 — Disassemble, Inspect and Reassemble Front Brakes — Answers SA-5 — Disassemble, Inspect and Reassemble Front Brakes Answers Objective: Learn the steps prescribed by the manufacturer (tightening torques, dismantling/reassembly sequence, in- spection of tolerances, warping, wear, etc) so as to prepare the student to work according to industry standards. Disassembly 1. Remove the front disc brake cylinder assembly. • Hold the 2 sliding pins of the front disc brake cylinder and unscrew the 2 bolts and remove the front disc brake cylinder assembly. a) To unscrew b) To hold 2. Inspect the front disc brake cylinder assembly dust cover 3. Remove the front brake pads consulab.com info@consulab.com 18 91-EM-123-TY05 SA-5 — Disassemble, inspect and reassemble front brakes — Answers 4. Remove the front brake pad carrier plates NOTE: Each front brake pad carrier plate has a different shape. Be sure to put an identification mark on each plate so that it can be reinstalled in its original position. 5. Remove the front disk brake cylinder carrier slide pins. 6. Using a screwdriver with protective tape on the tip, remove the rubber bushing from each pin (end side) consulab.com info@consulab.com 19 91-EM-123-TY05 SA-5 — Disassemble, Inspect and Reassemble Front Brakes — Answers 7. Remove the front disk brake cylinder carrier dust sleeves. 8. Remove the front disk brake cylinder carrier: • Remove the 2 front disk brake cylinder carrier bolts attached to the steering knuckle. 9. Remove the front disc. NOTE: Mark the front disc and the front axle hub subassembly. consulab.com info@consulab.com 20 91-EM-123-TY05 SA-5 — Disassemble, Inspect and Reassemble Front Brakes — Answers Inspection 1. Using a ruler, measure the thickness of the front disc brake lining. 2. What are the specifications for standard thickness and minimum thickness? What are your measurements tak- en? Standard thickness 11.0 mm (0.433") minimum thickness 1.0 mm (0.0394") Are there components to replace, if so which ones? The answer may vary. NOTE: If the lining thickness of the front disc brake pads is less than the minimum set, replace the front disc brake pads. • Be sure to check the front disc thickness when replacing the front brake pads with new ones. 3. Inspect the front disc brake pad carrier plates: • Make sure that the front disc brake pad carrier plates have sufficient bounce, are free of deformation, cracks consulab.com info@consulab.com 21 91-EM-123-TY05 SA-5 — Disassemble, Inspect and Reassemble Front Brakes — Answers or wear, and that all rust and dirt have been removed. If necessary, replace the plates. 4. Inspect the thickness of the disc • Using a micrometer, measure the thickness of the front disc 5. What are the specifications for standard thickness and minimum thickness and write your measurements taken? Standard Thickness 22.0 mm (0,866") Minimum Thickness 19.0 mm (0,748") NOTE: If the front disc thickness is less than the minimum set, replace the front disc 6. Inspect the disc runout • Temporarily install the front disc using the 5 hub nuts. Torque: 103 Nm (1050 kgf/cm, 76 ft.lbf) 7. Using a magnetic base dial indicator, measure the disc runout 10 mm (0.394 in) from the outside edge of the front disc. 8. What is the maximum allowed front disc runout? What are your measurements taken? 0.05 mm (0.00196") Are there components to replace, if so which ones? The answer may vary. NOTE: If the runout exceeds the maximum set, change the front disk installation position to minimize it. If the runout exceeds the maximum even after changing the installation position, refinish the front disc. If the thickness of the front disc is less than the minimum set, replace it. consulab.com info@consulab.com 22 91-EM-123-TY05 SA-5 — Disassemble, Inspect and Reassemble Front Brakes — Answers 9. Unscrew the 5 hub nuts and remove the front disc. Reassembly 1. Install the front disc. Align the marks on the front disc and the front axle hub subassembly, and install the disc. NOTE: When replacing the front disc with a new one, choose the installation position where the front disc has minimal runout. consulab.com info@consulab.com 23 91-EM-123-TY05 SA-5 — Disassemble, Inspect and Reassemble Front Brakes — Answers 2. Install the front disk brake cylinder mount: • Install the front disc brake cylinder carrier to the axle stub with the 2 bolts. 3. What is the torque specification for the two front disk brake cylinder carrier bolts? Tightening torque: 107 Nm (1091 kgf/cm, 79 ft.lbf) 4. Install the front disk brake cylinder carrier pin dust sleeves. 5. Install the front disk brake cylinder carrier pins: • Apply a thin coat of grease to the sliding pins. • Install a new rubber bushing on the slide pin (end side) consulab.com info@consulab.com 24 91-EM-123-TY05 SA-5 — Disassemble, Inspect and Reassemble Front Brakes — Answers Apply grease to the shaded areas: • Install the 2 front slide pins to the disk brake cylinder carrier. • Push each pin into its dust boot to engage the pin in the boot. 6. Install the front brake pad carrier plates: • Install the 4 front brake pad carrier plates to the disk brake cylinder carrier NOTE: Be sure to install each front disc brake pad carrier plate in the correct position and direction. 7. Install the front brake pads: • Install the 2 front brake pads to the front disk brake cylinder carrier. NOTE: Keep the friction surfaces of the pads and the front disc free of oil and grease. Install the front disc brake pads so that the wear indicator plate is mounted on the top of the vehicle. consulab.com info@consulab.com 25 91-EM-123-TY05 SA-5 — Disassemble, Inspect and Reassemble Front Brakes — Answers 8. Install the front brake disk brake cylinder. • Hold each front brake disk brake cylinder slide pin and secure to disk brake cylinder holder with 2 bolts. • What is the torque specification of its two bolts? Tightening torque: 34.3 Nm (350 kgf/cm, 25 ft.lbf. consulab.com info@consulab.com 26 91-EM-123-TY05 SA-6 — Disassemble, Inspect and Reassemble Rear Brakes — Answers SA-6 — Disassemble, Inspect and Reassemble Rear Brakes Answers Objective: Learn the steps prescribed by the manufacturer (tightening torques, disassembly/reassembly sequence, in- spection of tolerances, wear, etc.) so as to prepare the student to work according to industry standards. Disassembly 1. Remove the brake drum. NOTE: If the rear brake drum subassembly cannot be easily removed, proceed as follows: Remove the gasket from the adjustment hole on the rear side of the drum assembly, insert a screwdriver into the hole, and then hold the rear brake adjustment lever away from the mechanism. Using another screwdriver, engage the brake shoe by turning the adjustment bolt. 2. Remove the rear brake shoes: • Detach the brake shoe tension spring (front). • What tool is suggested in the manufacturer’s procedure to perform this task? SST: 09921-00011. • What should you pay attention to during this step according to the manufacturer's procedure? Do not dam- age the wheel cylinder boot. consulab.com info@consulab.com 27 91-EM-123-TY05 SA-6 — Disassemble, Inspect and Reassemble Rear Brakes — Answers • Remove the front shoe retaining spring and cup. • What tool is suggested in the manufacturer’s procedure to perform this task? SST: 09718-00011 • Remove the bottom retaining spring. • Remove the retaining spring and cup from the rear shoe. consulab.com info@consulab.com 28 91-EM-123-TY05 SA-6 — Disassemble, Inspect and Reassemble Rear Brakes — Answers 3. Remove the self-adjustment lever from the rear brake shoe. Inspection 1. Measure the inner diameter of the drum: • Use a drum dial indicator or equivalent. 2. What are the inner diameter specifications? What are your measurements taken? Standard inner diameter: 228.6 mm maximum inner diameter: 229.6 mm Are there components è replace, if yes which ones? The answer may vary. consulab.com info@consulab.com 29 91-EM-123-TY05 SA-6 — Disassemble, Inspect and Reassemble Rear Brakes — Answers 3. Measure the thickness of the brake shoe linings • Using a ruler, measure the thickness of the shoe lining. • What are the specifications for standard thickness and minimum thickness? What are your measurements taken? Standard thickness: 5.0 mm minimum thickness: 1.0 mm Are there components to replace, if so which ones? The answer may vary. 4. What should be done if the brake shoes on one side are out of specifications? Always replace both sides at the same time. consulab.com info@consulab.com 30 91-EM-123-TY05 SA-6 — Disassemble, Inspect and Reassemble Rear Brakes — Answers Installation 1. Install the rear drum self-adjustment lever • Install the rear brake self-adjustment lever and the retaining spring onto the front brake shoe. 2. Prepare and install the strut set (spreader). 3. Grease: • The anchor plate contact areas. • The adjustment bolt. 4. Why high temperature grease is applied? To reduce wear and ensure correct sliding. consulab.com info@consulab.com 31 91-EM-123-TY05 SA-6 — Disassemble, Inspect and Reassemble Rear Brakes — Answers 5. Assemble the strut set (refer to illustration below) 6. Install the strut set (spreader) on the rear boot. 7. Install the rear and front shoes: • Install the rear shoe. • Install the retaining spring and cup. • Install the front shoe. • Install the retaining spring and cup. • Install the transversal spring. consulab.com info@consulab.com 32 91-EM-123-TY05 SA-6 — Disassemble, Inspect and Reassemble Rear Brakes — Answers 8. Check the complete assembly: • No grease or oil on friction surfaces must be applied. • All springs and levers must be in the correct position. • Strut set must be correctly mounted. 9. Why should you never have grease on friction surfaces? Because it reduces braking and contaminates surfaces. 10. Reinstall the drum • Temporarily install 2 wheel nuts. consulab.com info@consulab.com 33 91-EM-123-TY05 SA-6 — Disassemble, Inspect and Reassemble Rear Brakes — Answers 11. Rear brake adjustment • Through the rear opening: Turn the adjuster to expand the brake shoes until the drum locks. • Measure the brake drum inner diameter and the brake shoes diameter. Check that the difference between the diameters is equal to the play specified for the brake shoes. 12. What is the standard play between drum and shoes? 0.5 mm (0.0197") consulab.com info@consulab.com 34 91-EM-123-TY05 SA-7 — Stop Light Switch Installation and Adjustment — Answers SA-7 — Stop Light Switch Installation and Adjustment Answers Objective: Learn how to install, adjust and check the brake light switch to ensure proper operation of the brake light system. 1. Insert the switch until the threaded part touches the pedal until the threaded sleeve touches the pedal. NOTE: When inserting the brake light switch, hold the pedal from the rear so that it is not depressed. Turn the brake light switch unit 1/4 turn (1/4) clockwise to install. 2. Why should I hold the pedal during insertion? To avoid moving the pedal and distorting the adjustment of the switch. 3. After installation, measure the part that exceeds the plunger. 4. What are the minimum and maximum accepted values for the plunger protrusion? 0.5 mm to 2.6 mm. 5. What should be done if the protrusion exceeds the maximum value? Review the switch installation and adjust the pedal if necessary. consulab.com info@consulab.com 35 91-EM-123-TY05 SA-8 — Inspect and Adjust Brake Pedal Height — Answers SA-8 — Inspect and Adjust Brake Pedal Height — Answers Objective: Learn how to inspect, measure, and properly adjust the brake pedal height of a 2019 Toyota Corolla to OEM specifications. 1. Pedal height measurement 2. What is the correct pedal height range? Between 148 mm and 158 mm. 3. If the height does not comply with, it must be adjusted. 4. Remove the brake lamp switch. 5. Why the brake light switch must be removed before adjusting the pedal? Because its contact may prevent prop- er adjustment or be damaged. 6. Loosen the lock nut on the push rod *1 - Brake pedal cushion *a - Brake pedal height *b - Floor panel *1 Brake Light Switch Assembly *2 Jam Nut *at Brake pedal Height *b floor Panel consulab.com info@consulab.com 36 91-EM-123-TY05 SA-8 — Inspect and Adjust Brake Pedal Height — Answers 7. Turn the push rod to raise or lower the pedal. 8. When the correct height is reached (148–158 mm), tighten the lock nut. 9. What is the torque of the lock nut? 26 N·m. 10. Reinstall the brake light switch according to the procedure. 11. Brake pedal free play check: • Eliminate the vacuum assistance by turning off the pump switch. • Pump the pedal firmly several times until there is no vacuum in the brake servo. 12. Why does the pedal need to be pumped before measuring free play? To eliminate any assistance and obtain an accurate measurement of the actual mechanical movement. 13. Measure the pedal free play. 14. Slowly depress the pedal. 15. Pinpoint the moment when a slight resistance begins. 16. Measure this free play as shown in illustration. 17. What is the free play allowed according to the manufacturer? Between 1.0 mm and 6.0 mm. consulab.com info@consulab.com 37 91-EM-123-TY05 SA-9 — Brake Pedal Problem Diagnosis #1 — Answers SA-9 — Brake Pedal Problem Diagnosis #1 — Answers Objective: Identify various problems related to the brake pedal, such as a hard, soft or gradually descending pedal. These pedal sensations can easily cause concern to a customer, and it is essential to understand the causes. For SA-9 scenario, the instructor must activate valve V1 (set to position D if the product is used without the valve configuration plates) for internal leakage to the master cylinder. Customer Concern: The pedal seemed normal at first, but if I keep it depressed at the red light, the pedal eventually goes down to the floor. 1. Turn on the vacuum pump switch on the dashboard (in the center below the four hydraulic pressure gauges). Let the pump run until it stops automatically (approximately 19–20 inHg on gauge). Pressure Gauge Readings (psi) Front Left The answer may vary. Front Right The answer may vary. Rear Left The answer may vary. Rear Right The answer may vary. 2. Apply normal pressure to the brake pedal (as when braking a vehicle), then write the readings from the four brake pressure gauges on the dashboard. 3. Describe the brake pedal sensation during braking. Normal then gradual lowering under hold (depressing). 4. Describe what happens on the vacuum gauge when applying the brakes. Initial rise to expected range (~800–1200 psi) then inability to maintain (decreasing trend). 5. What is the most likely cause? Internal leakage in the master cylinder if no visible slide. consulab.com info@consulab.com 38 91-EM-123-TY05 SA-10 — Brake Pedal Problem Diagnosis #1 — Answers SA-10 — Brake Pedal Problem Diagnosis #2 — Answers Objective: Identify various problems related to the brake pedal, such as a hard, soft or gradually descending pedal. These pedal sensations can easily cause concern to a customer, and it is essential to understand the causes. For SA-10 scenario, the instructor must activate valve V2 (put in position P if the product is used without the valve configuration plates) for front left circuit blockage. Customer Concern: The pedal is very hard and the stroke is short. The vehicle brakes poorly and strangely pulls to one side. 1. Turn on the vacuum pump switch on the dashboard (in the center below the four hydraulic pressure gauges). Let the pump run until it stops automatically (approximately 19–20 inHg on gauge). 2. Apply normal pressure to the brake pedal (as when braking a vehicle), then write the readings from the four brake pressure gauges on the dashboard. 3. Describe the brake pedal sensation during braking. Pressure Gauge Readings (psi) Front Left The answer may vary. Front Right The answer may vary. Rear Left The answer may vary. Rear Right The answer may vary. 4. Describe what happens on the vacuum gauge when applying the brakes. Front left pressure gauge does not reach ~800–1200 psi (normal range) remains fairly low/near zero, other pressure gauges are close to normal range (~800–1200 psi) 5. What is the most likely cause? Front left brake line blockage or brake disk brake cylinder grabs. consulab.com info@consulab.com 39 91-EM-123-TY05 SA-11 — Brake Pedal Problem Diagnosis #3 — Answers SA-11 — Brake Pedal Problem Diagnosis #3 — Answers Objective: Identify various problems related to the brake pedal, such as a hard, soft or gradually descending pedal. These pedal sensations can easily cause concern to a customer, and it is essential to understand the causes. For SA-11 scenario, the instructor must activate valve V3 (set to position M if the product is used without the valve configuration plates) front right circuit restriction. Customer Concern: The pedal is a little harder than before and it takes longer to descend when braking hard. 1. Turn on the vacuum pump switch on the dashboard (in the center below the four hydraulic pressure gauges). Let the pump run until it stops automatically (approximately 19–20 inHg on gauge). 2. Apply normal pressure to the brake pedal (as when braking a vehicle), then write the readings from the four brake pressure gauges on the dashboard. Pressure Gauge Readings (psi) Front Left The answer may vary. Front Right The answer may vary. Rear Left The answer may vary. Rear Right The answer may vary. 3. Describe the brake pedal sensation during braking. Pedal slightly harder, lower longer. 4. Describe what happens on the vacuum gauge when applying the brakes. Front right pressure gauge slowly rises and tends to stay below ~800–1200 psi, others close to range. 5. What is the most likely cause? Restriction in the front right brake hose or brake disk brake cylinder partial ap- ply. consulab.com info@consulab.com 40 91-EM-123-TY05 SA-12 — Brake Pedal Problem Diagnosis #4 — Answers SA-12 — Brake Pedal Problem Diagnosis #4 — Answers Objective: Identify various problems related to the brake pedal, such as a hard, soft or gradually descending pedal. These pedal sensations can easily cause concern to a customer, and it is essential to understand the causes. For SA-12 scenario, the instructor must activate the V4 valve (put in position R if the product is used without the valve configuration plates) for blocking the vacuum (no assistance). Customer Concern: With each stop, the pedal becomes harder and harder. The vehicle requires more effort to brake. 1. Turn on the vacuum pump switch on the dashboard (in the center below the four hydraulic pressure gauges). Let the pump run until it stops automatically (approximately 19–20 inHg on gauge). 2. Has the vacuum pump stopped? Yes or No Pressure Gauge Readings (psi) Front Left The answer may vary. Front Right The answer may vary. Rear Left The answer may vary. Rear Right The answer may vary. 3. Apply normal pressure to the brake pedal (as when braking a vehicle), then write the readings from the four brake pressure gauges on the dashboard. 4. Describe the brake pedal sensation during braking. With each application, the brake pedal becomes harder and harder 5. Describe what happens on the vacuum gauge when applying the brakes. Reading of 170–210 psi (typical values without assistance, well below ~800–1200 psi). 6. What is the most likely cause? The assistance is absent (vacuum blocked) or the brake booster is faulty. consulab.com info@consulab.com 41 91-EM-123-TY05 SA-13 — Brake Pedal Problem Diagnosis #5 — Answers SA-13 — Brake Pedal Problem Diagnosis #5 — Answers Objective: Identify various problems related to the brake pedal, such as a hard, soft or gradually descending pedal. These pedal sensations can easily cause concern to a customer, and it is essential to understand the causes. For SA-13 scenario, the instructor must activate the V4 valve (set to Q position if the product is used without the valve configuration plates) for vacuum restriction (partial assistance). Customer Note: With each stop, the pedal becomes slightly harder than before. 1. Turn on the vacuum pump switch on the dashboard (in the center below the four hydraulic pressure gauges). Let the pump run until it stops automatically (approximately 19–20 inHg on gauge). 2. Has the vacuum pump stopped? Yes or No Pressure Gauge Readings (psi) Front Left The answer may vary Front Right The answer may vary Rear Left The answer may vary Rear Right The answer may vary 3. Apply normal pressure to the brake pedal (as when braking a vehicle), then write the readings from the four brake pressure gauges on the dashboard. 4. Describe the brake pedal sensation during braking. The pedal hardens slightly with each application. 5. Describe what happens on the vacuum gauge when applying the brakes. Pressures are below the range ~800– 1200 psi, varying with vacuum build-up (partial assistance). 6. What is the most likely cause? Assistance with restriction (partial assistance). consulab.com info@consulab.com 42 91-EM-123-TY05 SA-14 — Brake Pedal Problem Diagnosis #6 — Answers SA-14 — Brake Pedal Problem Diagnosis #6 — Answers Objective: Identify various problems related to the brake pedal, such as a hard, soft or gradually descending pedal. These pedal sensations can easily cause concern to a customer, and it is essential to understand the causes. For SA-14 scenario), the instructor must activate the V5 valve (set to position W if the product is used without the valve configuration plates) for right rear circuit restriction. Customer Concern: The pedal is a little harder and goes down longer with noise/erratic braking effect at the rear. 1. Turn on the vacuum pump switch on the dashboard (in the center below the four hydraulic pressure gauges). Let the pump run until it stops automatically (approximately 19–20 inHg on gauge). 2. Apply normal pressure to the brake pedal (as when braking a vehicle), then write the readings from the four brake pressure gauges on the dashboard. Pressure Gauge Readings (psi) Front Left The answer may vary Front Right The answer may vary Rear Left The answer may vary Rear Right The answer may vary 3. Describe the brake pedal sensation during braking. The pedal is a little harder and the descent is longer. 4. Describe what happens on the vacuum gauge when applying the brakes. The right rear wheel pressure gauge rises slowly and remains below the range ~800–1200 psi while the others are close to the range. 5. What is the most likely cause? Restriction in the right rear brake line or wheel cylinder partial squeezing. consulab.com info@consulab.com 43 91-EM-123-TY05 SA-15 — Brake Pedal Problem Diagnosis #7 — Answers SA-15 — Brake Pedal Problem Diagnosis #7 — Answers Objective: Identify various problems related to the brake pedal, such as a hard, soft or gradually descending pedal. These pedal sensations can easily cause concern to a customer, and it is essential to understand the causes. For SA-15 scenario, the instructor must activate valve V6 (set to position J if the product is used without the valve configuration plates) for front left and rear right lock (two wheels). Customer Concern: The pedal is very hard and the stroke is short. The vehicle brakes poorly and seems unstable. 1. Turn on the vacuum pump switch on the dashboard (in the center below the four hydraulic pressure gauges). Let the pump run until it stops automatically (approximately 19–20 inHg on gauge). 2. Apply normal pressure to the brake pedal (as when braking a vehicle), then write the readings from the four brake pressure gauges on the dashboard. Pressure Gauge Readings (psi) Front Left The answer may vary Front Right The answer may vary Rear Left The answer may vary Rear Right The answer may vary 3. Describe the brake pedal sensation during braking. The pedal is much harder and has a small stroke. 4. Describe what happens on the vacuum gauge when applying the brakes. Front left and rear right wheel pressure gauges do not reach the range (~800–1200 psi and stay very low) while front right and rear left are close to the range. 5. What is the most likely cause? Blockage on the left-hand front and right-hand rear circuits. consulab.com info@consulab.com 44 91-EM-123-TY05 SA-16 — Brake Pedal Problem Diagnosis #8 — Answers SA-16 — Brake Pedal Problem Diagnosis #8 — Answers Objective: Identify various problems related to the brake pedal, such as a hard, soft or gradually descending pedal. These pedal sensations can easily cause concern to a customer, and it is essential to understand the causes. For SA-16 scenario, the instructor must activate valve V7 (set to position E if the product is used without the valve configuration plates) for rear left lock. Customer Customer: The pedal is very hard with little stroke causing unbalanced braking at the rear. 1. Turn on the vacuum pump switch on the dashboard (in the center below the four hydraulic pressure gauges). Let the pump run until it stops automatically (approximately 19–20 inHg on gauge). 2. Apply normal pressure to the brake pedal (as when braking a vehicle), then write the readings from the four brake pressure gauges on the dashboard. Pressure Gauge Readings (psi) Front Left The answer may vary Front Right The answer may vary Rear Left The answer may vary Rear Right The answer may vary 3. Describe the brake pedal sensation during braking. The pedal is much harder, smaller stroke. 4. Describe what happens on the vacuum gauge when applying the brakes. Left rear wheel pressure gauge does not reach ~800–1200 psi. Others close to range. 5. What is the most likely cause? Blockage on left rear circuits. consulab.com info@consulab.com 45 91-EM-123-TY05 SA-17 — Brake Pedal Problem Diagnosis #9 — Answers SA-17 — Brake Pedal Problem Diagnosis #9 — Answers Objective: Identify various problems related to the brake pedal, such as a hard, soft or gradually descending pedal. These pedal sensations can easily cause concern to a customer, and it is essential to understand the causes. For SA-17 scenario), the instructor must activate valve V8 (set to position F if the product is used without the valve configuration plates) having air in the system. Customer Concern: The pedal is spongy and goes down to the floor, especially during prolonged braking. 1. Turn on the vacuum pump switch on the dashboard (in the center below the four hydraulic pressure gauges). Let the pump run until it stops automatically (approximately 19–20 inHg on gauge). 2. Apply normal pressure to the brake pedal (as when braking a vehicle), then write the readings from the four brake pressure gauges on the dashboard. Pressure Gauge Readings (psi) Front Left The answer may vary Front Right The answer may vary Rear Left The answer may vary Rear Right The answer may vary 3. Describe the brake pedal sensation during braking. Pedal is spongy, long stroke, tendency to descend. 4. Describe what happens on the vacuum gauge when applying the brakes. Pressure gauges are difficult to stabilize in the range (~800–1200 psi) and there is inconsistency between wheels. 5. What is the most likely cause? Air in the system. consulab.com info@consulab.com 46 91-EM-123-TY05 SA-18 — Using the On-Car Rotor Lathe (extra) SA-18 — Using the On-Car Rotor Lathe (extra) Objective: Learn how to prepare a vehicle, install a rotor lathe on the vehicle, compensate for runout, make a pro cut, then inspect and clean the disc before reassembly. This assignment helps student to understand how to obtain an opti- mal braking surface , essential to avoid vibration and braking noise on a vehicle. consulab.com info@consulab.com 16 95-EM-123-4HN02 SA2-B - Student activity #2-B Year and Model: VIN: Rotor Location: LF RF RR LR Rotor thickness before refinishing Rotor run-out before refinishing Rotor thickness variation (measure in 8 places): 1. 2. 3. 4. 5. 6. 7. 8. Attach to R.O. # Disc Brake Rotor Refinishing Worksheet © 2002 American Honda Motor Co., Inc. - All Rights Reserved GJA 24213 (0212) Date: Rotor Location: LF RF RR LR Rotor thickness before refinishing Rotor run-out before refinishing Rotor thickness variation (measure in 8 places): 1. 2. 3. 4. 5. 6. 7. 8. Thickest part Thinnest part Maximum variation Refinishing time overall min. Rough-cut time min. Fine-cut time min. – = Technician Signature Technician Number Rotor thickness after refinishing Rotor run-out after refinishing Thickest part Thinnest part Maximum variation Refinishing time overall min. Rough-cut time min. Fine-cut time min. – = Rotor thickness after refinishing Rotor run-out after refinishing Copyright 2009 - 2013 Service Repair Solutions, Inc. Portions of materials contained herein are sourced from American Honda Motor Inc., Co. Copyright 2009 - 2013 Service Repair Solutions, Inc. SA2-B - Student activity #2-B Front brake disc refinishing Name: Group: Date: Instructor: Note: 400-6330 Zéphirin-Paquet St. QUEBEC QC G2C 0M3 Canada © 2025 ConsuLab Educatech Inc. All rights reserved. Product Description Application: Specifications: Educational Advantages Student Assignments SA-1 — Components and Circuits Identification SA-2 — Master Cylinder Inspection SA-3 — Master Cylinder Replacement SA-4 — Inspect Vacuum Brake Booster SA-5 — Disassemble, Inspect and Reassemble Front Brakes SA-6 — Disassemble, Inspect and Reassemble Rear Brakes SA-7 — Stop Light Switch Installation and Adjustment SA-8 — Inspect and Adjust Brake Pedal Height SA-9 — Brake Pedal Problem Diagnosis #1 SA-10 — Brake Pedal Problem Diagnosis #2 SA-11 — Brake Pedal Problem Diagnosis #3 SA-12 — Brake Pedal Problem Diagnosis #4 SA-13 — Brake Pedal Problem Diagnosis #5 SA-14 — Brake Pedal Problem Diagnosis #6 SA-15 — Brake Pedal Problem Diagnosis #7 SA-16 — Brake Pedal Problem Diagnosis #8 SA-17 — Brake Pedal Problem Diagnosis #9 SA-18 — Using the On-Car Rotor Lathe (extra)