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Computerized Engine Controls (MindTap Course List) 11th Edition Steve V. Hatch - eBook PDF pdf download

The document is an overview of the 11th edition of 'Computerized Engine Controls' by Steve V. Hatch, which is available as an eBook PDF. It includes links to download the book and other related titles from the MindTap Course List. The content covers various aspects of computerized engine controls, including electrical theory, components, and system diagnostics.

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Computerized Engine Controls (MindTap Course List) 11th Edition Steve V. Hatch - eBook PDF pdf download

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Printed in the United States of America

Print Number: 01 Print Year: 2019

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii Common Features. . . . . . . . . . . . . . . . . . . . . . . . . 62

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . xi Sensing Devices . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Actuators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
SECTION 1: GENERIC CHAPTERS System Diagnosis and Service . . . . . . . . . . . . . . . 87
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Diagnostic Exercise. . . . . . . . . . . . . . . . . . . . . . . . 89
Chapter 1: A Review of Electricity Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . 89
and Electronics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Chapter 4: Common Operating
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Principles for Computerized Engine
Electrical Circuits Versus Electronic Circuits . . . . . . 4
Control Systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Electron Theory. . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Electrical Theory. . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Electrical Circuits. . . . . . . . . . . . . . . . . . . . . . . . . . 14 Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Polarity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Fuel Volatility and Fuel Octane . . . . . . . . . . . . . . . 92
Circuit Faults. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Electronic Fuel Injection System Operating
Electrical Components. . . . . . . . . . . . . . . . . . . . . . 20 Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Semiconductors. . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Operating Modes of a Fuel Injection System. . . . . 96
Integrated Circuits. . . . . . . . . . . . . . . . . . . . . . . . . 32 Fuel Injection System Components
The Digital Age . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 and System Designs. . . . . . . . . . . . . . . . . . . . . 98
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Ignition System Operating Principles. . . . . . . . . . 112
Diagnostic Exercise. . . . . . . . . . . . . . . . . . . . . . . . 34 Homogeneous Charge Compression Ignition . . . 117
Review Questions. . . . . . . . . . . . . . . . . . . . . . . . . 34 Emission-Control Systems. . . . . . . . . . . . . . . . . . 118
42 V and 48 V Systems. . . . . . . . . . . . . . . . . . . . 122
Chapter 2: Computers in Cars . . . . . . . . . . . . . . . . . 36 Automatic Stop-Start Systems. . . . . . . . . . . . . . . 124
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Diagnostic Exercise. . . . . . . . . . . . . . . . . . . . . . . 124
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Review Questions . . . . . . . . . . . . . . . . . . . . . . . . 124
Why Computers?. . . . . . . . . . . . . . . . . . . . . . . . . . 36
How Computers Work. . . . . . . . . . . . . . . . . . . . . . 43 Chapter 5: Introduction to Diagnostic
Functions of the Engine Computer . . . . . . . . . . . . 54
Controlling Exhaust Gases . . . . . . . . . . . . . . . . . . 56 Concepts and Diagnostic Equipment. . . . . . . . . . 127
Closed-Loop Operation and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Open-Loop Operation. . . . . . . . . . . . . . . . . . . . 57 Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
The PCM and Exhaust Emissions. . . . . . . . . . . . . 58 Diagnostic Concepts . . . . . . . . . . . . . . . . . . . . . . 128
Attitude of the Technician. . . . . . . . . . . . . . . . . . . . 58 Diagnostic Equipment. . . . . . . . . . . . . . . . . . . . . 135
System Diagnosis and Service . . . . . . . . . . . . . . . 59 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Diagnostic Exercise . . . . . . . . . . . . . . . . . . . . . . 164
Diagnostic Exercise. . . . . . . . . . . . . . . . . . . . . . . . 60 Review Questions . . . . . . . . . . . . . . . . . . . . . . . . 164
Review Questions. . . . . . . . . . . . . . . . . . . . . . . . . 60
Chapter 6: Exhaust Gas Composition
Chapter 3: Common Components for and Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Computerized Enginge Control Systems. . . . . . . . 62 Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Exhaust Gas Composition. . . . . . . . . . . . . . . . . . 167
v

Measured Gases. . . . . . . . . . . . . . . . . . . . . . . . . 169 System Diagnosis and Service . . . . . . . . . . . . . . 247

Gas Analyzers. . . . . . . . . . . . . . . . . . . . . . . . . . . 172 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Diagnosing with the Gases. . . . . . . . . . . . . . . . . 175 Diagnostic Exercise. . . . . . . . . . . . . . . . . . . . . . . 249
Diagnostic Exercise. . . . . . . . . . . . . . . . . . . . . . . 177 Review Questions . . . . . . . . . . . . . . . . . . . . . . . . 249
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Review Questions. . . . . . . . . . . . . . . . . . . . . . . . 178 Chapter 10: Advanced Driver
Assist Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
Chapter 7: Understanding OBD II . . . . . . . . . . . . . 180
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Advanced Driver Assist Systems. . . . . . . . . . . . . 252
CARB/EPA/SAE/OBD Background . . . . . . . . . . . 180 Sensors Used with Advanced Driver
What Does OBD II Do?. . . . . . . . . . . . . . . . . . . . 181 Assist Systems . . . . . . . . . . . . . . . . . . . . . . . . 257
Diagnostic Management Software. . . . . . . . . . . . 181 Electronic Driver Convenience Features. . . . . . . 259
Standardization. . . . . . . . . . . . . . . . . . . . . . . . . . 184 Telematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
OBD II Monitors. . . . . . . . . . . . . . . . . . . . . . . . . . 189 Driver Warning and Alert Systems. . . . . . . . . . . . 265
The Ten Global Modes of OBD II. . . . . . . . . . . . . 199 The Six Levels of Autonomous Vehicles . . . . . . . 266
Cold Start Emissions Reduction . . . . . . . . . . . . . 203 Software Hack Prevention . . . . . . . . . . . . . . . . . . 267
Reducing The Escape of HC Emissions Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
During Refueling. . . . . . . . . . . . . . . . . . . . . . . 203 Diagnostic Exercise. . . . . . . . . . . . . . . . . . . . . . . 268
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Review Questions . . . . . . . . . . . . . . . . . . . . . . . . 268
Diagnostic Exercise. . . . . . . . . . . . . . . . . . . . . . . 204
Review Questions. . . . . . . . . . . . . . . . . . . . . . . . 204 Chapter 11: Approach to Diagnostics . . . . . . . . . 271
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Chapter 8: Automotive Multiplexing and
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Networking of Computers . . . . . . . . . . . . . . . . . . . 207 Narrowing Down the Problem Area . . . . . . . . . . . 271
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 Pinpoint Testing. . . . . . . . . . . . . . . . . . . . . . . . . . 275
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 Diagnosing Intermittent Symptoms . . . . . . . . . . . 280
Multiplexing Overview. . . . . . . . . . . . . . . . . . . . . 207 Testing Catalytic Converters . . . . . . . . . . . . . . . . 281
Multiplex System Designs. . . . . . . . . . . . . . . . . . 209 Evaporative System Tests . . . . . . . . . . . . . . . . . . 283
Multiplexing Protocols . . . . . . . . . . . . . . . . . . . . . 211 Diagnosing Air-Fuel Ratio Problems . . . . . . . . . . 287
Communication on a J1850 VPW Data Bus . . . . 213 Diagnosing an Emission Test Failure. . . . . . . . . . 289
Communication on a Can Data Bus. . . . . . . . . . .214 Reprogramming a Computer. . . . . . . . . . . . . . . . 292
Body Control Modules. . . . . . . . . . . . . . . . . . . . . 216 Diagnosis of Excessive Parasitic Draw
Multiplexing Variations. . . . . . . . . . . . . . . . . . . . . 217 on a Modern Vehicle. . . . . . . . . . . . . . . . . . . . 294
Fiber Optic Protocols. . . . . . . . . . . . . . . . . . . . . . 218 The Essential Tools of Electronic
Other Bosch Protocols. . . . . . . . . . . . . . . . . . . . . 219 System Diagnosis. . . . . . . . . . . . . . . . . . . . . . 302
Data Bus Security and Software Diagnostic Exercise. . . . . . . . . . . . . . . . . . . . . . . 303
Hack Prevention . . . . . . . . . . . . . . . . . . . . . . . 219 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303
Diagnosis of Multiplexed Circuits. . . . . . . . . . . . . 220 Review Questions . . . . . . . . . . . . . . . . . . . . . . . . 303
Diagnostic Exercise. . . . . . . . . . . . . . . . . . . . . . . 221
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 SECTION 2: MANUFACTURER-
Review Questions. . . . . . . . . . . . . . . . . . . . . . . . 221
SPECIFIC CHAPTERS
Chapter 9: Hybrid and Electric Vehicles. . . . . . . 224
Chapter 12: General Motors
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
Computerized Engine Controls . . . . . . . . . . . . . . . 308
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
Common Components. . . . . . . . . . . . . . . . . . . . . 224 Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308
Common Features. . . . . . . . . . . . . . . . . . . . . . . . 226 Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308
Hybrid and Electric Vehicle Designs . . . . . . . . . . 227 Engine Control Module . . . . . . . . . . . . . . . . . . . . 309
Honda Hybrids. . . . . . . . . . . . . . . . . . . . . . . . . . . 229 Inputs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312
Toyota Hybrids. . . . . . . . . . . . . . . . . . . . . . . . . . . 231 Fuel Management Systems. . . . . . . . . . . . . . . . . 323
General Motors Hybrid Vehicles . . . . . . . . . . . . . 237 Spark Management Systems. . . . . . . . . . . . . . . . 332
Ford Hybrids . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245 Emission Control Systems. . . . . . . . . . . . . . . . . . 334
Fuel Cell Vehicles. . . . . . . . . . . . . . . . . . . . . . . . .245 GM Ecotec Engine. . . . . . . . . . . . . . . . . . . . . . . . 337

GM LT1 Engine. . . . . . . . . . . . . . . . . . . . . . . . . . 337 Chapter 15: European (Bosch) Computerized

Other ECM-Controlled Systems. . . . . . . . . . . . . . 337 Engine Controls . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402
Body Control Module. . . . . . . . . . . . . . . . . . . . . . 346
GM Multiplexing. . . . . . . . . . . . . . . . . . . . . . . . . . 346 Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402
GM Driver Assist Features. . . . . . . . . . . . . . . . . . 347 Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349 Bosch Fuel Management Systems
Diagnostic Exercise. . . . . . . . . . . . . . . . . . . . . . . 349 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403
Review Questions. . . . . . . . . . . . . . . . . . . . . . . . 349 The Bosch Motronic and LH-Motronic
Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406
Inputs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409
Chapter 13: Ford Motor Company
Fuel Management System. . . . . . . . . . . . . . . . . . 412
Computerized Engine Controls . . . . . . . . . . . . . . . 352 Spark Management System . . . . . . . . . . . . . . . . 415
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352 Emission Systems. . . . . . . . . . . . . . . . . . . . . . . . 417
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352 Electronic Transmission Control. . . . . . . . . . . . . . 417
Powertrain Control Module . . . . . . . . . . . . . . . . . 352 Bosch Motronic and OBD II. . . . . . . . . . . . . . . . . 418
Inputs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353 Motronic ME7 . . . . . . . . . . . . . . . . . . . . . . . . . . . 419
Fuel Management Systems. . . . . . . . . . . . . . . . . 357 Motronic MED . . . . . . . . . . . . . . . . . . . . . . . . . . . 420
Ignition Systems . . . . . . . . . . . . . . . . . . . . . . . . . 363 BMW Valvetronics System. . . . . . . . . . . . . . . . . . 420
Emission Control Systems. . . . . . . . . . . . . . . . . . 364 System Diagnosis and Service . . . . . . . . . . . . . . 420
Ecoboost Engine. . . . . . . . . . . . . . . . . . . . . . . . . 369 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421
Other PCM-Controlled Systems. . . . . . . . . . . . . . 370 Diagnostic Exercise. . . . . . . . . . . . . . . . . . . . . . . 422
Body Control Modules and Ford Review Questions . . . . . . . . . . . . . . . . . . . . . . . . 422
Multiplexing Systems . . . . . . . . . . . . . . . . . . . 371
Voice Recognition Systems. . . . . . . . . . . . . . . . . 372 Chapter 16: Asian Computerized Engine
Advancetrac™ System . . . . . . . . . . . . . . . . . . . . 374 Controls. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424
System Diagnosis and Service . . . . . . . . . . . . . . 374
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424
Diagnostic Exercise. . . . . . . . . . . . . . . . . . . . . . . 375 Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424
Review Questions. . . . . . . . . . . . . . . . . . . . . . . . 376 Nissan: Electronic Concentrated Control
System (ECCS). . . . . . . . . . . . . . . . . . . . . . . . 424
System Diagnosis and Service . . . . . . . . . . . . . . 434
Chapter 14: Chrysler Corporation Toyota Computer-Controlled System (TCCS) . . . 434
Computerized Engine Controls . . . . . . . . . . . . . . . 378 System Diagnosis and Service . . . . . . . . . . . . . . 444
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378 Honda: Programmed Fuel Injection (PGM-FI). . . 444
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378 System Diagnosis and Service . . . . . . . . . . . . . . 453
Powertrain Control Module . . . . . . . . . . . . . . . . . 379 Mazda Skyactiv-X System. . . . . . . . . . . . . . . . . . 453
Inputs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380 Diagnostic Exercise. . . . . . . . . . . . . . . . . . . . . . . 454
Fuel Management Systems. . . . . . . . . . . . . . . . . 386 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455
Idle Speed Control. . . . . . . . . . . . . . . . . . . . . . . . 388 Review Questions . . . . . . . . . . . . . . . . . . . . . . . . 455
Spark Management Systems. . . . . . . . . . . . . . . . 389
Emission Control Systems. . . . . . . . . . . . . . . . . . 392 Appendix A: Automotive-Related Internet
Other PCM-Controlled Systems. . . . . . . . . . . . . . 394 Addresses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 457
Chrysler Multiplexing Systems. . . . . . . . . . . . . . . 394
Advanced Chrysler Electronic Systems. . . . . . . . 395 Appendix B: Automotive Apps for
System Diagnosis and Service . . . . . . . . . . . . . . 398 Smartphones and Tablets. . . . . . . . . . . . . . . . . . . . 458
Diagnostic Exercise. . . . . . . . . . . . . . . . . . . . . . . 399
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 461
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399
Review Questions. . . . . . . . . . . . . . . . . . . . . . . . 399 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475

The application of electronics has made automotive of each chapter as key terms, and they appear
technology exciting, fast paced, and, certainly, more in boldface type at their first use in the chapter.
complicated. Technological advancements continue to These key terms are also defined in the glossary.
add complexity to the modern automobile at record- ●● Diagnostic & Service Tips. These tips offer advice
setting rates. Almost all systems on the automobile are that can be helpful to the technician when diag-
now controlled by electronic control modules. Autono- nosing and servicing vehicles as well as when
mous (self-driving) cars and trucks already exist and addressing customer concerns.
are being experimented with on public roads. They will ●● Summary. Each chapter contains a summary that
likely soon be available in dealership showrooms for reviews the major concepts presented.
consumers to buy. Today’s automobiles already have ●● Diagnostic Exercise. Following the chapter sum-
collision avoidance systems, lane departure/lane sway mary, a diagnostic exercise is provided that pres-
warning systems, and parking assist systems that can ents an important chapter concept in the context of
control the electric steering system in order to paral- a real-life scenario.
lel park the vehicle precisely in a tight parking space. ●● Review Questions. Review questions are provided
Ultimately, the advancements in technology require at the end of each chapter to help readers to test
automotive service technicians to be trained in the their recall and comprehension of the material,
electronic principles used in automotive technology and as well as to reinforce the concepts covered. All
to continue to actively pursue upgrade training through- of these review questions have been written in a
out their careers. Those who do this will find the task multiple-choice format—the type of question that
challenging, but achievable and rewarding. would be found on an ASE test.
This text was written in response to a widely recog-
nized need within the industry: to help both entry-level WARNINGS AND CAUTIONS
students and experienced professional technicians
acquire a strong grasp of how computerized automotive Personal safety concerns about specific computerized
systems operate and how to diagnose problems with engine control systems are highlighted where applica-
them. Although this text focuses mainly on electronic ble. This text follows industry standards for using the
engine control systems, it will also help readers under- following terms:
stand the principles that underlie any vehicle system ●● Warnings indicate that failure to observe correct
that is under the control of a computer. diagnostic or repair procedures could result in per-
Computerized Engine Controls is written with the sonal injury or death.
assumption that readers are familiar with the basic ●● Cautions indicate that failure to observe correct
operating principles of the internal combustion engine. diagnostic or repair procedures could result in
damage to tools, equipment, or the vehicle being
serviced.
CHAPTER AIDS
Students should understand that although working
Chapters in this edition contain the following features:
with computerized controls is not inherently dangerous,
●● Objectives. Objectives are provided at the begin- failure to observe recognized safety practices is. There
ning of each chapter to help the reader identify the are, unfortunately, many more injuries and accidents in
major concepts that are presented. the automotive repair business than there should be.
●● Key Terms. Terms that are unique to computerized Good safety practices, if learned early in a student’s
engine control systems are listed at the beginning career, can literally be lifesaving later on.

viii

NEW TO THIS EDITION follow. These are the reasons that ASE continues to
provide questions on their tests regarding exhaust
This textbook continues to be divided into two sec- gas composition.
tions, as with the tenth edition. Section I contains all ●● Chapter 10, a chapter that was new to the tenth
the generic chapters—Chapter 1 through Chapter 11. edition of this textbook, has been reorganized and
The principles in these chapters apply to all modern given a new name, as per the now-common name
vehicles, regardless of manufacturer. Section II con- for the systems discussed in this chapter: Advanced
tains all the manufacturer-specific chapters—Chapter Driver Assist Systems, also known as ADAS.
12 through Chapter 16, with one chapter dedicated to ●● Chapter 16 now includes a section on the Mazda
each of the following: Activ-X Spark Controlled Compression Ignition
●● General Motors Computerized Engine Controls (SPCCI) system, which will be introduced on the
●● Ford Motor Company Computerized Engine Controls Mazda 3 in the 2020 model year.
●● Chrysler Corporation Computerized Engine Controls ●● Other subtle changes are also found throughout
●● European (Bosch) Computerized Engine Controls the textbook including such things as the addition
●● Asian Computerized Engine Controls of a digital mass air flow sensor to the Ford chapter
(Chapter 13), the addition of a 48 V system to the
Some of the changes for the eleventh edition of Chrysler chapter (Chapter 14), and the addition of an
Computerized Engine Controls include the following: analog mass air flow sensor to Honda in the Asian
●● The figures and photographs in the textbook are chapter (Chapter 16). Some additional information
now in full color, providing a higher level of defini- has also been added to Chapter 16 regarding a
tion and understanding for the reader than previous Honda concept known as Honda Earth Dreams.
editions. ●● Additional questions have been added to the review
●● Chapter 4 now includes a section on Homogeneous questions section in several of the chapters, and
Charge Compression Ignition (HCCI) technology many other questions have simply been updated.
that many manufacturers have been working to
bring to market.
●● Chapter 6 has been renamed Exhaust Gas Com- SUGGESTIONS ON HOW
position and Analysis. Whether or not the student/
technician has an exhaust gas analyzer available,
TO USE THIS TEXT
he/she, at the very least, needs to understand Different manufacturers often follow the same basic
the theory of exhaust gas composition. This the- principles. You can learn a great deal by placing your
ory allows the reader to properly understand the initial focus on the information that is applicable to
emission systems that are present on the modern most, if not all, vehicles. Therefore, you should first
automobile. And it is also critically important to study the generic chapters in Section I. Once you have
understanding the purpose and intent behind the mastered the information in Section I, read the chapters
concepts of OBD II, as explained in Chapter 7 to in Section II according to your specific interests.

SUPPLEMENTS INSTRUCTOR RESOURCES that will help students learn and apply concepts while
it allows instructors to measure skills and outcomes
A full suite of instructor resources is available online, with ease.
including MindTap meets the needs of today’s automotive
●● Lesson plans with answers to all diagnostic exer- classroom, shop, and student. Within the MindTap,
cises and end-of-chapter review questions faculty and students will find editable and submittable
●● Lab sheets correlated to the ASE L-1 task list job sheets correlated to relevant ASE L-1 tasks. MindTap
●● PowerPoint lecture slides also offers students the opportunity to reinforce their
●● Chapter tests powered by Cognero® understanding of theory, improve their critical thinking
●● An image gallery with all photographs and illustra- skills, and practice using diagnostic tools in a virtual
tions from the text environment with the inclusion of Cengage’s unique
●● A MindTap Educator’s Guide to help you custom- theory simulations. A suite of S/P2® safety, pollution,
ize your course and make the most of MindTap’s and soft skills modules for diesel technicians is available
media-rich online learning experiences. in the Learning Path. Additional engaging activities
include videos, animations, matching exercises, and
To access these instructor resources, go to login gradable assessments.
.cengage.com and create an account or log into your Instructors can customize the MindTap Learning
existing account. Path by adding or hiding content to match their syllabus
and grading preferences. Analytics and reports provide
MindTap for Computerized Engine Controls, a snapshot of class progress, time on task, engage-
11th edition ment, and completion rates.

MindTap for Computerized Engine Controls provides a

customized learning solution with relevant assignments

I am, once again, very honored to be able to present Finally, many thanks to the following for their critical
the current revision of this textbook. There are many reviews of this edition of the text:
people upon whom I depend greatly and without whom Michael D. Logan, Universal Technical Institute,
this textbook would not be the success it is today. Avondale, Arizona
I would like to thank my family, my friends, and my Mitch Connor, ASE Master Certified Plus L1 and
colleagues who have encouraged me. I would also Light Duty Diesel, Lake Superior College, Duluth,
like to thank my students, both at the entry level and Minnesota
at the professional level, who, while in my classes Dr Randell Peters, Professor and Chairperson,
over the years, have affirmed the need for a textbook Department of Applied Engineering and Technology
such as this and have provided me with the positive Management, Indiana State University, Terre Haute,
feedback that has continued to encourage me in this Indiana
endeavor. I also enjoy the feedback of real-world Richard L. Cox, ASE Master Technician/Advanced
diagnostic situations provided to me by the professional Level Engine Specialist and Instructor, NCK Tech
technicians in my classes that reinforce the theories of College, Hays, Kansas
this textbook. I would like to thank William K. Bencini Steven P. Klausing, University of Northwestern
of Colorado State University in Pueblo, Colorado, who Ohio, Lima, Ohio
allowed me to use several of his photos of Honda The publisher would also like to thank the author,
i-VTEC components in the book. And I would like to Steve V. Hatch, for providing the photographs used
thank Chris Chesney of CARQUEST Technical Institute throughout this edition of the textbook and for the CAN
for the information he provided to me and for the fuse data bus waveforms used for the cover image.
voltage drop charts in Chapter 11.
I would also like to thank my wife, Geralyn, for her
continued patience with the many hours that this effort
has required of me.

Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CHAPTER 1
A Review of Electricity
and Electronics
KEY TERMS OBJECTIVES
Amp or Ampere Upon completion and review of this chapter, you should be able to:
Amperage •• Explain the differences between electrical and electronic circuits.
Analog •• Define the difference between an element and a compound.
Armature •• Describe the importance of an atom’s valence ring as it pertains to electrical theory.
Capacitor •• Explain the relationship between voltage, resistance, and amperage.
Clamping Diode •• Identify examples of series circuits and parallel circuits.
Compound •• Describe the construction and operation of semiconductors such as diodes and
Digital transistors.
Diode •• Define the difference between an analog voltage signal and a digital voltage signal.
Dual In-Line Package (DIP) •• Describe the relationship between variable frequency, variable duty cycle, and variable
Electrical pulse-width.
Electromotive Force
Electronic The earliest automobiles had little in the way of electrical systems, but as the
Element automobile has become more complicated and as more accessories have been added,
Free Electron electrical and electronic systems have replaced mechanical methods of control on
H-Gate today’s vehicles. Additional electronic control systems have made and will continue
to make the automobile comply with government standards and consumer demands.
Integrated Circuit (IC) Today, most major automotive systems are controlled by computers.
Molecule This increased use of electrical and electronic systems means two things for the
Negative Ion automotive service technician: first, to be effective, all service technicians need skills
Ohm in electrical diagnosis and repair, almost regardless of the technician’s service spe-
cialty; second, technicians with such skills will command significantly greater financial
Ohm’s Law
rewards and will deserve them.
Permeability There are several principles by which electrical systems operate, but they are
Positive Ion all fairly simple; learning them is not difficult. As each principle is introduced to you
Reluctance through your reading or in class, ask questions and/or read until you understand it.
Review the principles often, and practice the exercises that your instructor assigns.
Resistance
Semiconductor
Solenoid ELECTRICAL CIRCUITS VERSUS ELECTRONIC
Transistor
CIRCUITS
Valence Ring
Volt The differences between electrical circuits and electronic circuits are not always
clear-cut. This has led to some confusion about the use of terms and how an electronic
Voltage or Voltage Potential
system differs from an electrical system. Perhaps the comparisons in the following
Voltage Drop table will help.

ELECTRICAL CIRCUITS ELECTRONIC CIRCUITS

Do physical work: heat, light, and electromagnetism Communicate information: voltages or on/off signals.
used to create movement.
Use electromechanical devices: motors, solenoids, Use solid-state devices (semiconductors) with no
relays. moving parts, such as transistors and diodes.

Operate at relatively high current or amperage. Operate at relatively low current or amperage.
Have relatively low resistance (ohms). Have relatively high resistance (ohms).

May or may not be controlled by an electronic circuit. Are used to control electrical circuits.

Think of electrical circuits as the muscle and elec- the characteristics of that substance. For example, a
tronic circuits as the brain. Electrical circuits have been molecule of water, or H2O, is made up of two atoms of
used in the automobile since the first one came off the hydrogen and one atom of oxygen (H is the chemical
assembly line, but electronic circuits have only been symbol for hydrogen, and O is the chemical symbol for
added to the automobile in more recent years. For oxygen). If a molecule of water is broken down into its
example, interior lighting circuits began on the automo- component atoms, it is no longer water.
bile as simple electrical circuits without any electronic As molecules are made up of atoms, atoms are in
control. But, more often than not, interior lighting sys- turn made up of:
tems on today’s vehicles are controlled electronically by
a computer. ●● Electrons, or negatively charged particles
Even though the use of solid-state components ●● Protons, or positively charged particles
may often be used as a criterion to identify an elec- ●● Neutrons, or particles with no charge; at the level
tronic circuit, solid-state components, such as power of atomic activity concerning us here, neutrons just
transistors, may also be used in an electrical circuit. add mass to the atom
A power transistor is a type of transistor designed to
carry larger amounts of amperage than are normally The smallest and lightest atom is the hydro-
found in an electronic circuit. A power transistor is gen atom. It contains one proton and one electron
essentially a highly reliable relay. ( Figure 1–1); it is the only atom that does not have
Ultimately, an electrical circuit is a circuit that a neutron. The next smallest and lightest atom is the
p erforms work through a load device. An electronic helium atom. It has two protons, two neutrons, and two
circuit is used to intelligently control an electrical circuit. electrons (Figure 1–2). As the hydrogen atom is the
Therefore, an electrical circuit may or may not be under smallest and lightest, and as it has one electron and
the control of an electronic circuit. one proton, it is given an atomic number of 1. As helium
It should also be noted that a component identified is the next lightest, it has an atomic number of 2. Every
as an electronic device always needs a proper power atom has been given an atomic number that indicates
(positive) and ground (negative) just to power up prop- its relative size and weight (or its mass) and the number
erly, whether it is a small integrated circuit (IC) chip of electrons, protons, and neutrons it contains. An atom
or a complex, sophisticated computer. If either one is usually has the same number of electrons, protons, and
lacking, it cannot do its assigned job properly. neutrons.

ELECTRON THEORY Electron

Molecules and Atoms

A study of electricity begins with the smallest pieces
of matter. All substances—air, water, wood, steel,
stone, and even the various substances that our
b odies are made of—are made of the same bits of
Proton
matter. Every substance is made of units called mol-
ecules. A m olecule is a unit formed by combining
Orbit path
two or more atoms; it is the smallest unit that a given
substance can be broken down into and still exhibit all FIGURE 1–1 Hydrogen atom.

Neutrons First layer (2 electrons)

Second layer (8 electrons)

Protons

Nucleus
Electrons (29 protons)

Orbit path
Outer layer (1 electron)
FIGURE 1–2 Helium atom.
Third layer (18 electrons)
FIGURE 1–3 Layers of electrons around a
Elements copper atom nucleus.
Once the three different bits of matter are united to
form an atom, two or more atoms combine to form a
electrons orbiting around its nucleus, the e lectrons
molecule. If all the atoms in the molecule are the same,
form in layers, rather than all of them traveling in the
the molecule is called an element. Which element it
same orbit (Figure 1–3). Some, however, share the
is depends on how many protons, neutrons, and elec-
same orbit, as seen in Figure 1–3. For the purposes of
trons the atoms contain. There are more than a hun-
this text, only the electrons in the last layer are of any
dred different elements. Some examples of elements
real importance. This layer is often called the outer shell
are gold, lead, iron, and sodium. Examples of other
or valence ring. The student should realize that we are
elements that are of concern to an automotive techni-
speaking very loosely here when we describe electrons
cian include hydrogen, carbon, nitrogen, oxygen, and
in shells having orbits. For our purposes, this simple
silicon. An element, then, is a pure substance whose
explanation (a model once called the Rutherford atom)
molecules contain only one kind of atom.
satisfactorily conveys the nature of the electron.
As mentioned, electrons are negatively charged
Compounds and protons are positively charged. You have prob-
A substance such as water, which contains hydrogen ably heard or know that like charges repel and unlike
and oxygen atoms, is called a compound. Examples of charges attract. Electrons are always moving; in fact,
other compounds that are of concern to an automotive they are sometimes said to move at nearly the speed
technician include carbon dioxide, carbon monoxide, of light. These characteristics work together to explain
hydrocarbons, and oxides of nitrogen. Therefore, many of the behaviors of an atom that make current
compounds consist of two or more elements. flow. Current is defined as a mass of free electrons
moving in the same direction.
There are two types of current: direct current (DC)
Molecules and alternating current (AC). Direct current always
A molecule consists of a minimum of two atoms that flows in one direction. Current from a battery is the
are chemically bonded together; it is electrically sta- best example. Most of the devices in an automobile
ble, with a neutral charge. A molecule may contain two use DC. Circuits with AC repeatedly switch the polarity
or more identical atoms and therefore be an element, of the circuit so that current flow (electron movement)
such as an oxygen molecule 1O2 2, or it may have atoms reverses direction repeatedly. The power available
of two or more elements and therefore be a compound, from commercial utility companies is AC and cycles
such as water 1H2O2. (changes polarity) 60 times per second. This is known
as 60 Hertz (Hz) AC voltage. One cycle occurs when
the current switches from forward to backward to
Atomic Structure and Electricity forward again. The car’s alternator (an AC generator)
Notice in Figure 1–1 and Figure 1–2 that the protons produces AC current, which is converted to DC before it
and neutrons are grouped together in the center of leaves the alternator.
each atom, which is called the nucleus of the atom. The fast-moving electron wants to move in a
The electrons travel around the nucleus of the atom in straight line, but its attraction to the proton nucleus
an orbit, similar to the way that the Earth travels around makes it act like a ball tied to the end of a string twirled
the sun. But because an atom usually has several around. The repulsive force between the electrons

keeps them spread as far apart as their attraction to the potential (the greater the number of oppositely charged
nucleus will allow. ions) at each end of the circuit, the greater the number
The fewer electrons there are in the outer shell of of electrons that will start to flow. This potential differ-
the atom and the more layers of electrons there are ence between the two charges is commonly known as
under the outer shell, the weaker is the bond between voltage potential.
the outer electrons and the nucleus. If one of these An example can be created by attaching something
outer electrons can somehow be broken free from its between the two ends of a circuit that will produce pos-
orbit, it will travel to a neighboring atom and fall into the itive and negative ions. This is what a battery or gener-
outer shell there, resulting in two unbalanced atoms. ator does in a circuit (Figure 1–4). If you connect both
The first atom is missing an electron. It is now positively ends of a copper wire to a battery, the voltage poten-
charged and is called a positive ion. The second atom tial will cause electron flow through the wire. However,
has an extra electron. It is negatively charged and is because the wire will not be able to handle the electron
called a negative ion. Ions are unstable. They want flow that the battery can provide, it will burn open very
either to gain an electron or to get rid of one so that quickly. Therefore, some kind of resistance, or opposi-
they are balanced. tion to a steady electric current, is needed in the wire.
Actually, this resistance has two functions. It limits cur-
rent flow so as to keep the wire from burning open, and
ELECTRICAL THEORY it also turns the current flow into some type of useful
work—heat, light, or electromagnetism.
Voltage Potential It is the voltage potential that makes current flow.
Actually, three factors must be present for an electrical
An atom that is a positive ion has positive potential. It
circuit to work properly. These three factors are volt-
has more positive charge than negative charge because
age potential, resistance to flow, and current flow, as
it has more protons than electrons. Suppose that this
demonstrated in the following example:
atom is at one end of a circuit (Figure 1–4). Further
suppose that there is a negative ion at the other end of
the circuit in that this atom has an extra electron, thus Suppose that you have a glass of your favorite
giving it a negative potential. Because of the difference lemonade sitting on your patio table on a nice sum-
in potential at the two ends of the circuit, an electron mer day. Suppose that there is a straw sitting in the
at the negatively charged end will start moving toward glass of lemonade. There is atmospheric pressure
the positively charged end. The greater the difference in acting on the lemonade in the glass and, therefore,
at the lower end of the straw. There is also atmo-
spheric pressure present at the upper end of the
Atom with Atom with
straw (remember, it is just sitting there on the patio
negative charge positive charge
table at the moment). Because there is no potential
(negative ion) (positive ion)
difference between the pressures at the two ends
of the straw, the lemonade is not flowing in the straw.
Electron flow from Now, if you simply close your mouth over the upper
negative to positive end of the straw but do not change the pressure
in your mouth, you will still not get the lemonade to
flow up the straw. You must provide a pressure dif-
ference (or potential) in order to get the lemonade
Light bulb to flow up the straw. You do this by creating a nega-
tive pressure within your mouth (i.e., a pressure that
is less than the atmospheric pressure acting on the
Negative ions at Positive ions at lemonade in the glass). The pressure differential is
negative terminal Battery positive terminal what causes the lemonade to flow up the straw. If
you want to get a larger flow of lemonade, you must
create a larger pressure difference (or suck harder).
Electron flow from However, this only tells half the story. Another factor
negative to positive that influences the volume of lemonade that you get
to flow up the straw is the size of the straw. Sup-
pose that you replace your normal-size straw with
a slender coffee stir stick/straw. This small straw
would limit the volume of lemonade that you could
Light bulb get to flow up the straw. The same is true in an elec-
FIGURE 1–4 Negative versus positive potential. trical circuit. The amount of current that flows in an

electrical circuit is dictated by two factors—how Magnetic flux field

much voltage potential is applied to the circuit and
how much resistance to flow is present in the cir-
cuit. This is, in essence, what is commonly known
as Ohm’s law, described later in this chapter. You
can also apply this same principle to a fuel injector N
in that the flow rate of a fuel injector is dictated by
the amount of pressure difference between the two
ends of the injector and the orifice size (restriction)
of the injector.

Magnetism
Magnetism is closely tied to the generation and use of S
electricity. In fact, one of the prevailing theories is that
magnetism is caused by the movement and group ori-
entation of electrons. Some materials strongly demon-
strate the characteristics associated with magnetism,
FIGURE 1–5 Magnetic field.
and some do not. Those that strongly demonstrate the
characteristics of magnetism, such as iron, are said where magnetic strength is the greatest. As the lines
to have high permeability. Those that do not, such of force extend out of the north pole, they begin to
as glass, wood, and aluminum, are said to have high spread out. Here you see opposition between char-
reluctance. acteristics 2 and 5. The lines of force want to take the
shortest d istance between the poles, but they spread
Lines of Force out because of their tendency to repel each other (char-
acteristic 5). The result is a magnetic field that occupies
It is not known whether there actually is such a thing a relatively large area but has greater density near the
as a magnetic line of force. What is known, however, is body of the magnet.
that magnetism exerts a force that we can understand Because the body of the magnet has high perme-
and manipulate if we assume there are magnetic lines ability, the lines of force are concentrated in the body
of force. Magnetic force is linear in nature, and it can of the magnet (characteristic 4). This accounts for
be managed to do many kinds of work. By assigning the poles of the magnet having the highest magnetic
certain characteristics to these lines of force, we can strength.
explain the behavior of magnetism. Magnetic lines of If there is an object with high permeability near the
force: magnet, the magnetic lines of force will distort from
their normal pattern and go out of their way to pass
1. Have a directional force (north to south outside the through the object (Figure 1–6). The tendency for the
magnet) lines of force to pass through the permeable object is
2. Want to take the shortest distance between two stronger than their tendency to take the shortest route.
poles (just like a stretched rubber band between The lines of force will, however, try to move the object
the two points from which it is held) toward the nearest pole of the magnet.
3. Form a complete loop
4. Are more permeable to iron than air
5. Resist being close together (especially in air)
6. Resist being cut
N
7. Will not cross each other (they will bend first)

Magnetic lines of force extending from a magnet Soft iron

make up what is commonly called a magnetic field (temporarily
and more correctly called magnetic flux (Figure 1–5). assumes a
If a magnet is not near an object made of permeable polarity)
material, the lines of force will extend from the north S

pole through the air to the south pole (characteristic 1).

S
The lines of force will continue through the body of N

the magnet to the north pole to form a complete loop

(characteristic 3). Every magnet has a north pole and
a south pole. The poles are the two points of a magnet FIGURE 1–6 Magnetic field distortion.

Electromagnets low permeability of the air in the center (Figure 1–10).

If the core is placed toward one end of the coil
Early researchers discovered that when current passes (Figure 1–11), the lines of force exert a strong force on
through a conductor, a magnetic field forms around the it to move it toward the center so that they can follow a
conductor (Figure 1–7). This principle makes the use of shorter path. If the core is movable, it will move to the
electromagnets, electric motors, generators, and most center of the coil. A coil around an off-center, movable,
of the other components in electrical circuits possible. and permeable core is a solenoid. A spring is usually
If a wire is coiled with the coils close together, most used to hold the core off center. When the current flow
of the lines of force wrap around the entire coil rather is switched on to create the electromagnet, the mag-
than going between the coils of wire (Figure 1–8). This netic field is stronger than the spring tension and will
is because if they do try to wrap around each loop in overcome the spring tension in order to move the iron
the coil, they must cross each other, which they will not core. This solenoid can be used to do physical work
do (characteristic 7) (Figure 1–9). such as to engage a starter drive to a flywheel or to
If a highly permeable core is placed in the center lock or unlock a door. But for most subjects to which
of the coil, the magnetic field becomes much stronger this textbook pertains, there will be a valve attached
because the high permeability of the core replaces the to the movable iron core. This solenoid-operated valve
may be either spring-loaded normally closed (N/C)
and then opens when electrically energized or spring-
loaded normally open (N/O) and then closes when
electrically energized.
low
o nf
ctr Motors
Ele
In an electric motor, current is passed through a
c onductor that is looped around the armature core
( Figure 1–12). The conductor loops are placed in
FIGURE 1–7 Lines of force forming around a
grooves along the length of the core. The core is
conductor. If you place your left hand on the made of laminated discs of permeable soft iron that
wire with your thumb pointing in the direction
of electron flow, your fingers will be pointing
in the direction of the directional force of the Electron flow
magnetic lines of force. When thinking of
conventional current flow, the same would
apply for the right hand.

Directional force of
Electron
magnetic flux lines
flow
FIGURE 1–9 Magnetic lines of force cannot
cross.

Directional force of Electron

magnetic flux lines flow

S N
S N
FIGURE 1–8 Magnetic field around a coil.
Place your left hand, with thumb extended,
around the coil with your fingers pointing in
the direction of the electron flow through the
coil. Your thumb will point to the north pole of Soft iron core
the magnetic field. FIGURE 1–10 Electromagnet.

Directional force of
magnetic flux lines

S N

Note: Core will move to center of coil regardless

of directional force of magnetic flux lines.
FIGURE 1–11 Solenoid.

Armature conductors
Armature core

Motor frame
Armature shaft

Field poles:
electromagnets Magnetic field
or permanent around conductors
magnets

Flux field

END VIEW OF MOTOR

FIGURE 1–12 Electric motor.

are pressed onto the armature shaft. The soft iron core poles. The motor frame on which the poles are mounted
causes the magnetic field that forms around the con- acts as the magnet body.
ductor to be stronger due to its permeability. There are Looking at the armature conductor near the north
several conductor loops on the armature, but only the field pole in Figure 1–12, you see that its magnetic
loop that is nearest to the center of the field poles has field extends out of the armature core and that it has
current passing through it. The loops are positioned so a clockwise force. The magnetic field between the field
that when one side of a loop is centered on one field poles has a directional force from north pole to south
pole, its other side is centered on the other field pole. pole. At the top of the armature conductor, the field it
The field poles are either permanent magnets or has produced has a directional force in the same direc-
pieces of soft iron that serve as the core of an elec- tion as that of the lines of force between the field poles.
tromagnet. If electromagnets are used, an additional The lines of force in this area are compatible, but com-
conductor (not shown in Figure 1–12) is wound around bining these two fields in the same area produces a
each field pole, and current is passed through these high-density field. Remember that magnetic lines of
field coils to produce a magnetic field between the field force resist being close together.

At the bottom of the armature conductor, the lines Horseshoe magnet Flux lines
of force formed around it have a directional force oppo-
site to that from the north field pole. The lines of force Moving
will not cross each other, so some lines from the field N
conductor
pole distort and go up and over the conductor into the
already dense portion of the field above the conductor,
and some just cease to exist. This produces a high-
density field above the conductor and a low-density field
below it. The difference in density is similar to a differ-
ence in pressure. This produces a downward force on
the conductor. S
The other side of the armature loop, on the other
side of the armature, is the same except that the current Lines of force wrapping
is now traveling the opposite way. The loop makes a around conductor as it
U-shaped bend at the end of the armature. The mag- moves through flux field
netic field around this part of the conductor has a coun- FIGURE 1–14 Cutting lines of force.
terclockwise force. Here, the lines of force around the
conductor are compatible with those between the field
poles under the conductor, but they try to cross at the in generators to produce voltage and current flow. The
top. This produces an upward force on this side of the principle will work regardless of whether:
armature loop. The armature rotates counterclockwise.
To change the direction in which the armature turns,
●● The conductor is moved through a stationary
either change the direction that current flows through magnetic field, as in a DC generator.
the armature conductors or change the polarity of the
●● A magnetic field is moved past stationar y
field poles. conductors, as in an AC generator.
●● The lines of force in an electromagnetic field are
moved by having the circuit producing the magnetic
Magnetic Induction field turned on and off, as in an ignition coil.
Passing voltage through a wire causes a magnetic field
to form around the wire. However, if lines of force can Note that in each case, movement of either the
be formed around a conductor, a voltage is produced lines of force or the conductor is needed. A magnetic
in the wire and current starts to flow. This assumes, field around a conductor where both are in steady state
of course, that the wire is part of a complete circuit. will not produce voltage. The amount of voltage and
Lines of force can be made to wrap around a conduc- current produced by magnetic induction depends on
tor by passing a conductor through a magnetic field four factors:
(Figure 1–13). This phenomenon occurs because
of characteristic 6. As the conductor passes through 1. The strength of the magnetic field (how many lines
the magnetic field, it cuts each line of force. Because of force there are to cut). A tiny amount of voltage
the lines of force resist being cut, they first wrap is induced in the wire by each line of force that
around the conductor, much like a blade of grass would is cut.
if struck by a stick (Figure 1–14). This principle is used 2. The number of conductors cutting the line of force.
Winding the conductor into a coil and passing one
side of the coil through the magnetic field cut each
line of force as many times as there are loops in
Flux lines the coil.
N 3. The speed at which the conductors pass through
the magnetic field.
4. The angle between the lines of force and the con-
ductor’s approach to them.

Amperage
Conductor
S Amperage is a measure of the amount of current
flowing in a circuit. One ampere (amp or A) equals
6,250,000,000,000,000,000 (6.25 billion billion)
Horseshoe magnet
e lectrons moving past a given point in a circuit per
FIGURE 1–13 Magnetic induction. second. This is often expressed as 1 coulomb.

Voltage depending on the atomic structure of the material. For

example, lead has more resistance than iron, and iron
A volt (V) is a measure of the force or pressure has more resistance than copper. It also varies with the
that causes current to flow; it is often referred to as temperature of the conductor. Loose or dirty connec-
voltage. The difference in potential is voltage. The most tions in a circuit also offer resistance to current flow.
common ways of producing voltage are chemically, as Using current flow to do work (to create heat, light, or
in a b
attery, or by magnetic induction, as in a genera- a magnetic field to move something) also amounts to
tor. A more accurate but less-used name is electromo- resistance to current flow. There are five things that will
tive force. Note that volts are what drive the electrons influence resistance within a wire and/or circuit:
through the circuit; voltage is the measurement of that
force. Similarly, amps are the number of electrons ●● Atomic structure of the material—for example,
moving; amperage is the measurement of that number. copper wiring versus aluminum wiring.
●● Wire gauge—a smaller gauge of wire (higher
Resistance number) increases circuit resistance.
●● Wire length—as the wire’s length is increased, its
The fact that voltage is required to push current through
resistance also increases.
a circuit suggests that the circuit offers resistance. ●● Temperature—as the temperature of a conductor
In other words, you do not have to push something
increases, the resistance also increases.
unless it resists moving. Resistance limits the amount ●● Physical condition—cuts, nicks, corrosion, and
of amperage that flows through a circuit (Figure 1–15).
other deficient physical aspects of a conductor,
The unit of measurement of resistance to flow is ohm
connector, or load will increase the resistance of
1 V 2. If a circuit without enough resistance is connected
the circuit, thus creating excessive voltage drop
across a reliable voltage source, wires or some other
within the circuit, resulting in reduced current flow.
component in the circuit will be damaged by heat
because too much current will flow.
Sometimes students get confused between voltage
As mentioned, a bond exists between an electron
and amperage while doing tests on electrical systems.
and the protons in the nucleus of an atom. That bond
Review these definitions, and consider the influence
must be broken for the electron to be freed so that it can
that voltage and amperage have on a circuit. It might
move to another atom. Breaking that bond and moving
also help to remember that voltage can be present in a
the electron amount to doing work. Doing that work rep-
circuit without current flowing. However, current cannot
resents a form of resistance to current flow. This resis-
flow unless voltage is present.
tance varies from one conductive material to another,

Voltage Drop
4Ω
When current is flowing through a circuit, voltage is
lost, or used up, by being converted to some other
energy form (heat, light, or magnetism). This loss of
12 V voltage is referred to as voltage drop. Every part
of a circuit offers some resistance, even the wires,
although the resistance in the wires should be very
low (Figure 1–16). The voltage drop in each part of
the circuit is proportional to the resistance in that part
Low resistance allows more
of the circuit. The total voltage dropped in a circuit
current to flow.
must equal the source voltage. In other words, all
of the voltage applied to a circuit must be converted
20 Ω
to another energy form within the circuit. If exces-
sive voltage drop occurs somewhere in a circuit due
to unwanted resistance, the amperage flowing in the
12 V circuit will be reduced. This also reduces the voltage
drop across the intended load component because
excessive voltage drop is occurring elsewhere in the
circuit. This reduces the load component’s ability to
function properly. Many good computers have been
Higher resistance allows less replaced simply because of problems involving exces-
current to flow. sive voltage drop in the power and ground circuits that
FIGURE 1–15 Resistance versus current flow. are used to power up the computer.

0.1 V lost across 0.2 V lost 5.82 V lost in 5.82 V lost in

fuse and connections in switch light as heat light as heat
as heat as heat and light and light

11.98 V 11.88 V 11.66 V 5.84 V

5.83 V 0.01 V
12.00 V 11.87 V 11.67 V

2V 2V
0.005 V
12 V

0.00 V
Small voltage drops
lost in wire as heat

0.005 V lost in
frame or body
ground path
as heat
VOLTAGE CONVERTED TO OTHER ENERGY FORMS
FIGURE 1–16 Voltage drop.

It should be stressed that, in order for voltage to (Figure 1–17), the current flow can be determined as
be dropped or used up, current must be flowing in the follows:
circuit. If current is not flowing in the circuit (as in the
case of a burned fuse or other open), voltage will not I 5 E>R or
be dropped, but rather source voltage will be present I 5 12 V>2 V 5 6 A
regardless of resistance all the way from the battery to
the positive side of the open, and a ground measure- (The Greek letter V, or omega, is often used as a
ment of 0 V will be present on the ground side of the symbol or an abbreviation for ohms, and amps is the
open as well. term often used as an abbreviation for amperes.)
If the resistance is 4 V and the current is 1.5 A, the
voltage applied can be found by:
Ohm’s Law
Ohm’s law defines the relationship between amperage, E 5 I 3 R or
voltage, and resistance. Ohm’s law says that it takes E 5 1.5 A 3 4 V 5 6 V
1 V to push 1 A through 1 V of resistance. Ohm’s law
can be expressed in one of three simple mathematical If the voltage is 12 V and the current is 3 A, the
equations: resistance can be found by:

E5I3R R 5 E>I or
I 5 E>R R 5 12 V>3 A 5 4 V
R 5 E>I
Perhaps the easiest way to remember how to use
where: E 5 electromotive force or voltage
these equations is to use the diagram in Figure 1–18.
I 5 intensity or amperage
R 5 resistance or ohms

The simplest application of Ohm’s law enables you to

find the value of any one of the three factors—amperage,
voltage, or resistance—if the other two are known. For
example, if the voltage is 12 V and the resistance is 2 V FIGURE 1–17 A simple series circuit.

Rena came back from the paging system, and Zorchi prodded
Lawton with the gun, heading him toward the files that would show
the location of the doctors. Gogarty stood up doubtfully, but I shook
my head. Zorchi was able to handle a man of Lawton's type, even
without full use of his legs, and I couldn't trust Gogarty yet.
"You can give me a hand with Defoe, Sam," I suggested. "We'd
better strap him down first."
Gogarty nodded, and then suddenly let out a shocked cry, and was
cringing back!
In the split second when both Rena and I had looked away, Defoe
had whipped out an automatic and was now covering us, his teeth
exposed in a taut smile. "Never underestimate an opponent,
Thomas," he said. "And never believe what he says. You should have
searched me, you know."
The gun was centered on Rena and he waited, as if expecting me to
make some move. All I could do was stand there, cursing myself. I'd
thought of everything—except the obvious!
Defoe backed toward the door and slipped around it, drawing its
heavy weight slowly shut until only a crack showed. Then he
laughed. "Give my love to Millen," he said, and laughed softly.
I jumped for the door, but his feet were already moving out of the
passage. The door began opening again, but I knew it was too late.
Then, it was open. And amazingly, Defoe stood not ten feet away.
At the other end of the passage, a ragged bloody figure was
standing, swaying slowly from side to side, holding a rifle. I took a
second look to recognize Nikolas Slovetski. He was moving slowly
toward Defoe. And now Defoe jerked back and began frantically
digging for the automatic he must have pocketed.
Slovetski leaped, tossing the gun aside in a way that indicated it
must have been empty. A bullet from Defoe's automatic caught his
shoulder in mid-leap, but it couldn't stop him. He crashed squarely
on Defoe, swinging a knife as the other went down. It missed,
ringing against the hard floor.
I'd come unfrozen by then. I kicked the knife aside and grabbed the
gun from Defoe's hands. Slovetski lay limp on him, and I rolled the
smaller man aside.

Defoe was out cold from the blow of his head hitting the floor.
Gogarty had come out behind me and now began binding him up.
He opened his eyes slowly, blinked, and tried to grin as he stared at
the bonds. He swung his head to the figure on the floor beside him.
"Shall we go quietly, Nikolas?" he asked, as Gogarty picked him up
and carried him back to the private vault.
But his sarcasm was wasted on Slovetski. The man must have been
dying as he stumbled and groped his way toward the place where he
knew Defoe must be. And the bullet in the shoulder had finished
him. Rena bent over him, a faint sob on her lips.
Surprisingly, he fought his way back to consciousness, staring up at
her. "Rena," he said weakly. "Benedetto! I loved him. I—" Then his
head rolled toward me. "At least, I lived to die in a revolution,
Thomas. Dirty business, revolution. When in the course of human
events, it becomes—"
He died before he could finish. I went looking for Lawton, to make
sure Defoe was suspended at once. He'd be the last political
suspendee, if I had anything to do with it, but there would be a
certain pleasure in watching Lawton do the job.

XIX

The doors of the reception hall were closed again, but there was no
lock now. One of the two doctors whom Zorchi had trusted was
there now, waiting for the stragglers who came in slowly as a result
of our broadcast. We couldn't reach them all, of course, but some
could be saved. The men who had fought with us were treated and
suspended. Even the boy and his dog had finally reached us and
been put away.
In the main room of the executive vault, Carmody was waiting for
Rena and me as we came in, haggard from lack of sleep, but
somehow younger-looking than he had been since we had first
revived him.
He stood up, managing a tired smile. "The first work's done, Tom,"
he said. "It wasn't too hard, once they learned Defoe was
suspended; a lot of the others were afraid of him, I guess. So far,
I've only contacted the ones I can trust, but it's a beginning. I've
gotten tapes of their delegation of authority to you as acting
assistant Chief Underwriter. I guess the factor that influenced them
most was your willingness to give up all hopes of suspension for the
emergency. And having Zorchi was a help, too—one man like him is
worth an army now. I'll introduce you tomorrow."
He stumbled out, heading toward the sleeping quarters.
Well, I had the chance I'd wanted. And I had his promise to put off
suspension until things were running properly. With time to develop
a small staff, and with a chance to begin the work of locating the
men to study the problems that had to be solved, I couldn't ask for
much more.
Zorchi grinned at me. "Emperor Weels!" he mocked.
I grinned back. "If you ever say that seriously, Luigi, I want you to
say it with a bullet through my brain. I've seen enough cases of
power corrupting."

For a second, he studied me. "If that day should come, then there
shall be the bullet. But now, even I must sleep," he said.
Then he glanced at Rena. "I have left orders that a priest should be
wakened."
She colored faintly.
"You'll be best man, I suppose?" I asked.
This time, even his beard couldn't conceal his amusement. "Is Zorchi
not always the best man?" he asked as he left us alone.
I stared at the vault that would be my home for the next twenty-five
or fifty years—until I was an old man, and the rest of the world was
ready to be awakened. "It's a lousy place to spend a honeymoon," I
told Rena.
She leaned against me. "But perhaps a good place to bring up
children," she said. "A place to teach them that their children will
have a good world, Tom. That's all a woman ever wants, I guess."
I drew her to me. It was a good way to think of the future, whatever
happened. And it would be a better world, where the virtues of the
Company could be used.
Probably it wouldn't be perfect.
Even the best form of government all the experts could devise
couldn't offer a permanent solution. But it could give men a chance
to fight their way to a still better world.

[Transcriber's Note: There are two section V headings as per

the orginal publication.]
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Marketing Director: Sean Chamberland Library of Congress Control Number: 2019915034

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Notice to the Reader

Printed in the United States of America

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii Common Features. . . . . . . . . . . . . . . . . . . . . . . . . 62

Measured Gases. . . . . . . . . . . . . . . . . . . . . . . . . 169 System Diagnosis and Service . . . . . . . . . . . . . . 247

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ELECTRICAL CIRCUITS ELECTRONIC CIRCUITS

ELECTRON THEORY Electron

Molecules and Atoms

Neutrons First layer (2 electrons)

electrical circuit is dictated by two factors—how Magnetic flux field

Magnetic lines of force extending from a magnet Soft iron

pole through the air to the south pole (characteristic 1).

the magnet to the north pole to form a complete loop

Electromagnets low permeability of the air in the center ­(Figure 1–10).

Directional force of Electron

Note: Core will move to center of coil regardless

END VIEW OF MOTOR

Voltage depending on the atomic structure of the material. For

0.1 V lost across 0.2 V lost 5.82 V lost in 5.82 V lost in

11.98 V 11.88 V 11.66 V 5.84 V

The simplest application of Ohm’s law enables you to

[Transcriber's Note: There are two section V headings as per

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Electromagnets low permeability of the air in the center (Figure 1–10).