EPA-AA-IMS-81-14
Technical Report
Training for Inspection and
Maintenance Programs
by
Audrey F. Chijner
April 1981
NOTICE.
Technical Reports do not necessarily represent final EPA decisions of
positions. They are intended to present technical analysis of issues using
data which are currently available. The purpose in the release of such
reports is to facilitate the exchange of technical information and to inform
the public of technical developments which may form the basis for a final EPA
decision, position or regulatory action.
Inspection and Maintenance Staff
Emission Control Technology Division
Office of Mobile Source Air Pollution Control
Office of Air, Noise and Radiation
U.S. Environmental Protection Agency
Ann Arbor, Michigan
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EPA-AA-IMS-81-14
Technical Report
Training for Inspection and
Maintenance Programs
by
Audrey F. Chijner
April 1981
NOTICE
Technical Reports do not necessarily represent final EPA decisions of
positions. They are intended to present technical analysis of issues using
data which are currently available. The purpose in the release of such
reports is to facilitate the exchange of technical information and to inform
the public of technical developments which may form the basis for a final EPA
decision, position or regulatory action.
Inspection and Maintenance Staff
Emission Control Technology Division
Office of Mobile Source Air Pollution Control
Office of Air, Noise and Radiation
U.S. Environmental Protection Agency
Ann Arbor, Michigan
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2
Training for Inspection and Maintenance Programs
Introduction
The successful implementation of an I/M program requires that certain people
undergo training. The purpose of this report is to provide guidance to I/M
program administrators on the development of training for inspectors,
auditors, investigators, and mechanics. The report will review the
experiences and problems encountered by currently operating I/M programs and
provide recommendations as to course content and coordination of training
efforts.
Inspector Training
Inspectors do the actual testing of vehicles in both centralized and
decentralized facilities. The basic knowledge and skills necessary for an I/M
inspector include the following:
- I/M test procedures
- instrument use and calibration.procedures
data collection & reporting
- program rules, regulations, and other items required by the state,
local, or regional authority
Of all the existing inspector training programs, the one conducted by Oregon's
Department of Environmental Quality (DEQ) for its state-operated, centralized
program is the most extensive. It is a formal, week-long training program for
state inspectors which uses slides accompanied by a tape recording and a
procedures manual. In addition to the those listed above, topics covered
include: the background of the program, air pollution causes and controls,
how to release hoods on different vehicles, and clerical skills and handwrit-
ing. Between 20 and 50 people are trained per year in the program, which has
been accredited by Clackamas Community College. In addition, Oregon offers a
2 1/2 day training program for fleet inspectors. This program is similar to
the state inspector training program except that there is less emphasis on the
background of the program and on the personnel aspects.
When New Jersey added an emissions inspection to its centralized safety test
lanes, several day-long sessions were held on the use and maintenance of the
infrared analyzers. Similar training for inspectors in the Cincinnati program
was provided by the analyzer manufacturer. Arizona's contractor trains the
inspectors in the central test lanes, and the state's Bureau of Motor
Vehicular Emissions trains fleet inspectors in a seven hour course.
Training can be provided by either the administrating agency or source(s)
approved by that agency. Many states are utilizing vocational/technical
schools and community colleges to offer training classes. The National Center
for Vehicle Emissions Control and Safety at Colorado State University (CSU)
has developed, through an EPA grant, an inspector training course which is
available to schools and colleges. CSU can also be hired to conduct workshops
to train instructors to present the course.
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The CSU course provides general information about automotive emissions and
their control. (See Appendix A for course outline.) The section on emission
control technology attempts to give inspector trainees a basic understanding
of the subject which can be further developed should they be required to
perform a cursory tampering inspection. The format includes slides, workbooks
and hands-on laboratory demonstrations and exercises.
The course places great emphasis on the proper use and maintenance of the
exhaust gas analyzer. It is designed such that the instruction applies to
most analyzers on the market. State or local users of the course may wish to
substitute a specific analyzer model and to follow the manufacturer's
operation and maintenance instructions. State or local information may also
be included in the section concerning data recording, and there is one section
specifically for local rules, procedures, etc.
In centralized contractor-run programs, the contractor frequently will provide
training. Also, instrument manufacturers often have training programs on the
use of their equipment. These courses could be expanded to include the
necessary additional information on the I/M program requirements.
Inspector Proficiency Testing
The July 17, 1978 memorandum from David G. Hawkins titled "Inspection/
Maintenance Policy" states that "a representative of the [licensed inspection]
facility must have received instructions in the proper use of the instruments
and in vehicle testing methods and must have demonstrated proficiency in these
methods." As mentioned previously, proficiency for an inspector includes
having skills and knowledge in the following areas:
- I/M test procedures
— instrument use and calibration procedures
- data collection & reporting
- program rules, regulations, and other items required by the state,
local, or regional authority
Proficiency may be demonstrated in any of several ways. The administrating
agency can provide testing or authorize another organization, such as an I/M
contractor, an instrument vendor or a community college, to develop and/or
administer a test. The test itself may be oral or written and should include
a demonstration of instrument calibration, testing and data recording
procedures. The demonstration could take place at a learning facility or at
the inspection site. Certificates may be issued to those inspectors who
successfully demonstrate proficiency in the aforementioned areas.
It is recommended that in a decentralized program, a "certified" inspector,
one who has demonstrated proficiency, do the testing, or at least be present
when emissions inspections are being performed. To ensure that there is
always someone qualified to use and maintain the analyzer, it would be
preferable that more than one employee at each inspection station be trained
and certified.
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It is also recommended that inspectors be retested every three (3) years to
assure that their knowledge and skills are kept current. The administrating
agency should maintain an up-to-date list of trained inspectors and use this
list to disseminate information on changes in.I/M program requirements., etc.
Also, as part of the unscheduled/unannounced or monthly audits in decentral-
ized programs, the investigator could require inspectors to perform a
"hands-on" proficiency demonstration of an actual I/M test, the calibration
check of the analyzer, etc.
Investigators
The role of the investigator is to audit inspection stations and provide the
quality control function to the program. The investigator will usually be a
state or local government employee who conducts audits on independent testing
stations, fleet self-inspection operations, contractor-run stations or
self-audits on state-run inspection lanes. Activities that this position may
include are checking instrument calibration, verifying that recordkeeping and
all other procedures are being followed properly, supervising "hands-on"
testing of inspectors, and investigating complaints.
In most existing programs, station investigators already have an automotive
and enforcement background, or they are trained by working with experienced
investigators. However, in some of the programs training is conducted for the
investigators. When New Jersey implemented its private garage reinspection
program, about 45 former safety inspectors were trained in calibration
procedures, rules and regulations, and investigation techniques. In Rhode
Island, garage investigators, along with other personnel in the administrating
agency's inspection department, are required to participate in a training
program. Although the major emphasis in this training is on safety, the
training also addresses analyzer calibration procedures and problems as well
as the causes of high HC and CO emissions.
The audit function is a requirement (as stated in D. G. Hawkins's July 17,1978
memo titled "Inspection/Maintenance Policy") for decentralized I/M programs.
Although there is no training requirement for investigators, this training
needs to be available. States may also want to require investigators to pass
a test of proficiency.
Training for investigators can be provided through the same means as for
inspectors. An investigator course will be developed by CSU in Fall, 1981.
This course, as well as an instructor's guide, will be available at that
time. This course will include all elements of the inspector course and
additional information in the following areas:
- gases and gas calibration procedures
- audit procedures and forms
- inspector certification procedures
- any other tasks to be performed according to state/local rules
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Mechanic Training
• i
The emission control devices on. today's cars are sophisticated systems which
are integrated into almost every aspect of the vehicle's engine and total
performance. In areas with Inspection/Maintenance (I/M) programs, it is
especially important that the automotive service industry have the proper
knowledge about vehicle emissions and emission control systems. Mechanic
training programs in I/M areas are important for the following reasons:
1. Training is valuable in order to teach local/state program requirements
and the need for I/M. The mechanic that understands the purpose of the
I/M program should be better motivated to provide the most effective
repairs. This hopefully will result in a better functioning program.
2. I/M non-compliance imposes a liability on the consumer. The mechanic
is now responsible for more than just service; he or she becomes an arm of
the government, and the accuracy and fairness of the tests and repairs are
critical to the effectiveness of the program. Proper training should
reduce the cost and time of repairs and the frequency of unnecessary
repairs and readjustments (particularly during the early part of the
program). There should be less "ping-ponging" (the consumer repeatedly
going back and forth between testing and repairs) because the trained
mechanic should be able to make the correct repairs. There should also
lead to fewer waivers being granted which should increase the I/M program
effectiveness.
3. Proper public contact is important. The inspector is frequently the
only personal contact the public has with the program, and he or she can
have a large impact on the public's perception of the I/M program.
4. Properly performed repairs should mean better driveability, lower
exhaust emissions and better fuel economy over time.
5. Vehicle emission control technology is complex and continually
changing. Non-dealership mechanics will have to understand the new
computer-controlled technology, and a forum must exist to transfer this
new information to the field and to update the skills of practicing
mechanics.
Currently, Oregon, Arizona and California sponsor some farm of mechanic
training. New Jersey trains instructors in vocational schools to use an
educational package developed by Colorado State University. Although Nevada
does not sponsor mechanic training programs, a person must pass a written and
hands-on test as well as show proof of completion of an automobile mechanic's
training course in order to become a certified inspector.
Arizona has approached mechanic training in several ways. Like New Jersey,
Arizona conducts workshops to train vocational education instructors.
Currently, Arizona also conducts training seminars for both mechanics and the
general public. In addition, Arizona conducts a special training program
aimed at correcting the high number of carburetor maladjustments made by
tune-up mechanics. Performed at the repair facilities, this program includes
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a demonstration of the propane enrichment technique for carburetor adjust-
ments. Arizona officials also make about four contacts each day with
individuals and repair facilities concerning specific maintenance problems or
procedures.
The Oregon DEQ sponsors a mechanic training course which uses the Colorado
State University curriculum. The DEQ also maintains contact with vocational
schools and community colleges in order to keep auto repair instructors up to
date about state inspection requirements and emission control technology. No
formal licensing is required of mechanics, and DEQ personnel feel that this is
a problem because it diminishes the mechanic's incentive to attend training
courses. Also, there is sometimes a problem getting the mechanics who
particularly need the training to attend the courses. (Other areas have
expressed similar concerns over the lack of licensing.) There are no
refresher requirements, but supplemental courses are available.
Nearly a year before the start of its I/M program, California conducted
seminars to familiarize automotive mechanics with the requirements of the
program. This was done to ensure that there would be a sufficient number of
qualified persons available to perform repairs on the failed vehicles. The
seminars were conducted throughout Southern California in each of the six
affected counties. Topics covered in the seminars included emission control
system diagnostic techniques and repair procedures and proper tune-up pro-
cedures. A written examination on the topics covered was given to mechanics
who attended the seminar, and only mechanics who passed the test received
Certificates of Qualification (which are valid for three years) .
Since the start of the I/M program, California has continued to conduct the
qualification seminars. Mechanics who fail the examination may obtain
additional training at various educational institutions. An official training
package approved by the State Department of Education and comprised of visual
aids, narrative, and demonstrations is available at 23 educational institu-
tions in southern California, including community colleges, adult education
programs, private schools, and regional occupational programs.
Several of the areas with mechanic training programs promote voluntary
mechanic certification through the National Institute for Automotive Service
Excellence (NIASE). NIASE is a non-profit organization that administers tests
to certify mechanics and it has been endorsed by most of the automobile
manufacturers. Although NIASE certification is not primarily directed at
I/M-related repairs, its engine tune-up examinations do address the diagnosis
of emission control system problems.
Petroleum and automobile manufacturers sponsor in-house training programs for
mechanics. Also, community colleges and vocational schools have established
mechanic training programs. (See Appendix B for a list of sources for
training.)
Mechanic training is especially important in I/M programs to ensure that cost
effective repairs are made, and for consumer protection, convenience and
confidence. EPA has worked with Colorado State University (CSU) to develop
specific courses for mechanics who will be involved with I/M programs. These
courses inform the mechanic about the emissions control systems, the causes of
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vehicle pollution, how to use the infrared (I/R) analyzer as a diagnostic and
repair tool, and a procedure to quickly find and repair the causes of exces-
sive emissions. (See Appendix C for course .butline.) These courses have been
tested in the field and have been well received. States and local areas wish-
ing to provide training are encouraged to make use of these courses. For
those wishing to develop their own training curriculum, certain elements
should be addressed:
- Proper analyzer operation and calibration;
- Local I/M program requirements;
- Basic information on types of I/M failures;
- Diagnosis and repair of excessive hydrocarbon and carbon monoxide
emissions, including procedures for proper adjustment of carburetors
and/or fuel metering systems.
The training should emphasize hands-on demonstrations of the necessary repair
techniques, especially of the carburetor adjustment, which is the most common
form of I/M repair.
Fuel Savings from Mechanic Training
The incremental fuel savings achievable through a formal mechanic training
program will depend on the type of repair approach used in the I/M area. The
fuel economy benefit for a pre-1981 vehicle which fails I/M and is repaired by
a trained mechanic is estimated to be 0.8% for conventional training pro-
grams. Training results in mechanics performing certain types of repairs
which improve fuel economy; however, other repair practices which may degrade
fuel economy remain. The net effect is a 0.8% fuel economy improvement which
is attributable to training. For I/M programs and training programs which
result in repairs consisting of only carburetor adjustments (and other types
of repairs which do not degrade fuel economy), the fuel economy benefit has
been shown to be 4% per failed vehicle.
These mechanic training benefits for pre-1981 repaired vehicles are based on
data from EPA studies. The benefit of 0.8% is taken from two sources: a
mechanic training study in Portland and an analysis of repaired I/M vehicles
with repairs other than grossly maladjusted ignition timing settings in the
"retarded" direction. The latter analysis is relevant in estimating mechanic
training benefits because proper ignition timing adjustment is an important
aspect of mechanic training. The sources each yielded a fuel economy benefit
of 0.8% for failed vehicles.
The benefit of 4% for failed vehicles receiving only carburetor adjustments is
based mainly on an EPA study in Houston in which contractor personnel repaired
vehicles by adjusting the carburetors to a specific idle CO level. This is a
practical and realistic approach which yields full CO emission reduction
benefits and partial, .but substantial, HC emission reduction benefits. This
approach may not require extensive mechanic training; a very brief training
course and/or an enforcement mechanism to assure that the vehicles are set to
the proper idle CO level and to discourage or eliminate repair practices which
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degrade fuel economy may be all that is necessary. Several other EPA studies
confirm the ability of repairs to result in a 4% improvement. Although
repairs were often extensive in these latter programs, carburetor adjustments
were the most common repairs performed and were responsible for most of the
fuel economy benefit. The figure of 4% appeared repeatedly in these programs.
No deterioration of the above fuel economy benefits between inspections is
anticipated. This conclusion was reached from an analysis of vehicles which
were tested quarterly for a period of one year after they received repairs to
pass the I/M test in Portland. Data from 93 repaired vehicles which had a
mean fuel economy increase due to maintenance showed no loss in fuel economy
during the following year. The fuel economy was very stable and level
throughout the time period.
No additional fuel economy benefit from mechanic training over the basic I/M
benefit is expected for 1981 and later vehicles. This is because even without
training, mechanics must correctly and fully repair these vehicles' fuel
systems in order for them to pass the I/M reinspection.
Table 1 shows the incremental fuel savings for pre-1981 vehicles (averaged
over five_years) from mechanic training. The high end of the range of savings
is based on the 4% benefit for failed vehicles receiving only carburetor
adjustments and is available in I/M programs which achieve this type of repair
through training or some other means.
Table 1
Incremental I/M Annual Fuel Savings per Inspected
Vehicle from Mechanic Training
Nationwide
Gallons Saved
Dollar Savings Fuel Savings (Millions)
$0.83-^4.18 0.09-0.46% 26.2-130.2
Establishing a Mechanic Training Program
The planning, development and implementation of I/M-related mechanic training
programs requires the cooperation of many organizations. At the outset, a
lead training agency should be designated, and one person should have
coordination responsibility. It would be fitting that this be the same person
coordinating inspector and investigator training.
Before designing a mechanic training program, it will be beneficial to assess
the scope, attitudes and needs of the affected parties. The following steps
are recommended for the assessment of mechanic training needs:
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1) Interview local interest groups, soliciting their ideas and resources.
=*
2) Conduct a preliminary . workshop with members of automotive trade
organizations, educators, agency personnel and consumer groups.
3) Survey the automotive service industry to determine the type of repairs
being performed, the type and level of previous training, geographic
distribution of repair and training facilities, equipment capabilities and
general knowledge of I/M.
4) Survey local school and technical training centers to determine their
willingness to participate in a specialized mechanic training effort.
From this assessment of needs, the lead training agency can establish a task
force selected from the interested governmental and private groups. The role
of the task force should be to determine the basic design of the mechanic
training program. The design criteria include:
1) Selection of target audience to train (i.e., initially tune-up
mechanics);
2) Selection of a course curriculum, including any modifications to meet
state or local needs;
3) Selection of a testing mechanism if one is used; and
4) Selection of when, where, how often and by whom training is offered.
Appendix D is an example of a Needs Assessment Survey which was prepared by
Colorado State University for Albuquerque, New Mexico. A study of this type
could be conducted by the state/local government or could be contracted to
another organization. The information l:hat is gathered should provide the
basis for a mechanic training program which is specific to the area and best
meets the needs of area mechanics. It also should provide a determination of
the number of mechanics in the area requiring training.
Needs assessment surveys and other services offered by CSU are available to
states either by direct contract with CSU or through a grant EPA has with
CSU. To use the grant, states can redirect Section 105 Air Grants back to the
EPA Regional Offices, who can commit the funds to the grant for the states'
uses. A list of the courses offered and other materials available through the
CSU Grant is provided below.
Training Courses Conducted by CSU
- Mechanic Instructor Course (40-hour course and 24-hour course)
- Inspector Instructor Course
- Tampering Detection Course
- Mechanic Training Program Planning Workshops
- Public Awareness Workshops and Demonstrations
- Investigator Instructor Course (Fall, 1981)
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Materials Available from CSU
- Federal Course on Emission Systems Diagnosis (16-hour course) - Student
Workbook
- Instructional Materials Packet (40-hour course) - This course is to train
instructors to teach the 16-hour course. It includes an instructor's
guide, transparency masters, slides and audio tapes, handouts, laboratory
exercises, pre/post tests and evaluation instruments.
- Motor Vehicle Emissions Control - Self-instructional books and tapes
- Primer on Auto Emission Systems for the Home Mechanic - Book.
- Tampering Detection Course - Student and instructor workbooks
Additional information about these courses and services can be obtained
through I/M contacts in the Regional Offices or directly from the National
Center for Vehicle Emissions Control and Safety at CSU in Fort Collins,
Colorado 80523.
Emission Credits for Mechanics Training
The computer models MOBILE1 and MOBILE2 can be used to determine the
additional emission reductions from an I/M program which incorporates mechanic
training. If additional emission reductions for mechanic training are claimed
in the SIP, certain reporting is necessary to determine the amount of
appropriate credit. Incremental mechanic training emission reduction credits
must be based on some measurement of the number of failed vehicles in the I/M
program which are repaired by trained mechanics. In the absence of mechanic
licensing and elaborate recordkeeping, it is not possible to actually measure
the portion of vehicles which are repaired by trained mechanics. Some
percentage of failed vehicles will not be repaired by the service industry,
but rather by the vehicle owner. Thus, the mechanism for determining the
emission credits must be based on certain projections. To receive additional
credits for mechanic training, administering agencies will need to:.
- Provide training which addresses the curriculum elements previously
described;
- Provide an estimate of the percentage of the service industry which will
have received training as of 1987; and
- Project the portion of the failed vehicle population in 1987 which will be
repaired by the service industry.
Using these projections, incremental emissions credits then will be based on
the final estimate of the percentage of failed vehicles repaired by trained
mechanics.. ;
Appendices:
A - Inspector Course Outline
B - List of Sources of Training
C - Mechanic Training Course Outline
D - Albuquerque Needs Assessment
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Appendix A
Inspector Course
/
Outline
UNIT ONE: INTRODUCTION
Learner Objectives
Mr Today
Air Pollution Problems
Smog
Ozone
Hydrocarbons
Carbon Monoxide
Oxides of Nitrogen
UNIT TWO: AUTOMOTIVE EMISSIONS CONTROL
Learner Objectives
Formation of Hydrocarbons
Formation of Carbon Monoxide
Formation of Oxides of Nitrogen
Hydrocarbon (HC) Emissions Control
Crankcase Emissions Control
Fuel Evaporation Emissions Control
HC Exhaust Emissions Control
Carbon Monoxide (CO) Emissions Control
Oxides of Nitrogen Emissions Control
Legislation Related to Air Pollution Control
Background Information
Inspection/Maintenance Programs for Air Pollution Control
Centralized I/M Program
Decentralized I/M Program
UNIT THREE: THE VEHICLE EMISSIONS INSPECTION: PROCESS AND TOOLS
Learner Objectives
Types of Emissions Tests
Idle Mode Test
Idle-2500 RPM Test
Loaded Mode Test
Use of the Infrared Analyzer in Emissions Inspections
General Description
I/R Analyzer Meters
Hydrocarbon (HC) Meters
Carbon Monoxide (CO) Meters
Preparing to Use the I/R Analyzer
Mechanical Zero
Warm-up
Electrical Zero
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Electrical Span
Static Electricity
Aspirator and Water Trap
Flow Indicator
Sampling With the I/R Analyzer
Vehicle Exhaust Leaks
Vehicle Warm-up
Sample Probe Insertion
I/R analyzer Maintenance Procedures
Aspirator and Water Trap
Filter Life
Sample Probe and Hose
Gas Calibration
Demonstration Exercise 1: I/R Analyzer
Demonstration Exercise 2: Gas Calibration
UNIT FOUR: REPORTING PROCEDURES
Learner Objectives
Vehicle Identification Methods
Test Results and Standards
Comparing Test Results With Standards
Demonstration Exercise 3: Vehicle Identification and Reporting
UNIT FIVE: MANUFACTURER'S EMISSIONS WARRANTY PROVISIONS
Learner Objectives
Emissions Design and Defect Warranty
Performance Warranty
UNIT SIX: CURSORY TAMPERING INSPECTION
Learner Objectives
Common Sources of Tampering
Catalytic Converter
Fuel Filler Restriction
EGR Valve
Air Injection System
Air Pump System
Pulse Air System
Thermostatic Air Cleaner
Demonstration Exercise 4: Cursory Tampering Inspection
Cursory Tampering Inspection Chart
UNIT SEVEN: PUBLIC RELATIONS: THE INSPECTOR'S ROLE
Xearner Objectives
Personal Appearance
Meeting and Greeting the Customer
Relating to the Customer
Proper Farewell
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Local Unit: Suggested Topical Outline: Pers9nnel Orientation
Review :
Appendix A - Sources for Manufacturer's Emissions Control Manuals
Appendix B - Public Information Materials Available From EPA
Appendix C - Glossary
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Appendix B
Sources of Mechanic Training
There are many sources of training which have been established for automotive
service industry personnel. Among these are the following:
- National Center for Vehicle Emissions Control and Safety, Colorado State
University, Fort Collins, CO 80523 (303) 491-5278/7240.
- New Automobile Dealers Association, 8400 Westpark Drive, McLean, VA 22102,
(703) 821-7233.
- Automotive Service Councils, 188 Industrial Drive, Suite 112, Elmhurst,
IL 60126, (312) 530-2330.
- Equipment Vendors
Various companies, i.e. Sun Electric, Marquette, Hamilton Test Systems,
Siemens Corporation, etc. Contact local sales representatives for details.
- Vehicle Manufacturers
All domestic and foreign manufacturers maintain training centers through-
out the country.
- Aftermarket Parts Manufacturers
Several companies, i.e. AC/Delco, Champion, etc. offer training courses at
various locations for independent service personnel and the general public.
- Motor Age Magazine and various other publications often include
self-instructional training modules for their readers.
- Local Community Colleges, Vocational Centers and High Schools are probably
the best source of training facilities due to availability of equipment
and staff.
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Appendix C
Mechanic Training Course
Outline
UNIT I - INSPECTION/MAINTENANCE PROGRAMS AND VEHICLE EMISSIONS
Learner Objectives
Purpose of Inspection Maintenance (I/M) Programs -
Federal Government Involvement
Service Industry Role
State and Local I/M Programs
Local I/M Program Requirements: General
Requirements and Rules That Affect Owners and
Automotive Service Technicians in Local I/M
Programs
Detection of I/M Failures - What Do We Test For?
Types of Emissions Inspection Failures
What Are HC Emissions?
What Are CO Emissions?
What Are The HC and CO Relationships?
UNIT II - EQUIPMENT USED IN THE INSPECTION AND CONTROL OF EMISSION LEVELS
Learner Objectives
Background Information
Infrared (I/R) Exhaust Gas Analyzer
Preparing To Use The I/R Analyzer
Sampling With the I/R Analyzer
Demonstration Exercise 1
Infrared Analyzer Maintenance
Demonstration Exercise 2
Additional Readings Used To Supplement The I/R
Analyzer During Diagnosis
Testing Vehicles Equipped With Catalytic
Converter And/Or Air Pump
UNIT III - I/M FAILURE: EXCESSIVE HYDROCARBON EMISSIONS
Learner Objectives
Unit Introduction
Background Introduction
General Problem Area: Ignition System Malfunctions
Ignition System Malfunctions: Probable Causes
General Problem Area: Ignition Timing Defects
Ignition Timing Defects: Probable Causes
Demonstration Exercise 3
General Problem Area: Vacuum (Air) Leaks
Vacuum (Air) Leaks: Probable Causes
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General Problem Area: EGR System Malfunctions
EGR System Malfunctions: Probable Causes
General Problem Area: Lean Carburetor Misfire
Lean Carburetor Misfire: Probable Causes
Demonstration Exercise 4
General Problem Area: Mechanical Engine Defects
Engine Defects: Probable Causes
Unit Summary: Excessive Hydrocarbon Emissions
Table 1 - Excessive HC Emissions: Other Symptoms
Likely to be Present With Each General
Problem Area
Correction Exercise #1: Correction Procedure For
Excessive HC Emissions
HC Diagnostic Reference Chart #1
HC Diagnostic Reference Chart #2
HC Diagnostic Reference Chart #3
HC Diagnostic Reference Chart #4
HC Diagnostic Reference Chart #5
UNIT IV - I/M FAILURE: EXCESSIVE CARBON MONOXIDE EMISSIONS
Learner Objectives
Unit Introduction
Background Introduction
General Problem Area: Air Intake Restriction
Air Intake Restriction: Probable Causes
General Problem Area: Crankcase Ventilation Enrichment Effects
Crankcase Ventilation Enrichment Effects: Probable Causes
General Problem Areas: Improper Carburetor Idle Speed
and Idle Mixture Adjustments
Improper Carburetor Idle Speed and Idle Mixture Adjustments: Probable Causes
General Problem Area: Internal Carburetor Malfunction
Internal Carburetor Malfunction: Probable Causes
Table 1 - Excessive CO Emissions: Other Symptoms
Likely to be Present With Each General
Problem Area
Demonstration Exercise 5
Correction Exercise #11: Correction Procedure For
Excessive CO Emissions
CO Diagnostic Reference Chart #6
UNIT V - I/M FAILURE: EXCESSIVE HC AND CO EMISSIONS
Learner Objectives
Background Introduction
General Problem Area: Excessively Rich Mixture
General Problem Area: Rich Mixture and Another HC Related Problem
Repairing a Vehicle With Excessive HC/CO Emissions
Post Combustion Emission Control systems
Table 1 - Excessive HC Emissions: Other Symptoms
Likely to be Present With Each General
Problem Area
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Table 2 - Excessive CO Emissions: Other Symptoms
Likely to be Present With Each General
Problem Area
Decision Procedure for Excessive HC and CO Emissions
UNIT VI - CARBURETOR ADJUSTMENT PROCEDURES
Learner Objectives
Background Introduction
Carburetor Adjustment
Engine Idle RPM and CO Relationships
Exhaust CO Specification Method of Carburetor Adjustment
Lean Drop Method of Carburetor Adjustment
Propane Enrichment Method of Carburetor Adjustment
APPENDIX A
Propane Enrichment Procedures
Chevrolet - 1978
Chrysler - 1977-1978
Ford - 1975-1978
APPENDIX B
CO to A/F Ratio Conversions
Definition of Terms
APPENDIX C
Demonstration Exercise #1 - Infrared Exhaust Gas Analyzer
Demonstration Exercise #2 - Infrared Analyzer Calibration Check
Demonstration Exercise #3 - Ignition System Problems, HC
Demonstration Exercise #4 - Air Leaks and EGR Problems, HC
Demonstration Exercise #5 - Induction System and A/F Mixture Problems, CO
APPENDIX D
Diagnostic Reference Chart #1: Ignition System Malfunctions
Diagnostic Reference Chart #2: Ignition Timing Defects
Diagnostic Reference Chart #3: Air Leaks or Lean Misfire Condition
Diagnostic Reference Chart #4: EGR System Malfunctions
Diagnostic Reference Chart #5: Mechanical Defects in Engine
Correction Procedure: Excessive HC Emissions
Diagnostic Reference Chart #6: Excessive CO Emissions
Correction Procedure: Excessive CO Emissions
Decision Procedure: Excessive HC and CO Emissions
APPENDIX E
Suggested References
Suggested Equipment/Tools and Materials
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