EPA-460/3-74-008
June 1974
        DEVELOPMENT OF  WRITTEN
         TESTS  FOR  CERTIFICATION
         OF EMISSION LABORATORY
                          TECHNICIANS
           U.S. ENVIRONMENTAL PROTECTION AGENCY
              Office of Air and Waste Management
           Office of Mobile Source Air Pollution Control
              Emission Control Technology Division
                 Ann Arbor, Michigan 48105

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                                   EPA-460/3-74-008
DEVELOPMENT OF WRITTEN
 TESTS FOR  CERTIFICATION
 OF EMISSION  LABORATORY
            TECHNICIANS
                  Prepared by

   Harold J. Wimette, D. Gene Davis,  and John Gunderson

              Olson Laboratories , Inc .
              421 East Cerritos Avenue
             Anaheim, California  92805


              Contract No.  68-01-2109


                EPA Project Officer:

                William H. Houtman


                  Prepared for

         U.S. ENVIRONMENTAL PROTECTION AGENCY
          Office of Air and Waste  Management
        Office of Mobile Source Air Pollution Control
         Emission Control Technology Division
             Ann Arbor, Michigan   !|8l05

                   June 19TU

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This report is issued by the Environmental Protection Agency to report
technical data of interest to a limited number of readers.  Copies are
available free of charge to Federal employees, current contractors, and
grantees, and nonprofit organizations - as supplies permit - from the Air
Pollution Technical Information Center, Environmental Protection Agency,
Research Triangle Park, North Carolina  27711; for a fee, from the National
Technical Information Service, 5285 Port Royal Road, Springfield, Virginia
22151.
This report was furnished to the Environmental Protection Agency by
Olson Laboratories, Inc., in fulfillment of Contract No.  68-01-2109.
The contents of this report are reproduced herein as received from
Olson Laboratories, Inc.  The opinions, findings, and
conclusions expressed are those of the author and not necessarily those
of the Environmental Protection Agency.  Mention of company or product
names is not to be considered as an endorsement by the Environmental
Protection Agency.
                    Publication No.  EPA-460/3-7^-008
                                  ii

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                       FOREWORD





This is the final report on the development of the



written and practical test for emission laboratory



technicians conducted at Olson Laboratories, Inc. for



the Environmental Protection Agency under Contract



No. 68-01-2109.





The work was administered under the direction of the



Emission Characterization and Control Development Branch,



Office of Mobile Source Air Pollution Control,  Office of



Air and Waste Management, at Ann Arbor, Michigan.  The



EPA project officer for the program was Mr. William H. Houtman.





During the initial phase, Mr. Milton Webb was the project



engineer assigned to this program.  Mr. Harold J. Wimette



replaced Mr. Webb in August of 1973 as project engineer and



served in this capacity for the remainder of the program.



Program management for both the initial and final phases was



the responsibility of Mr. John Gunderson.





The significant technical contributions to this effort by



Mr. Houtman, of the Environmental Protection Agency. Dr. D.



G. Davis, of UCLA, and the members of the seminar panel are



acknowledged.
                         111

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                       ABSTRACT






This final report was prepared by Olson Laboratories, Inc.,



an Envirodyne Company, for the Environmental Protection



Agency, Office of Air and Water Programs, under Contract



68-01-2109.  Work was conducted during the period of



June 1973 through May 1974.  The objective of the work



described in this report was to develop a written and



practical test for emission laboratory technicians as



part of the EPA program for developing regulations for



the certification of emission laboratories which conduct



the EPA regulatory test.





The basis for developing the test items were the Federal



Registers subparts A, B, C, H, I and J covering both



light duty vehicle and heavy duty engine emission



measurement requirements and procedures.





Test development guidelines used for the preparation of



vocational technical training and other job related tests



were utilized to develop the written test.






A technical review panel was selected from representatives



of automobile manufacturers and independent laboratories.



Three seminars were held during which the panel members



assisted in preparation of a task analysis, the writing
                          IV

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of the test items and item analysis.  The test was



administered to technicians and engineers at the Ann



Arbor facility.





A practical test consisting of both a manipulative and



oral test was also developed by preparation of an examiner



task analysis, testing guidelines and procedures, and a



practical test item form.

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                     TABLE OF CONTENTS

                                                           Page
SECTION 1 - INTRODUCTION                                   1-1

1.1    Written Test For The Certification Of
       Emission Laboratory Technicians                     1-1

1.2    Practical Examination For The Certification
       Of Emission Laboratory Technicians                  1-2

SECTION 2 - TEST DEVELOPMENT METHODOLOGY                   2-1

2.1    Selection Of The Review Panel                       2-2

       2.1.1   Technical Background                        2-2
       2.1.2   Source                                      2-5
       2.1.3   Panel Size                                  2-5

2.2    Consultant Participation                            2-8
2.3    Classification Of Technicians                       2-9

       2.3.1   Classification                              2-9
       2.3.2   Job Description For Task Analysis           2-11

2.4    Workshop Seminars                                   2-13
2.5    Test Demonstration                                  2-15

SECTION 3   TASK ANALYSIS                                  3-1

3.1    Task List                                           3-1
3.2    Task Analysis                                       3-3

       3.2.1   Frequency Of Performance                    3-4
       3.2.2   Skill Level                                 3-4
       3.2.3   Importance Of The Task                      3-5

SECTION 4   TEST ITEM DEVELOPMENT                          4-1

4.1    Test Item Classification                            4-1
4.2    Test Item Development Procedures                    4-1

       4.2.1   Test Item Categories                        4-3

               4.2.1.1  Alternate Response Item            4-3
               4.2.1.2  Multiple Choice                    4-5
               4.2.1.3  Matching Exercises                 4-5

4.3    Results Of The Second Workshop Seminar              4-8
                           VI

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                  TABLE OF CONTENTS-cont'd.


                                                          Page

SECTION 5  -  ITEM ANALYSIS                               5-1

5.1    Item Answer Analysis                               5-1
5.2    Test Item Analysis Procedure                       5-2

       5.2.1   Constructing and Validating Test Items     5-3
       5.2.2   Item Analysis Methods                      5-4
       5.2.3   Item Difficulty                            5-6
       5.2.4   Item Discriminative Power                  5-7
       5.2.5   Using Item Analysis Results                5-7

5.3    The Written Test Data Bank                         5-8

SECTION 6  -  DEVELOPMENT OF A PRACTICAL TEST FOR
              THE CERTIFICATION OF EMISSION LABORATORY
              TECHNICIANS                                 6-1

6.1    Examiner Guidelines                                6-2

       6.1.1  Performance Guidelines                      6-2
       6.1.2  Subjective Testing                          6-4
       6.1.3  Examiner Qualifications                     6-4

6.2    General Examination Instructions                   6-6

       6.2.1  Manipulative Tests                          6-6
       6.2.2  Oral Test                                   6-7

6.3    Practical Test Examiner Task Analysis              6-8
6.4    Data Reduction and Durability Testing              6-9
6.5    Test Item Form                                     6-9

SECTION 7  -   REFERENCES AND SELECTED BIBLIOGRAPHY       7-1
                           VII

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APPENDIX A




APPENDIX B




APPENDIX C



APPENDIX D




APPENDIX E




APPENDIX F
          APPENDIX






JOB ANALYSIS




TASK ANALYSIS




PREPARATION OF TEST QUESTIONS



SAMPLE OF TEST QUESTIONS




SAMPLE OF THE PRACTICAL TEST ITEM FORM




OPERATIONAL DEFINITION OF TERMS
Page



A-l



B-l



C-l



D-l



E-l



F-l
                            vin

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                    LIST OF ILLUSTRATIONS


Figure No.                   Title                         Page


  2-1               Program Overview                      2-3

  2-2               Technical  Background                  2-17

  2-3               Evaluation Of Examination             2-18

  4-1               Item Development -  Alternate
                    Response                              4-4

  4-2               Item Development -  Multiple
                    Choice                                 4-6

  4-3               Item Development -  Matching            4-7
                            IX

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                     LIST OF TABLES


Table No.                Title
  2-1             Brief Resume Of The Light
                  Duty Vehicle Panel Members            2-6

  2-2             Brief Resume Of The Heavy
                  Duty Engine Panel Members             2-7

  4-1             Numerical Classification Of
                  Test Items                            4-2

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                      SECTION 1

                     INTRODUCTION


The Environmental Protection Agency is currently engaged

in developing regulations for the certification of emission

laboratories which conduct EPA regulatory related tests.


One element of this emission laboratory certification

program requires the examination of laboratory technicians

to assure they have attained the necessary level of competence

in performing required laboratory functions. The examination

is comprised of a written test of operational knowledge and

a practical test to evaluate the performance of the technician

"on the job."


The basis for developing the test items were the Federal

Registers Subparts A, B, C, H, I and J. These cover the

light duty vehicle and heavy duty engine emission measurement

requirements and procedures. Particular attention was given

to those paragraphs involving the test technician rather than

the manufacturer or a certification engineer.


1.1    WRITTEN TEST FOR THE CERTIFICATION OF EMISSION
       LABORATORY TECHNICIANS


Test development guidelines used for the preparation of

vocational technical training and other job related tests were

utilized to develop the written test. Olson Laboratories was

assisted in the test development by a technical review panel


                         1-1

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consisting of experts in the field of emission measurement

from industry, independent laboratories and the EPA.  The

panel participated in the three seminar workshops conducted

by Olson Laboratories.  A consultant, knowledgeable in the

field of task analysis procedures and test development,

assisted the Olson team in planning and conducting the work-

shops .


The panel members assisted in the development of a task

analysis, writing the questions (test items) and analysis

and documentation of the test items.  The test was demon-

strated by administering it to approximately 40 technicians

and engineers at the EPA test facility in Ann Arbor, Michigan,


The program methodology is discussed in Section Two.  Further

details of the written development and workshop seminars are

discussed in Section Three, Four and Five.


1.2   PRACTICAL EXAMINATION FOR THE CERTIFICATION OF
      EMISSION LABORATORY TECHNICIANS


In addition to the written test, Olson Laboratories has

developed a practical test for emission technicians.  It

consists of both a manipulative and oral test similar in

nature to the practical test used by the Federal Aviation

Administration for certification of aircraft mechanics.


Much of the material and information obtained in developing
                           1-2

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the written test were also used in the development of the



practical test as discussed in Section Six of this report.





Both the written and practical tests have been previously



delivered to the EPA and for test security reasons are not



included as part of the final report.
                         1-3

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                      SECTION II

             TEST DEVELOPMENT METHODOLOGY


In the Development of the written examination for the

certification of emission laboratory technicians Olson

Laboratories has chosen an established method in the

vocational-technical training field.  The Equal Employment

Opportunity Coordinating Council has recently recommended
                                                        1,2,3
similar guidelines for preparation of job related tests.

These guidelines were adopted from those developed by the
                                   4
American Psychological Association.


Briefly the Recommended Procedure for test development involve

the following tasks:

       0   Preparation of a job description

       0   Task Analysis (Job Analysis)

       0   Item (Question)  Development

       0   Test Demonstration

       0   Item Analysis


Similar guidelines were used in the preparation of the

practical test.  Development of the practical test is

discussed in Section Six.  To support Olson Laboratories

in developing the examination, a Technical Review Panel,

experienced in emission laboratory testing, was organized
I    "
 Page 4413 (References are listed in Section 7)

2
 Paragraph 60-3,6, pages 2095-2097


                         2-1

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 under  the  direction  of  the  EPA Project  Officer.   Three



 workshop seminars were  held during which the  panel  members



 participated  in  the:  (1)  development  of the  task analysis



(2)  test item  development  and (3)  item  analysis.   A program



 overview showing the  interrelationship  of the program tasks



 appears in Figure  2-1.





 2.1   SELECTION  OF THE  REVIEW  PANEL





 The selection of the  Technical Review Panel was  extremely



 important  to  insure  the validity of the development of  the



 written test.  The selection of  the panel involved  the



 consideration of:   (1)  the  technical  background  of  the



 individual panel members;   (2) the industry  sources from



 which  to draw panel  members, and  (3) the number of members,





 2.1.1   Technical  Background





 The examination  covers  several technical areas of emission



 testing which are  listed  as follows:



       1.   Exhaust emission measurement of gasoline-fueled



            light duty vehicles (FR85  Subpart  A).



       2.   Exhaust emission measurement of diesel-fueled



            light duty vehicles (FR-5  Subpart  B).



       3.   Exhaust emission measurement of gasoline-fueled



            light duty trucks (FR85 Subpart C).
                           2-2

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                       Figure  2-1

                    PROGRAM  OVERVIEW
    Olson
   Proj ect
    Team
 EPA/Olson
 Technical
 Review Panel
 Selection
     Job
 Description
   Task
Analysis
Seminar  #1
   EPA
 Project
 Officer
  Technical
   Review
   Panel
    Item
 Development
 Seminar #2
  Item
Analysis
Seminar #3
 Procedures
 and Forms
 Development
    Test
Demonstration
   Test
   Items
Practical
Examination
                       Written
                       Examination
                          2-3

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       4.  Exhaust emission measurement of gasoline-



           fueled heavy duty engines (FR85 Subpart H).



       5.  Smoke emission measurement of diesel-fueled



           heavy duty engines (FR85 Subpart I).



       6.  Measurement of gaseous exhaust emissions



           from diesel-fueled heavy duty engines



           (FR85 Subpart J).





For complete listing of the Federal Registers involved



see Section 3.1.





Since the examination was to cover such a diverse field of



emission measurement it was necessary that the panel reflect



this same diverse experience.





Initially a letter was sent out to companies and organizations



involved in emission testing, asking for their participation



in this program.  They were asked to submit a resume of their



candidate if they wished to participate in the program.





The resumes submitted were evaluated and the panel selected



on the basis of their experience in the emission field under



the direction of the EPA Project Officer.  Selection was made



from both the professional and technical field and was



representative of all the specified areas of emission



measurement.
                            2-4

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The measurement technique used for light duty vehicles and



heavy duty engine emissions are dissimilar in many respects.



Therefore, it was decided to divide the members into two



Panels consisting of nine members each.  A brief resume of



the panel members appears in Table 2-1 for the light duty



vehicle panel and Table 2-2 for the heavy duty engine panel.





2.1.2   Source





For light duty vehicles, panel members were selected from



automotive manufacturers both domestic and foreign,



independent test laboratories and the EPA.





For heavy duty vehicle engines, panel members were selected



from manufacturers of heavy duty gasoline and diesel engines,



independent test laboratories and the EPA.





2.1.3   Panel Size





Olson's past experience in development of examinations, indicated



that a Panel consisting of approximately ten members is best



for efficient workshop operations.  It was also evident that



dividing the group into smaller teams with specific assign-



ments was more productive.  However, all the members of the



Panel were allowed to review and comment on the work of



other teams.
                           2-5

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                                              TABLE 2-1
                          BRIEF RESUME OF THE LIGHT DUTY VEHICLE PANEL MEMBERS
PANELIST

R. Wiquist



R. Lord



R. Prevost

C. Senko



J. Parcells
J. Baronick
J. Shelton
J. Lorance
W. Becktal
POSITION

Sr. Project Engineer



Research Engineer



Asst. Staff Engr.

Sr. Test Tech.



Ems. Lab. Supervisor




Supervisor(Germany)





Engineering Tech.



Supr. Tech.  Service





Project Leader
                                                          SUBPART
                                          ORGANIZATION   ASSIGNMENT

                                          Chrysler           A
Ford




GM

AMC




Toyota





VW
EPA
AESI
                                                             B




                                                             B

                                                             C
ATL
BACKGROUND

Data analysis, correlation
operations and correlation
of emission test equipment.

Analytical instrument
operation, driver, instr.
evaluation, calibration.

Supervision, emission testing.

Preparation of vehicles for
cert, testing, witness
testing for ARE § EPA.

Survey of new and used car
emissions, instrumentation
development, supervise
exhaust emission testing.

Supervision of exhaust
emission measurement, correl-
ation between labs, new
instrumentation evaluation.

Light Duty vehicle emission
testing and emission  lab
correlation.

Design development §  operation
of emission system. Project
engineer on emission  test
programs.

All phases of certification
testing, driving,  data  red.,
instruments,  test  procedures.

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                                             TABLE 2-2
                         BRIEF RESUME OF THE HEAVY DUTY ENGINE PANEL MEMBERS
PANELIST

J. Harrod


L. Bausback

J. Ortlieb
R. McDowell
D. Nelius
R. Oldsen
R. Clark
J. Sundahl
M. Ingalls
POSITION

Foreman
ORGANIZATION

Cummins
Lead Technician      Cummins

Research Engr. Dept. Cummins
Project Engr.
Supervisor
Ems. Laboratory
Supervisor
Project Engr.
Sr.  Res. Engr.
Caterpillar
International
Harvester
EPA
AESI
SW
 SUBPART
ASSIGNMENT

J
Sr. Experimental     Detroit Diesel    J
Engineer
H
J
H
H
BACKGROUND

Diesel exhaust emission meas-
urements, supervises test tech.

Diesel smoke emissions.

Responsible for technician
training programs, Union
guideline experience.

Supervision of certification
tests for HD diesel exhaust
and smoke emissions.

Maintenance, calibration,
operating and research
application of emission
equipment.

Supervision of gasoline engine
labs, certification tests, dyno
maintenance, calibration
procedures.

Design and construction of
emission analyzer systems,
heavy duty engine certification
§ both heavy and light duty
emissions measurement experience,

Heavy-duty testing  (6-10K)
using LD test cycle, CVS
system § other system
calibration.

HD gasoline test procedures,
surveillance, on-the-road
exhaust emisssion,  gasoline
§ diesel.

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Nine members were selected for each panel.  Each panel was

then divided into three groups.  These groups were each

assigned a subpart of the Federal Register on which they

would concentrate.


2.2    CONSULTANT PARTICIPATION


An examination development specialist assisted the Olson

team in the development of the written certification exam-

ination.  The Consultant, Dr. D. Gene Davis, actively part-

icipated in the planning and preparation of material for

the three seminars.  In addition he assisted in conducting

the workshop seminars and the examination demonstration.


Dr. Davis, teacher educator for graduate programs in the
    \^_
School of Education at the University of California, Los

Angeles, has extensive experience in education and

consulting with industry in the area of test development

and implementing test demonstration programs.
                          2-8

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2.3   CLASSIFICATION OF TECHNICIANS





The first step in the development of a test is to write a job



description for the person being tested.  A job description



is a general statement about what a person on the job does,



and describes the conditions under which he does them.





Writing a job description for test technicians proved to be



a difficult job because of the great differences in personnel



and equipment utilized by the various organizations in the



emission field.  However, it was necessary to develop job



descriptions for two reasons: (1)  In order that the written



test could be subdivided into general technician classifica-



tions,and (2)  As a starting point for the development of



the task analysis.





2.3.1   Classification





It is reasonable to assume that the emission tests are



conducted by more than one person possessing varying



degrees of skill level and job requirements.





This would necessitate the subdivision of the examination



in order that the technician could be certified for the



particular job.
                          2-9

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There is, however, considerable overlap in the responsibilities



of these technicians which varies from one company to another.



It was decided that rather than examine a particular person



doing the job the examination would be divided into the



following identified classifications.






Light Duty Vehicle Emissions



       1.  Vehicle Preparation and Evaporative Emissions.



       2.  Test Driver.



       3.  Data Reduction.



       4.  Instrument Operator.





Heavy Duty Engine Emissions



       1.  Data Reduction.



       2.  Instrument Operator.



       3.  Dynamometer Operator.






It is possible that a technician could be qualified in more



than one classification and in some cases in all classifica-



tions. Therefore, a person who might be responsible for the



certification of emission tests may be required to be



proficient in all phases of the testing operation and would



be required to pass all sections of the examination for



either or both light duty and heavy duty.  This person



could be classified as a master test technician.
                          2-10

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2.3.2   Job Descriptions for Task Analysis





The Olson team under direction of the EPA Project Officer



prepared the following list of job descriptions to be used



by the panelist as a starting point for the task analysis.





Emission Test Personnel Duties



1)  Vehicle Preparation:  Prepares vehicle for exhaust and



    evaporative emission test.  Checks tire pressures, adapts



    fuel system for consumption measurements, and prepares



    evaporative emission test canisters.  Does not include



    vehicle tune-up.



2)  Vehicle Test Driver:  Drives vehicle through test cycle.



    Sets dynamometer load and inertia weights.for tests.



    Connects sampling system for tests.



3)  Data Reduction Analysts:  Reduces measured data and



    calculates final test results either manually with cal-



    culators or by programming and computer methods.



4)  Analytical Instrumentation Technician:  Operation of



    emission sampling system, instrument system for



    measuring pollutant concentrations, calibrations of



    instruments, and equipment maintenance.
                          2-11

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5)  Master Test Technician:  Conducts and/or directly



    supervises all emission test operations.  Must have



    experience as a test driver, data reduction analyst,



    and an analytical instrument technician.



6)  Emission Engineer, Gasoline Engines:  Supervision and



    understanding of all emission test operations, and have



    responsibility in determining the validity of official



    test results for gasoline-fueled vehicles or engines.



7)  Emission Engineer, Diesel Engines:  Supervision and



    understanding of all emission test operations, and have



    responsibility in determining the validity of official



    test results for diesel-fueled vehicles or engines.



8)  Engine Dynamometer Operator:  Set-up of engine for



    heavy duty emission tests and operation of engine



    dynamometer during official emission tests.





This list was submitted to the technical review panel during



Seminar I.  Classifications 1, 2, 3, 4 and 8 were used by



the panelist in the task analysis.  Classifications 5, 6 and



7 were general descriptions of jobs which would require



knowledge and skill of all classifications within a major



classification  (i.e.  - Either light duty vehicle or heavy



duty engine.).  This list was used only as a starting point



for the task analysis  procedure and is not related to any



classification plans of EPA.
                          2-12

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2.4   WORKSHOP SEMINARS





The technical review panel participated in three workshop



seminars.  Each seminar was three days in length and



held October 23-25, December 11-13, 1973 and February 18-21,



1974.  Because the skills in test development learned in the



first seminar would be used during the other two seminars,



only panel members attending the first meeting were allowed



to participate in the remainder of the program:  This



procedure was necessary so that a participating company



would not send an alternate candidate to each of the three



meetings.  This would require reviewing the previous work



and training in test development with every new panel



member.  There were other considerations also for keeping



the same membership throughout the program among which were



to avoid the introduction of problems or disagreements which



had been worked out in previous meetings, and the familiarity



of the members meant a better team effort could be achieved.



Attendance was good with only three members not being able



to attend all three seminars.





Panel members received instructional material approximately



one week in advance.  They were asked to review the material



in advance in preparation for the seminar.
                          2-13

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Each seminar began with a discussion of the objectives



and the methods used to develop test items and an overview



of the seminar with a brief review of the previous seminar,





During Seminar I the Olson team explained the methods in



determining job classification, job descriptions, and task



analysis procedures.  Dr. Davis further explained the back-



ground and purpose of the task analysis.  Questions were



answered and individual assistance was given to the panel



members throughout the seminar.  A review was held each



morning prior to the start of the work sessions.  The



participants were asked to finalize the classification of



emission test technicians (Job Description).   They were



then asked to review and complete the task analysis pre-



viously prepared by Olson Laboratories.  The development



of the task analysis is discussed in Section 3.





Seminar II was used to write the test items using the



specifications and task analysis of Seminar I.  Section 4



details procedures used for the construction of test items.





The panel members were given the examination at the start



of Seminar II.   Item analysis of individual test questions



was performed by the Olson team.  The panel members were



asked to rewrite those test items that were not clear or



incorrect or not directly job related. The procedure used



for item analysis on the written test is described in




Section 5.

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Since technicians from emission testing laboratories



may be required to take the test it was determined that



security policies be established.  The EPA requested that



panel members not discuss the development of the test



items at any time outside the seminars.





Notes and drafts prepared by Olson•Laboratories and the



technical review panel were collected and secured at the



end of each seminar day and following each seminar session.





2.5   TEST DEMONSTRATION





After the development of the test items by the panelists



during Seminar II the examination was given to approximately



40 EPA technicians and engineers.  In a few cases the tech-



nician was allowed to take both the light duty vehicle and



the heayy duty engine examination if they had experience in



both areas.  As a result there were 30 light duty tests and



13 heavy duty tests taken.  At the beginning of Seminar III



the light duty examnination was taken by nine panelists and



the heavy duty by eight panelists.





The people taking the exam had a wide range of experience



and educational background.  Therefore, it was necessary to



determine something about their technical background in



order to correctly interpret their answers in the test item



analysis procedure.  Figure 2-2 is a sample of the form



given to the test examinee.  Exams were identified by
                          2-15

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number only.  No surnames were used for the exam given to



the panel members.





Instructions were given to answer the questions according



to the latest Federal requirements.  In addition they were



asked to make comments on the examination booklet about



any of the items that they thought might be misleading or



incorrect.  These comments were then used as part of the



test item analysis.   In addition, after completion of the



exam participants were asked to fill out an evaluation



form (Figure 2-3).
                          2-16

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                         TECHNICAL BACKGROUND
Test Number	
Education:  (List all schools attended)
High School	Diploma:   Yes       No
College	Years    	Degree
       	Years	Degree
Job related courses and special training programs	
Experience;
Present Job Title
Length of time in this job	Years             Months	
Previous jobs related to the emission field or some special skill
you are presently using such as Mechanic, Engineering Aid, Data
Audit or Lab. Technician:
Experience in emission testings  Months_
1.  Test vehicle preparation	
2.  Evaporative Emissions         _
3.  Test vehicle driver   j	
4.  System operator       _
5.  Engine Dyno installation                Operation^
6.  Smoke measurement	       ._._
7.  Data reduction	
8.  Total emission experience        Light Duty_	Heavy Duty_
Other Related Experience;                             	.	
                              Figure 2-2
                                   2-17

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Examination No.
                       EVALUATION OF EXAMINATION


To improve the exam in the final form we would appreciate your
assistance in completing the following questions.

1.  Do you feel this examination covers the emission technicians

    job responsibility:  Closely	 Moderately	Little	

    Not at all	

2.  Do you feel the exam was well organized? Yes	No	
3.  What was your impression of the degree of difficulty of the

    exam?  Too elementary	 Too Advanced	About Right	

4.  Were the questions in general:

    Understood                  Not Understood
5.  Could you finish the test in the time allowed? Yes	No	

    Which sections were not completed?

    Light Duty:  1-1    1-2    1-3    1-4

    Heavy Duty:  2-3    2-4    2-8

6.  Did you try to answer all the questions even if you were not

    sure of the correct answer?  Yes	 No	

7.  Did you leave the question unanswered if you did not under-

    stand the question?   Yes	 No	

8.  Additional Comments:
                               Figure 2-3
                                2-18

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                     SECTION III



                     TASK ANALYSIS





The first seminar involved the review and completion



of the Job Classification and task analysis previously



initiated and developed by Olson Laboratories.  Task



analysis is an essential procedure in test item



development.  By listing and analyzing each detailed



task performed by the technician the important areas



can be determined and those of lesser importance can



be avoided or de-emphasized in preparing test items.





3.1    TASK LIST






The first step in the task analysis procedure is the



preparation of a list detailing as much as possible the



steps performed by the test technician.





The sources used for the Task List were as follows:



0   Federal Register, Volume 37, No.  221, November 15, 1972



0   Federal Register, Volume 38, No.  124, June 28, 1973



0   Federal Register, Volume 38, No.  151, August 7, 1973



0   SAE J177 Measurement of Carbon Dioxide,  Carbon Monoxide,



    and Oxides of Nitrogen in Diesel  Exhaust.



°   SAE J244 Measurement of Intake Air on Exhaust Gas Flow



    of Diesel Engines.



°   SAE J215 Continuous Hydrocarbon Analysis of Diesel



    Emissions.



°   SAE J255 Diesel  Engine Smoke Measurement (Steady State)




                          3-1

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The panel members were asked to supplement these sources



with their own company procedures, if available, and



their own experience and training in the emission field.



It was stressed that there are many things not in the Federal



Register that are required for performing an emission test.



Knowledge of these tasks are important in the development of



the test items and should be included in the task list.





The item list covered five general categories:  terminology;



test procedures; analytical system; data reduction and



durability testing.  This was further broken down into



nine procedures or task categories.



    1.  Vehicle or engine preconditioning, evaporative



        emissions and vehicle test preparation.



    2.  Testing for emissions.



    3.  Instrument analyses.



    4.  Calculations.



    5.  Maintenance.



    6.  Troubleshooting.



    7.  Calibration - instruments and equipment.



    8.  Theory.



    9.  Safety.






Each panelist was encouraged to develop the task categories



with which they were most familiar.  But it was requested
                          3-2

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that all task categories be completed for each subgroup.



In some cases this involved repetition of similar tasks



among the subgroups.





3.2    TASK ANALYSIS





The second step of test development is the task analysis.



The task analysis involved the analysis of each task item



for:





         0   Frequency of Performance



         0   Skill level required



         0   Importance of the task





In addition to instructions given by the Olson team the



panelists were given a description of the job analysis



technique to be used.  This "hand out" is presented in



Appendix A and describes in detail the procedures used



for task analysis.





The task analysis is presented in Appendix B.  This was



the original compilation of the task analysis as submitted



by the panel. Duplication of submitted task items were



eliminated prior to Seminar II.  It was used as a working



tool to develop the examination questions, therefore,



corrections and omissions noted by the panelists in a review



of the task analysis were not included in this draft copy.
                           3-3

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It can, however, be used as a guide for developing a task



or "job analysis" for technicians in a particular laboratory



or company.





3.2.1  Frequency of Performance





A rating system of one to five was used by the panelists to



indicate the frequency each task was performed.  The rating



code is as follows:





                    1.   Monthly             4. Daily



                    2.   Biweekly            5. Every test



                    3.   Weekly





3.2.2   Skill Level





Tasks performed by a technician do not require the same



skill level.  The panelists were asked to give their



evaluation of the learning difficulty of each task or



the difficulty of acquiring the particular skill.  For



example, operating an engine dynamometer might require a



higher level of skill than installing the engine exhaust



system.  The following rating was used by the panel for



the skill or learning difficulty:





            1 = Easy to learn



            3 = Moderate skill or learning level



            5 = Difficult to learn or high degree of



                skill
                           3-4

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3.2.2   Importance of the Task





Tasks are not of equal importance in the performance of



an emission test.  Tasks that are performed frequently



may not represent a critical skill.  Other tasks, although



performed rarely, are vital to the performance of a valid



emission test.  The panelists were asked to use their



judgement to rate the importance of each task in terms



of performing a valid emission test.  The rating scale



used is as follows:





          1 = Unimportant



          2 = Moderately Important



          3 = Very important
                         3-5

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                      SECTION IV



                 TEST ITEM DEVELOPMENT






The task analysis prepared by the technical review panel



was consolidated to avoid duplication and reviewed by Olson



Laboratories and the EPA.






This working document was then given to the panel members



at the second seminar to use in preparing test items.






The panel members were assigned to the same subpart team



as the first seminar.






4.1   TEST ITEM CLASSIFICATION






The panelists were asked to develop as many items as they



could during the three day seminar.  In order to avoid



confusion as to which area of emission measurement the



question was directed, a numerical classification system



was devised.  This system could also be used in the future



to catalogue the questions and allow an examiner to pick



the questions from a "data bank" for a particular



examination.  The classification used is shown in Table 4-1.






4.2   TEST ITEM DEVELOPMENT PROCEDURES






Olson Laboratories prepared a list of sample questions



prior to the seminar for both heavy duty and light duty



panels. Those questions were distributed, discussed and



evaluated with the panel members.
                           4-1

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                 TABLE  4-1
   NUMERICAL  CLASSIFICATION OF TEST ITEMS
Major
Classification:
Minor
Classification;
    (Job]
Categories:
Procedure
 (Task Category)
Federal Register:
Subpart
1.   Light duty vehicle emissions
2.   Heavy duty engine emissions
1.  Vehicle preparation
2.  Vehicle test driver
3.  Data reduction analyst
4.  Analytical instrumentation technician
8.  Engine dyno operator
1.  Terminology
2.  Test procedures
3.  Analytical systems
4.  Data reduction
5.  Durability testing

1.  Vehicle or engine preconditioning-evaporative
    emissions- test preparation
2.  Testing for emissions
3.  Instrument analyses
4.  Calculations
5.  Maintenance
6.  Trouble shooting
7.  Calibration-instruments & equipment
8.  Theory
9.  Safety
A   Light duty vehicle gasoline fueled
B   Light duty vehicle diesel fueled
C   Light duty trucks gasoline fueled
H   Heavy duty engines gasoline fueled
I   Heavy duty engines smoke emissions
J   Heavy duty engines diesel fueled

-------
The panel members were given a "hand out" discussing the



preparation of test items.  This discussion of the types



of items and general rules for construction of test items



appears in Appendix c.





4.2.1   Test Item Categories





The written test for the certification of emission



laboratory technicians is an objective type test for



technicians.  Three categories of objective questions



were chosen for the construction of the examination,



they were:





          1.  Alternate - Response Item (True-False)



          2.  Multiple Choice Item



          3.  Matching Exercises





4.2.1.1   Alternate-Response Item (True-False)





Alternate response items are those in which only two



alternatives are presented.  The most common are the



True-False, requiring an answer concerning the truth or



falsity of a statement.  An example of this type appears



in Figure 4-1 as it would appear in the Item Development



Form used by the panelists.  Sample questions of this



type taken from the "data bank" are presented in Appendix




D-l.
                           4-3

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                       ITEM DEVELOPMENT FORM
TEST ITEM CLASS
2
8
2
2
J


MINOR CLASS  . Dynomometer Operator



APPLIES ALSO TO
                      ITEM CATEGORY




                 /W  Alternate-Response



                 /~7  Multiple Choice



                 /~7  Matching
ITEM DEVELOPED BY
Olson Laboratories
TESTS KNOWLEDGE OF
 Test Procedures
REMARKS
Before performing the 13 mode emission cycle  the  engine  temperatures



and pressures are allowed to stabilize



             TRUE   X      FALSE
                              4-4

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4.2.1.2   Multiple Choice





Multiple choice items are the most popular form for



standardized testing.  However, it is the most difficult



of the objective type items to construct.  The multiple



choice item commonly consists of an incomplete statement



with varying degrees of accuracy.  The answer which is



most correct or best completes the statement is to be



chosen and typically this choice is indicated by an



answer appearing in a column at the left or the right side



of the paper.  An example is given in Figure 4-2 and sample



questions appear in Appendix D-2.





4.2.1.3   Matching Exercises







Matching exercises are in effect combinations of multiple



choice items in such a manner that the choices are compounded



in number.  Matching exercises differ from other objective



forms in the fact that they must occur in groups.  Matching



tests are by nature multiple in type and the number of



scoring points is ordinarily determined by the number of



responses required.  An example of a matching type item



appears in Figure 4-3 and sample questions are presented in



Appendix D-3.
                          4-5

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                            Figure 4-2

                       ITEM DEVELOPMENT  FORM
TEST ITEM CLASS
1
4
2
3
B


MINOR CLASS  .Instrument Technician
APPLIES ALSO TO
                       ITEM CATEGORY

                  /~7   Alternate-Response

                  /W   Multiple Choice

                  /~7   Matching
ITEM DEVELOPED BY
   Olson Laboratories
TESTS•KNOWLEDGE OF
Diesel measurement
REMARKS
The hydrocarbon in the exhaust emissions from light duty diesel

vehicles are determined by:

  (a)    Analysis of a bag sample collected during the Hot
        transient test.

  (b)    Integration of a continuous HFID trace.

  (c)    A non-dispersive infrared detector

  (d)    Gas chromatographic analyses of the bag sample.

  (e)    None of the above	(b)
                               4-6

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                           Figure 4-3
                       ITEM DEVELOPMENT  FORM
TEST ITEM CLASS
1
4
1
8
A
-B
C
MINOR CLASS  .Instrument Tech..
APPLIES ALSO TO  2-4-1-8 H,  J,
                       ITEM CATEGORY

                  /~7  Alternate-Response

                  /~7  Multiple Choice

                       Matching
ITEM DEVELOPED BY
Olson Laboratories
TESTS- KNOWLEDGE OF   Chemical make-up of  the  primary

   .	components of the exhaust.	

REMARKS
  Match the definition with the chemical  compound

   e   A heavy, colorless nontoxic,  non-      a.
       combustible gas; a by-product of
       complete combustion.                  b.
       A colorless,  odorless,  toxic,
       combustible gas;  a by-product
       of incomplete combustion.

       A colorless,  toxic gas  formed
       by the oxidation  of nitrogen;  also
       a by product of the combustion of
       hydrocarbon fuels.

       A colorless,  tasteless, odorless,
       nontoxic gaseous  element that
       constitutes 78 percent  of the
       atmosphere by volume.

       A brown, highly toxic gas formed
       by the union of nitric  oxide and
       oxygen or ozone.
                       c,

                       d,

                       e,

                       f,

                       g
Nitric Oxide

Nitrogen

Nitrogen Dioxide

Carbon Monoxide

Carbon Dioxide

Oxygen

Sulphur Dioxide
                               4-7

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4.3   Results of the Second Seminar





 The items developed by the panelists were reviewed by



 each panel as a group several times during the course



 of the seminar.  The main points covered were:  Is the



 answer clear and correct?  Is the item job related?



 and, How could the question be improved?





 At the end of each day test items were collected and



 secured by Olson Laboratories.





 Each panel (light and heavy duty) constructed approxi-



 mately 300 test items.  These were checked,  catalogued



 and combined by test category into an examination data



 bank by Olson Laboratories.  Separate data banks of



 test items were prepared for the light and heavy duty



 technicians.   These data banks were then used for the



 test demonstration at the EPA and the third seminar.
                            4-8

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                        SECTION V



                      ITEM ANALYSIS





The Seminar III began with a review of the past two seminars.



The procedures for administering the written exam to the EPA



technician and engineers were described and then the tech-



nical review panel members were given the examination.





5.1    ITEM ANSWER ANALYSIS





Upon completion of the examination an item analysis was



conducted by the Olson team on the examination taken by the



panel members.  During this time the panel members were



asked to document the answer to the test items either by



reference to a Federal Register paragraph, an SAE recommended



practice or a particular reason for the answer being the



most correct.  If the answer was not a standard Federal test



procedure, the panel members were asked to document the



reason for the question such as "acceptable laboratory



procedures."





If acceptable laboratory procedures was used as the basis



for the correct answer it was usually agreed upon by the



panel subgroup and in some cases it was determined by the



judgement of the entire panel.
                           5-1

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5.2     TEST ITEM ANALYSIS PROCEDURES





After completion of the answer analysis by the panelists



they were instructed in test item analysis procedures.  The



panel members were divided into groups and assigned sections



of the exam.  Where possible the members were assigned the



original Federal Register subparts they had been working on



in the previous two seminars.





Instruction in test item analysis covered the following



areas:



     o  Constructing and validating test items.



     o  Item analysis methods.



     o  Item difficulty



     o  Item discriminating power.





After instruction by the Olson team the panelists were given



the results of the test item analysis which had been pre-



viously prepared by Olson Laboratories they were also given



comments made by the technicians and engineers who had



taken the test.  Also,  available to the panelists were



comments made by  experienced EPA personnel that had reviewed



the written examination.
                          5-2

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5.2.1    Constructing and Validating Test Items





The validating of an examination depends on the degree



with which it measures what it attempts to measure.  A test,



therefore, should accomplish the purpose the constructor



had in mind in order to satisfy this fundamental criterion



for testing.





Test validity depends upon (1) the validity of the content



in general, and  (2) the validity of the individual items of



which the test consists.  Objective evidence concerning



item validities, however, is secured only by, (1) the actual



administration of the test in preliminary form to a large



group of typical technicians, and (2) a detailed statistical



analysis of the  results of an item by item review.





The test was administered to a group of technicians and



engineers employed by the EPA.  This group ranged in experience



from one week to several years.  Technical and educational



background forms were completed by the examinees for the



purpose of the test item analysis procedure.





However, this sampling of technicians was not sufficient to



statistically determine the test validity.  In fact, in order



to do this might require administering the examination to a



large percentage of the technicians who would in the future
                           5-3

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be taking the examination for certification and therefore



this did not seem to be a practical means of determining



test validity.





In some instances content validity is accepted as a demon-



stration of test validity in skills tests (i.e., tests to



determine whether an individual already possesses needed



skills or knowledge)2.   Content validity is evaluated



through such devices as job analysis, pooled judgement of



competent persons, and item analysis.  The only available



criterion for validity of the written test is the content



validity demonstrated by the procedures used to construct



the test.





5.2.2   Item Analysis Methods





Re-examining each item of a test for the purpose of eval-



uating its strength and weaknesses is known as item analysis.



Item analysis customarily concentrates on two vital features



of each test item; its  level of difficulty and its dis-



criminating power.  By  the former is meant the percentage



of technicians who answer correctly each test item; by the



latter is meant the ability of the test item to differentiate
2 Paragraph 60 - 3.6(12)00  page 2096
                           5-4

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between technicians who have achieved well and those who have



achieved poorly.






Item analysis by the Olson team was prepared in three



categories for each examination.





     1.  EPA experienced personnel



     2.  EPA inexperienced personnel



     3.  Technical Review Panel





The inexperienced person at EPA was defined to be one with



less than six months experience in emission measurement.





The number of responses for each alternative for any test



item was listed for each category.  Also, listed in this



tabulation were the number of unanswered responses and the



comments made by the examinee.





The test, in the same form as administered to approximately



40 individuals at the EPA emission facility, was administered



to the panel members to (1) provide additional data regarding



validity and reliability of the test items, and (2) acquaint



the panel members with a more direct insight regarding the



individual test items.





In addition to the general instruction of item analysis the



panelists were asked to perform the following tasks:



     o  Items that appeared to be easy or difficult
                           5-5

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        as evidenced by the proportion of correct
        responses  - were eliminated except where
        the panel  felt strongly that the item was
        critical to the technician's performance.
     o  Items that could not be shown to be related
        to the technician's job were eliminated.
     o  Items which were not preferentially answered
        correctly  by the experienced group were
        eliminated or rewritten.
     o  Items whose correct response might depend on
        the facility policy were eliminated.

Upon completion of the Seminar III the Olson team reviewed
the written test eliminating those items as suggested by
the panel and rewriting questions which required further
technical editing.  Olson in an effort to increase the
number of multiple choice items re-constructed several of
the true-false questions into multiple choice items.

5.2.3   Item Difficulty

Determining the level of difficulty of a test item is a rel-
atively easy task.  First a tabulation is made of the number
of correct answers.  This figure is then divided by the
total number attempting the item, and the quotent is multi-
plied by 100.
                            5-6

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The tabulation used for item analysis was also used to



determine  item difficulty.  In general tests contain  items



of varying degree of difficulty with the average preferably



somewhere  around 50%.  The level of difficulty in this case



was determined in order to eliminate a high percentage of



items with levels near zero and to improve those questions



with levels near 100%.  In determining item difficulty



those items that had a degree of difficulty of 100% were



usually found to be due to incorrect answers or poorly



worded questions.





5.2.4   Item Discriminative Power






The basic  function of a standardized test is to place



individuals along a defined scale in accordance with dif-



ferences in their achievements.  Since the group tested has



a varying degree of background, it is possible to determine



the discriminative power of the test by comparing the res-



ponses from the experienced group with those of the inex-



perienced.  By comparing the responses for the three groups



the item could be shown to be job related or answerable by



the use of logic or intelligence alone.





5.2.5    Using Item Analysis Results





The results of item analysis can serve two major purposes.



The first and more obvious one is that they provide important
                           5-7

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information concerning the problems encountered when informal



achievement tests are built.  On the basis of such infor-



mation, the person preparing the test items can gain a much



better view of the worth of the test, and also profiting



by his mistakes in that he should be able to construct



noticeably better tests in the future.  The second use can



be summarized by the single word "diagnosis."  By examining



the data from item analysis, the tester can detect learning



difficulties of individual technicians or the group as a



whole, and in consequence can plan more suitable training



programs.  Studying the strengths and weaknesses of tech-



nician achievement will also help him to evaluate more



accurately the effectiveness of various parts of the learning



situation.





5.3    THE WRITTEN TEST DATA BANK





Upon completion of the changes required by item analysis



and the technical review panel comments, the written test



data bank was again submitted to the EPA for final review.





Comments made by the EPA were incorporated and obvious errors



were corrected before the test questions were submitted in



final form.





The written data bank of test questions for laboratory tech-



nicians in its present form is necessarily only valid for
                           5-8

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the present procedures prescribed by the Federal Register.
As procedures are changed and added to the Federal Register
the items will have to be studied and possibly revised to
cover these changes.  Also new items must be added as new
procedures and requirements are introduced, and items which
no longer apply must be dropped.

The examinations given in the process of certification of
emission technicians should be subjected to analysis in order
to improve the examinations reliability and to identify
possible areas where the test could be improved.

It is recommended that each time the examination is given
that the technical background and evaluation of the exam-
ination should also be obtained to aid in the test or item
analysis.
                           5-9

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                      SECTION VI

        DEVELOPMENT OF A PRACTICAL TEST FOR THE
  CERTIFICATION OF EMISSION LABORATORY TECHNICIANS
A written data bank of test questions is designed to test

the knowledge of a technician.  However, a person could

have sufficient knowledge to pass the examination without

having the required ability to perform the job.  In fact

many people with experience in taking objective tests can

pass a test with only limited knowledge of the subject.

Therefore, since the objective of the certification test

is for the technician to have both the knowledge and

ability to perform emissions test, it is important that

not only his knowledge is tested but also his skill in

performing an emission test.  A practical test for

emission laboratory technicians has been developed along

the same guidelines used by the Federal Aviation Adroin-
                                         5
istration for certification of mechanics.  Performance

criteria are similar to those generally used in vocational
                   6
technical training.


The practical test consists of job-related projects assigned

to the technician which are designed to test his skill and

ability to select and follow correct procedures and to

determine an acceptable level of workmanship.  An oral test

will be administered along with the assigned projects.  The

questions will be closely related to the job being performed

in order to explore further the technician's understanding
                           6-1

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of the tasks being performed.

The development of the practical test consisted of the
preparation of examiner and technician performance guide-
lines, an examiner task analysis, and a test item form.
The task analysis and test item form were delivered to the
EPA as a separate document and are not included in the
final report.

6.1    EXAMINER GUIDELINES

The object of the practical test is to determine if the
technician's performance coincides with the objectives of
technician certification.   The object is not to see how
well the technician retains what he has read in the Federal
Register, but to demonstrate acceptable job performance.

6.1.1   Performance Guidelines

In testing of technicians, four types of performance should
be considered:  discrimination; problem-solving; recall
and manipulation.
    0  Discrimination - The technician is required to
       make decisions when performing his duties.Whenever
       he is required to distinguish one thing from
       another, to determine whether a proper job has been
       done or needs to be done, or to see the difference
       between correct and incorrect, the principle type
       of performance called for is discrimination.
                          6-2

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0  Problem-Solving - Once the technician decides



   through discrimination that a job needs to be



   done, he proceeds to do it.  If, for some reason,



   he is unable to accomplish the job, then finding



   the trouble is called problem solving.   The



   examiner should test the ability of the technician



   to determine what to do, should something go



   wrong with the test, either by contriving a



   situation or by orally presenting the technician



   with a situation where some malfunction has occured.



0  Recall   The technician should be able  to follow



   the proper sequence of the Federal test procedure



   without the aid of visual aids or the Federal



   Register.  Many of the recall items will be covered



   in the written exam but there are situations which



   occur during the test in which the technician has



   to recall what he has learned in respect to what



   to do and when to do it situations.  Some examples



   are checking flowmeters, spanning instruments, and



   draining traps.



0  Manipulation - Testing manipulation involves the



   technician's skill in performing the job.  The



   examiner should determine the technician's proficiency
                       6-3

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       in performing the various tasks assigned to him



       as part of the test.  Some examples are driving



       the cycle, aligning the engine dynamometer, and



       measuring exhaust concentrations.





6.1.2  Subjective Testing





The practical test is a subjective-type and consists of



both a manipulative and oral test.  They differ from the



written objective test in that judgement is required in



determining the proficiency of the test technician.  The



manipulative test deals mainly with the technician's



performance in problem solving and manipulation; whereas



the oral deals more with his ability of discrimination



and recall.





6.1.3  Examiner Qualifications





The examiner should be experienced in the most recent



state-of-the-art testing procedures.  He should have



performed tasks which he will be requesting the technician



to demonstrate.  Without this experience, the examiner



may make a judgement based on closely defined criteria



which may not allow for the difference in training and



experience of the technicians being tested.  For example,



a driver might be failed by an examiner who has never



driven the test, if he makes one driving error during



the cycle.  Judgement of this situation should have





                          6-4

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been based on:



              0  How well did the driver perform



                 on the balance of the cycle?



              0  What has been his experience with



                 driving this type of vehicle?



              0  Is the vehicle representative of the



                 population or does it represent only



                 a very small percentage?



              0  Did the driver know he had made a



                 mistake?



              0  What is the extent of his driver



                 training and experience prior to the test?





In other words, the objective is to determine if the driver



would normally be able to drive a valid test and to know



what makes a test invalid, not that he must be "error-free"



in every test cycle he drives.





The examiner must not be biased by past experience with the



test facility.  He must remember he is testing an individual,



and his judgement should be based only on the performance of



the individual rather than the complete laboratory.





The technician should be given every chance to answer the



oral questions correctly; and the "correct" answer must be



based on the scope of his particular job.
                         6-5

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6.2    GENERAL EXAMINATION INSTRUCTIONS





The person administering the manipulative test will explain



each of the projects assigned during the practical test and



give some indication of the level of performance acceptable.



The examiner should describe the scoring and the scope of



test completely before the test is given.  The examiner



should explain the fact that he will judge the technician's



performance not only on the use of acceptable laboratory



practices, the knowledge of basic operation of the equipment



being used, and observance of safety rules.





The oral test may be administered along with the practical



test in the form of questions about the projects being



performed.  The examiner should not attempt to trick or



mislead the technician in any way with his oral questions



or project assignments.





6.2.1  Manipulative Test





The projects or tasks to be assigned to the technician have



been outlined in the task analysis section.  Essentially



these tasks comprise  most of the duties the technician is



responsible for in the performance of an emission test.



The examiner may require completion of the tasks using a



few oral questions, or, if he chooses, use only some of
                           6-6

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the tasks outlined and increase the oral quiz.  Tasks



normally performed by the technician should be covered



either by a practical or oral test.





The examiner should select the tasks he wants the technician



to perform and determine the extent to which the task must



be performed.  This decision should be based on the tech-



nician's job description, if available, and his training in



the operation of the equipment being used.  Also, the



availability of support services within the company, such



as calibration and maintenance, must be taken into account.



No task should be assigned which is normally done by a



support group or someone other than the technician.





6.2.2   Oral Test





Since this is a subjective rather than an objective test,



the questions should pertain to the specific operation being



performed by the technician.  The examiner should ask his



own questions which are related to the test objectives and



the unique type of operation used at the particular facility



where the test is being given.  The examiner should direct



his questions to the technician's ability to discriminate



and recall (i.e., the ability to know what to do, when to



do it, and why).  Knowing how to decide what tasks and how



to perform the tasks is covered in the practical test.
                           6-7

-------
The oral test can be more flexible than the practical test.



Questions may be asked about portions of the procedure not



normally performed by the technician in order to demonstrate



his understanding of the overall operation of the test



facility (e.g., computer functions which start and stop the



test at a particular time, or what might be expected if



certain parts of the system were to malfunction).  Questions



of this nature should not be too technical or beyond the



skill level of the technician.





6.3   PRACTICAL TEST EXAMINER TASK ANALYSIS





A task analysis has been prepared to describe in detail the



tasks performed by the examiner.  This task analysis,



derived from the task analysis prepared for the technician,



was submitted to the EPA as part of the practical examination,





The task analysis was used as a guideline in detailing



procedures and in developing the test item form (s)  to be



used by the examiner.  The task analysis also includes the



projects assigned to the technician.  In addition, the task



analysis may be used to determine scoring procedures to be



used by the examiner.  The more critically evaluated tasks



should comprise a greater percentage of the score
                          6-8

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6.4    DATA REDUCTION AND DURABILITY TESTING





The areas of data reduction and durability testing are



seldom performed by the technicians who will be tested.



These are covered in the written exam and do not readily



lend themselves to a practical test.





The examiner will decide if the technician should be



required to perform calculations of emission data or



durability factors; and consequently these were not



included in the task analysis.  These areas would be



best covered in a total laboratory certification.





6.5    TEST ITEM FORM





The item form serves two purposes; a checklist of the



tasks to be performed and a mechanism for scoring the



examination.  Essentially it is a list of the manipulative



test items with an accommodation for scoring the oral test.





The recommended grading procedure utilizes the importance



of the task element in assigning points.  This by necessity



has been determined using the best judgement of those



preparing the item form.  In scoring the test the examiner



should consider that the total score for accomplishing



only moderately important elements of the task should not



be sufficient for a passing grade.
                           6-9

-------
As with the written examination the test item form will



have to be updated as procedures and requirements change,



An example of the form is presented in Appendix E.
                          6-10

-------
                         SECTION VII

           REFERENCES AND SELECTED BIBLIOGRAPHY

REFERENCES
 (1)    "Employee Testing  and  other  Selected  Procedures,
       Recordkeeping  and  Reporting."   Proposed  rules by
       the  Federal  Contract Compliance Office,  published
       in the  Federal  Register, Volume 38, February 14, 1973
       (Page 4413)

 (2)    "Guidelines  for Reporting  Criterion Related and
       Content Validity",  Employee  Testing and  other
       selection procedures Office  of  Federal Contract
       Compliance,  Equal  Employment Opportunity Department
       of Labor, Rules and Regulations, published in
       Federal Register,  Volume 39, No. 12,  Thursday,
       January 17,  1974.  (Page  2095-2097).

 (3)    "Uniform Guidelines on Employee  Selection Procedures".
       Discussion draft prepared by a  staff  committee of the
       Equal Employment Opportunity Coordinating Council,
       August  23, 1973

 (4)    "Standards for  Educational and  Psychological Tests and
       Manuals", published by the American Psychological
       Association, 1200 Seventeenth Street,  N.W.,  Washington,
       D.C.   20036

 (5)    "Air Frame and  Powerplant Mechanics Certification
       Guide",  Department of Transportation, Federal Aviation
       Administration, AC65-2B (1971)

 (6)    "Developing Vocational Instruction" ,  R.F. Magor,
       K.M.  Beach,  Jr., Fearon Publishers, Palo Alto, Calif.
       (1967)

SELECTED BIBLIOGRAPHY

     "Writing The Test Item", Educational Measurement,
     American Council on Education, Washington, D.C. 1951

     "Using Tests  To Select New Maintenance  Personnel".
     Donald J. Huss, Chemical Engineering, March 5,  1973,
     Pages  100-104
                            7-1

-------
"Clean Air Through. Automotive Emission Control",
W.E. Roth, E. Arnold, D. Allen; Division of
Vocational Education, University of California,
Los Angeles, 1972
                      1-2

-------
   APPENDIX A



  JOB .ANALYSIS



SEMINAR I HANDOUT
      A-l

-------
                      APPENDIX A
  The Development Of Written Tests For Certification Of
             Emissions Laboratory Technicians
  Seminar I HandoutOctober 23, 24, 25,1973
                     JOB ANALYSIS
Basically, there are but three parts to the analysis of
any job:  (1)  The job must be identified completely and
accurately;  (2) the tasks of the job must be described
completely and accurately;  (3) the requirements the job
makes upon the worker for successful performance must be
indicated.

The categories of information that must be obtained and
reported in order to meet the requirements for a complete
anaylsis of a job are four in number and have been formalized
into a measurement device that is designated as the "Job
Analysis Formula."  These four categories are:  "What the
worker does," "How he does it," "Why he does it," and "The
skill involved in doing."

Before a job analysis can be of value in any program, it
must indicate the exact nature and scope of the tasks involved
in a job and define the level of difficulty of those tasks.
The first three parts of the Job Analysis Formula, the "What,"
"How," and "Why," bring out the nature and scope of the tasks.
The last part of the formula, the "Skill Involved," measures
the degree of difficulty of the tasks and exactly defines the
nature of the required skills in order to indicate their
difficulty.


            PRINCIPLES IN THE ANALYSIS OF JOBS

The term "job" is used in many different ways and has different
meanings to the individuals using the term.  Because such
terms as "job," "position," "task," and "duty" are so often
used interchangeably, and with resulting confusion, it is
necessary to establish somewhat arbitrary meanings for them.
The following terms are significant for an understanding of
basic job structure and job analysis:

1.  ELEMENT is the smallest step into which it is practicable
to subdivide any work activity without analyzing separate
motions, movements, and mental processes involved.  It is a
work unit that describes in detail the methods, procedures,
and techniques involved in a portion of the job.
                          A-2

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2.   TASK or DUTY, made up of one or more elements, is one
of the distinct major activities that constitute logical
and necessary steps in the work performed by the worker.
It is the work unit that deals with the methods, procedures,
and techniques (the "What," "How," and "Why") by which parts
of a job are carried out.  A task or duty is created when-
ever human effort, in terms of one or more elements, must be
exerted for a specific purpose.  The effort may be physical,
as pulling and lifting, or mental, as planning and explaining,
The effort may be exerted to change a material or merely to
maintain the status quo of a material.  The material may be
tangible, as boards and nails, or intangible, as numbers and
words.  Each task or duty has certain distinguishing charac-
teristics.
    (a)   It is recognized, usually, as being one of
          the worker's principal responsibilities.

    (b)   It occupies a significant portion of the
          worker's time.

    (c)   It involves work operations which utilize
          closely related skills, knowledges, and
          abilities.

    (d)   It is performed for some purpose, by some
          method, according to some standard with respect
          to speed, accuracy, quality, or quantity.  This
          standard may be provided by the worker himself
          through trial and error or as a result of
          experience; it may be furnished to the worker
          by his supervisor in the form of oral, written,
          or graphic instruction; or it may exist in the
          form of directives, published operating pro-
          cedures, or similar media.

Tasks or duties may be considered major or minor, depending
on the extent to which they establish demands for skills,
knowledges, aptitudes, physical capacities, and personal
traits and upon the percentage of total work time involved
in their performance.

3.   POSITION is an aggregation of tasks or duties with
related responsibilities.  Each position has characteristics
which distinguish it and by which it may be recognized.

    (a)  It has a definite scope and purpose.

    (b)  It requires the full-time service of one
         worker.
                         A-3

-------
    (c)  It involves work which utilizes related
         skills, knowledges, and abilities.

4.  JOB may be defined as a group of positions which are
identical with respect to their major or significant tasks
and sufficiently alike to justify their being covered by a
single analysis.

                      WORK PERFORMED

Generally, in describing the tasks that comprise a job the
analyst should arrange them in either a chronological or a
functional order.  Tasks can be arranged chronologically
when a job has a specific cycle or sequence of operations.
The analyst should describe the tasks the worker is called
upon to do in the order in which he performs them.  Applied
to some machine-type jobs, the tasks could be arranged in
the following order:

   1.  Sets Up Machine
   2.  Mounts Work Piece
   3.  Operates Machine
   4.  Removes Work Piece
   5.  Inspects Work Piece
   6.  Maintains Tools
   7.  Maintains Machine

The next part of the Job Analysis Formula, the "Skill
Involved," must also be carefully considered in presenting
each job task.  The "Skill Involved" consists of such factors
as Responsibility, Dexterity and Accuracy, and Job Knowledge,
all of which will be considered in the Performance Require-
ments section.  Whenever possible, the Work Performed must
be so worded that the "Skill Involved" in the tasks can be
directly related to the Performance Requirements.

                 PERFORMANCE REQUIREMENTS

The Performance Requirements are covered by four specific
factors:

        Responsibility
        Job Knowledge
        Mental Application
        Dexterity and Accuracy
                          A-4

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Responsibility:

This factor relates to the degree of supervision received
and exercised, the number of checks set up to prevent or
catch errors, the decision limits within which a job must
conform, and the degree of loss that would result from
error, or the saving that would be effected by foresight.

The major considerations affecting this factor are:

1.   Does worker delegate work to others?  How?  To Whom?
2.   Does worker coordinate the efforts of subordinates?
     How?
3.   Is worker accountable for progress, quality, and
     costs of work?
4.   Does worker train others?  Whom?
5.   What are the nature and the magnitude of supervisory
     control?
6.   Does work require contacts with outsiders or others
     in the organization not in line of authority?  Of
     what nature and with whom?
7-   What are the nature and the scope of commitments
     made?
8.   To what extent is work verified by others?

Jobs must be examined for the relative amount of each of
these considerations as well as their presence.

Job Knowledge:

This factor refers to the practical knowledge of equipment,
materials, working procedures, techniques, and processes
required of the worker for the successful handling of a job.
The practical knowledge requirement includes that which
must be acquired after appointment to perform efficiently
the work tasks, as well as that which must be acquired as a
prerequisite to appointment.

Job knowledge includes all of the knowledge required of the
worker by the job, whether that knowledge is gained by
actual on-the-job experience, by academic courses of training
prior to entry on the job, or by both.  When thinking of
this factor, consideration should be given to a variety of
specifications, materials, and assignments encountered, and
guidelines governing decisions and operations, such as
precedent, regulations, standards, and practices.  Consideration
should also be given to such points of pre-employment or on-the-
job knowledge as:

1.   Knowledge of machines and equipment used.
2.   Knowledge of materials used.
                            A-5

-------
3.   Knowledge of working procedures and techniques.
4.   Knowledge of product flow or process as related
     to the job.
5.   Knowledge of dimensional or formulary calculations.

Mental Application:

"Mental Application" refers to the exercise and maintenance
of mental processes required to perform properly the duties
of a job.  It may be stated as the degree and continuity of
thought, mental planning, or mental alertness that must be
exercised in performing an operation.  It includes mental
concentration required because of diversity of work or
variety of problems.

Considerations affecting this factor are:

1.  Initiative, which refers to the need to face and
    solve new problems.  This involves mental
    resourcefulness, analytical ability, the making
    of decisions, and the taking of independent action
    and should be considered according to the probable
    frequency of occasions on which the job will require
    it outside the control or routine of supervision.

2.  Adaptability, which refers -Lo the versatility required
    of the worker or the need, or lack of need, for the
    worker to handle adequately quick changes in assign-
    ment or to carry on several tasks simultaneously.

3.  Judgment, which refers to the amount of independent
    decisionmaking that must be exercised by the worker
    in performance of a job.  The importance of the
    results obtained by such independent decisionmaking
    or the extent of the consequences of poor judgment
    must be considered.

4.  Mental alertness, which relates to the attention
    necessary to tend and feed a machine properly, attention
    which must be given to orders, and alertness necessary
    to prevent damage to equipment and materials or injury
    to personnel.

Dexterity and Accuracy

This factor refers to the manual or manipulative ability
required to perform given work to a required degree of
accuracy or precision and to the complexity or intricacy of
manual processes involved.  The elements to be considered
here are characteristics such as the dexterity, accuracy,
coordination, expertness, care, and deftness required in
                            A-6

-------
manipulating,operating, or processing the materials, tools,
instruments, machines, or gages used.  The number of units
of work normally produced in a given period of time is also
a measure of dexterity.

The major considerations affecting this factor are:

1.  Dexterity, which relates to the quickness or deftness
    required, or the coordination of sight or other
    senses with the muscles.

2.  Accuracy, which relates to the degree of precision
    required in the handling of product or materials
    and for the adjustment and manipulation of equipment
    and tools to the required degree of precision.
                            A-7

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        APPENDIX B



       TASK ANALYSIS







B-l   Light Duty Vehicles



B-2   Heavy Duty Engines

-------
                  TASK ANALYSIS









              B-l Light Duty Vehicles






THIS TASK ANALYSIS SHOULD NOT BE USED AS A SUB-




STITUTE FOR THE FEDERAL REGISTER.  IT WAS USED




AS A WORKING TOOL TO DEVELOP THE EXAMINATION




QUESTIONS, THEREFORE, CORRECTIONS AND OMISSIONS




NOTED BY THE PANELISTS IN A REVIEW OF THE TASK




ANALYSIS WERE NOT INCLUDED IN THIS DRAFT COPY.

-------

MINOR CLASS.
If 5





1, 5







1, 5























TASK
CATEGORY
Preconditioning
of vehicle




Evaporative
Emissions Pretest






Diurnal Breathing
Loss Test

fj3T I ft «/ -
***•* /*,-. & K-r-gL-f



















Task: Light Duty (1) Vehicle Preparation (1)
Test Procedures (2) Evaporative Emissions
Preconditioning (1) Subpart A&C
TASK ANALYSIS
'\V-
0 Inspect vehicle and record VIN and other
identification such as vehicle or test
0 Drive vehicle for one "hour over approved
route
0 Return vehicle to soak area

0 Vehicle Prep
Fuel tank vents prepared to accept canister
Inspect fuel system for leaks
Install fuel tank thermocouples
Install tank fittings to drain fuel
Weigh canisters and record
Task: 1.1.2.2 A.C.
(Fuel Evaporative Emissions Collection Procedure

0 Vehicle conditioning over approved test route
O( onf1 hnti v } Phipir'k' t~ i T*^ in'Fl^'f'ion
V V-Hl^ 11 W U X. / \^ 11C WV I— J- J. C J_ 11J. J. C& l^ J. \Ji 1
0 Soak period 10 hours at 60° - 86°F
0 Vehicle transferred to soak area at 76° - 86°F
0 Vehicle fuel tank thermocouples connected
to recorder fuel and ambient air temperatures
recorded (12 in./nr-)
0 Vehicle fuel tank drained
0 Recharge fuel tank with specified test fuel
prescribed tank volume (40 pet. tank vol.)
Avoid abnormal loading of evap. emission
control system
0 Exhaust pipe(s) and inlet pipe to air cleaner
plugged
0 Install preweighed vapor collection system(s)
. ° Install heating blanket or other heating device
0 Heat the fuel in the tank to 84° +2°F ^=*o-j (,oa /
Record temperatures over a period of 60 + 10 min
constant rate heat input ^ ~
0 Move test vehicle onto preset preconditioned
dynamometer.
Bl-1
FREQUENCY

5

5

5

5






5

















rr£c





SKILL

1

1

1

4






3























IMPORTANCE

f

3

1

5






3-5
























-------

MINOR CLASS.


1, 5


TASK
CATEGORY


Hot Soak Test


Task: Light Duty CD Vehicle Preparation CD
Test Procedures (2) Evaporative Emissions
Preconditioning (1) Subpart A&C
TASK ANALYSIS
0 Remove or disconnect fuel tank heat source
Remove plug from vehicle exhaust pipeCs)
Remove plug from inlet to air cleaner
Reconnect thermocouples and record
temperatures .
0 After completion of driving schedule
Turn off cooling fan - close engine cover
compartment
Replug exhaust pipe
Replug inlet to air cleaner
0 Permit vehicle to hot soak for one hour
ambient temperature 76° - 86 °F
0 Completion of test:
Disconnect vapor trap(s)
Reweigh vapor trap(s) (nearest 0.01 grams)
Record weight net gain in trap(s).
Bl-2
FREQUENCY





SKILL





IMPORTANCE






-------
MINOR CLASS,
    TASK
  CATEGORY
Task: Light Duty  (1) Vehicle Test Driver  (2)
      Test Procedures  (2) Preconditioning  (1)
      Subpart A,B,&C
                TASK ANALYSIS
                                                                                         w
                                                                                         3
                                                                                         w
t-q
H
«
CO
u
§
g
o
3
H
 1, 2, 5
Chassis Dyna-
mometer Pre-
conditioning
 1, 2, 5
Cold Start
Emissions pretest
Task  1-2-2-1 A,B,C,
                                      Drive non-test  "warmed up" vehicle  onto
                                      dynamometer rolls
                                      Secure  the vehicle with chocks  or chains
                                      Drive "cold" dynamometer  at  30  MPH  for
                                      15 minutes to "condition" the equipment
                                      Set dynamometer road  load horsepower
                                       (50 MPH)  and equivalent inertia as
                                      specified for next test vehicle
                                      Remove  non-test vehicle from dynamometer
                                      rolls
                                      Check drivers aid for paper, ink and
                                      zero of indicator pen
       3-4
                                       Push  emission  test vehicle  onto preset dyno
                                       rolls
                                       Secure  test vehicle with  chocks and  chains.
                                       Check and/or adjust tire  pressures.
                                       Check fuel type and quantity.
                                       Connect sampling  system for emission test
                                       (Leak test modal  sampling system  if  used)
                                       Place cooling  fan in  front  of vehicle
                                       Start cooling  equipment
                                       Span  and zero  drivers aid
                                       Connect vehicle tailpipe  to CVS
                                       Disconnect and clamp  loss measurement traps
                                       Where evaporative emissions would be inducted
                                       into  the engine.
                                       Measure fuel tank temperature and record
                                       Record  ambient temperature, barometer, time,
                                       date, humidity, test  number, driver,  operator
                                       Vehicle-make,  model,  model  year,  trans,
                                       odometer, engine, displacement, family, fuel
                                       system,  tank capacity, tank location, number of
                                       carbs,  number  of  barrels, inertia loading,
                                       road  load horsepower  @ 50 MPH drive  wheel
                                       pressure


                                                      Bl- 3
                                                                      5-4

-------

MINOR CLASS.

-
TASK
CATEGORY


Task: Light Duty (1) Vehicle Test Driver (2)
Test Procedures (2) Preconditioning (1)
Subpart A,B,&C
TASK ANALYSIS
0 Connect RPM monitoring device
0 Connect 'auxiliary fuel supply to fuel pump
and return lines if used
Bl-4
FREQUENCY


H
CO

n '
IMPORTANC



-------
MINOR CLASS.
    TASK
  CATEGORY
Task: Light Duty  (1) Test Driver  (2) Test
      Procedures  (2) Calibration Dyno  (7)
      Subpart A,B,&C
                TASK ANALYSIS
                                                                                         u
                                                                                         3
                                                                                         w
                                                                                         £>
                                                                                         O
                                                                                         w
H
X
                                                                                         u
                                                                                         53
o
a.
s
H
    1.2.5-
Chassis Dynamo-
meter calibra-
tion #1
                Calculate
                Chassis Dynamo-
                meter Calibra-
                tion # 2
    Appendix II and CFR 38/124,  85.074 (e)
    Warm-up  dynamometer according to manufacturer's
    specifications (30 mph - 15  minutes)
    Verify speed and horsepower  meter calibrations
    (strobe  or equivalent method for rolls  speed,
    weights  for load cell calibration or equivalent)
    Coastdown should be run for  all vehicle weights
    that might be tested on the  dynamometer
    Engage inertia for Vehicle weight class
    Drive dynamometer rolls to 50 mph
    Set indicated road load horsepower,  for example,
    2.5, 5.0, 7.5 and 10.0 HP are points  in the
    range of normal useage
    Drive dynamometer to approximately 60 mph
    Disengage the device used to drive the  rolls
    Record time for the dynamometer drive rolls to
    coast from 55 mph to 45 mph  (3 to 5  replications)
    Repeat procedure for all of  the 4 HP  settings at
    each inertia weight
    Calculate absorbed road load horsepower
    Determine linear least square fit for each
    inertia  weight                    o. I
    Determine HP set points to nearest .5 (or ,2)-
    horsepower
    85.073-15 (e)
    On a level road, start at 20 mph and  at 5 or 10
    mph increments, determine absolute manifold
    pressure (or differential pressure on each
    representative vehicle (mean of both  directions)
    Repeat on dynamometer
    Adjust dynamometer parameters to reporduce the
    road curve as nearly as possible as well as match
    the horsepower at 50 mph
    Allow minimum of 8 hours breakin of  dynamometer
    breakin  after major maintenance (belt or bearing
    replacement)
                                                        Bl-5
                                                                                                3-5


                                                                                                5

                                                                                                3
                                                                                 5

                                                                                 3
                                                                                               3-5
        4-5


         5

         5
         5

         5

-------
MINOR CLASS.
     TASK
   CATEGORY
                                 Task: Light Duty  (1) Test Driver  (2) Procedures  (21
                                       Cold Start  (2) Subpart A,B,&C
             TASK ANALYSIS
                                                    u
                                                    S3
                                                    W
                                                    8
                                                    w
                                                                                               W
 2, 5
Cold start test
dyno
 2, 5
 Hot start test
 Dyno
Set choke per manufacturers recommendations and
be aware'of specific manufacturers operating
procedures for the particular vehicle.
Simultaneously crank engine, start pump
revolution counter, sample collection and temp
recorder
When engine starts - then start driving schedule
(start drivers aid when engine starts)
15 seconds after engine starts, place transmissioi
in gear
20 seconds after engine starts, begin initial
vehicle acceleration
Follow dynamometer driving schedule using a
minimum amount of throttle and braking with
right foot driving only
At 505 seconds - cold transient phase ends
  1) Signal or switch from transient
     sample to stabilized sample bags
  2) Switch off revolution counter #1
  3) Switch on revolution counter #2
At 1369 seconds which is 2 seconds after last
deceleration - turn engine off
5 seconds after engine off-stop sampling
Disconnect sampling system from vehicle
Turn off cooling fan
Close engine compartment cover

Soak the vehicle for 10 minutes  (within +1 min)
8-10 minutes after end of cold start
  1)  Open engine compartment cover
  2)  Start cooling fan
  3)  Connect sampling system to vehicle tailpipe
  4)  Start CVS positive displacement pump and
        preheat heat exchanger
With throttle depressed half way or by
manufacturers specific procedure for Hot Start
                                                        Bl-6
                                                                                              1,3,5
                                                                                                3
                                                                                                3
                                                                                          3
                                                                                          3

-------
MINOR CLASS.
     TASK
   CATEGORY
                   Task:  Light Duty
                         Cold Start
  (1)  Test  Driver (2)
  (2)  Subpart  A,B,&C

TASK ANALYSIS
                                                                       Procedures (2)
U
!3
W
P
a
w
       H
       «
       w
                                                                                                        u
a;
o
en
s
H
   2,  5
3 Speed Manual
Transmission
                                     Simultaneously:
                                     Crank engine, start revolution counter, sample
                                     collection for hot transient sample and ambient
                                     sample.
                                     When engine starts-start drivers aid
                                     Fifteen  seconds  after engine starts place
                                     transmission in  gear
                                     Twenty seconds after engine starts begin
                                     acceleration
                                     Follow driving schedule
                                     At 505 seconds:
                                     Turn-off revolution counter
                                     Position sample  selector valve to dump position
                                     Turn off cooling fan and close engine cover
                                     Remove sampling system from vehicle
                                     Remove vehicle from dynamometer and move to
                                     soak area
                                     Reconnect evaporative collection equipment and
                                     close engine compartment cover
                                     Collect and complete all data pertinent to
                                     the test
                                     Assign driveability rating to vehicle
                                     Idles shall be in gear with clutch disengaged
                                     Vehicle should be shifted at 15 & 2&  2.5~
                                     unless otherwise specified by the manufacturer
                                     Decels shall be made with clutch engaged and
                                     in the last highest gear using the brake and
                                     throttle to maintain the desired speed
                                     Clutch should be depressed at speeds below 15 MPH
                                     or when engine stalling is imminent
                                     Downshifting is allowed on a power mode if
                                     recommended by manufacturer or if engine lugging
                                     is obvious
                                                      Bl-7

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MINOR CLASS.
    TASK
  CATEGORY
Task: Light Duty  (1) Test Driver  (2) Procedures  (21
      Cold Start  (.2) Subpart A,B,&C

                TASK ANALYSIS
                                                                                         X
                                                                                         o
                                                                                         &
                                                                                         w
                                                                                         E>
                                                                                         a
                                                                                         w
H
w
CO
                                                                                                        w
                                                                                                        u
o
04
s
M
  2,5
Four and Five
Speed Trans-
mission
Driving procedure Four and Five Speed Manual
Transmissions
0  Use same procedure as for 3 speed shifting
   from 3-4 at 40 MPH unless otherwise specified
   by manufacturer
0  Fifth gear may be used at manufacturers option
0  If transmission ratio exceeds 5:1 do not use
   1st year. Use 2nd, 3rd and 4th as lst-2nd-3rd
                                                       Bl-8

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MINOR CLASS.
2, 5


































TASK
CATEGORY
Engine Stalling
and Restart

































Task: Light Duty (1) Test Driver (2) Procedure (2)
Cold Start (2) Subpart A,B,&C
TASK ANALYSIS
Engine Starting
0 If vehicle does not start after 10 seconds
of cranking, cranking shall cease, revolution
counter stopped, and sample valve placed in 'bypass
0 Tailpipe disconnected
0 Fan stopped
0 Reason for failure to start determined
a) If failure is operational error,
vehicle shall be rescheduled for
retest
b) If failure to start is caused by
vehicle malfunction, it rttay be corrected
within 30 minutes and the test resumed
1. Reset choke (if cold)
2. When cranking starts, the sampling
system should be reactivated
3. When the engine starts, the drivers
schedule should be started
c) If vehicle still does not start after
correction, the vehicle is removed
corrective action taken and rescheduled
Engine Stalling
0 False Starts
If engine false starts, the operator shall
repeat the starting procedure
0 Stalling
0 If engine stalls during an idle period,
the engine shall be restarted immediately
and the test continued.
0 If engine cannot be started in time for
the next acceleration, the schedule indicator
shall be stopped, when the vehicle restarts
the schedule indicator shall be reactivated
0 If engine stalls during some operation mode
Bl-9
FREQUENCY
5


i

















5













SKILL
5



3
3
5














5













IMPORTANCE
5




















5














-------

MINOR CLASS.









TASK
CATEGORY







X

Task: Light Duty (1) Test Driver (2) Procedure (2)
Cold Start (2) Subpart A,B,&C
TASK ANALYSIS
other than idle - the driving indicator
shall be stopped.
When the vehicle starts, it shall be
accelerated to the speed required and then
the driving schedule and the test continued.
If vehicle will not restart within one (1)
minute, the test shall be voided k

Bl-10
FREQUENCY









SKILL









IMPORTANC










-------
MINOR CLASS,
    TASK
  CATEGORY
Task: Light Duty  (1) Data Analyst  (3) Data
      Reduction  (4) Calculations  (4) Subpart A,B,&C

                TASK ANALYSIS
                                                                                         u
                                                                                         2
                                                                                         W
                                                                                         £>
                                                                                         a
                                                                                         w
H
«
CO
                                                                                                         U
s
H
    3.4.5
Data Reduction
Chart Reading
                Data Reduction
                Data Reduction
Chart  Reading  Exhaust  Emissions:
0   Determine emission  concentrations
     Diluted exhaust sample
     Dilution  air  sample
     Use  appropriate calibration  curves/charts
0   Determine average dilute  exhaust temperature from
     Temperature recorder  chart
Calculations
0   Dilute sample emissions concentrations
    Correction  for  background  emissions
0   Determine total dilute  exhaust..volume at
    standard conditions
0   Apply  barometric correction to humidity factor
0   Resolve differences between dilution factor  and
    dilution ratio
0   Final  reported  test results light  duty  vehicles
0   Final  reported  test results for off-road  ulitity
    vehicles

REDUCTION OF EVAPORATIVE EMISSION TEST DATA
0   Fuel evaporative emission  losses
     The  net gain,  grams of  the individual collec-
     tion - traps  are  added  together  to. determine
     fuel evaporative  emission losses, grams per
     test
                                                        Bl-11

-------

MINOR CLASS.
3,5,6













TASK
CATEGORY
Reduction Of
Vehicle Durabil-
ity Test Data











Task: Light Duty (1) Data Reduction Analyst (3)
Data. Reduction (4) Calculations (4)
Subpart A,B,&C
TASK ANALYSIS
0 Vehicle emission test data
0 Vehicle emission data from tests conducted
before and after maintenance
0 Plot all applicable test results as a function
of test mileage
0 Determine best fit straight line by method of
least squares (Do not use zero mile data)
0 Interpolate 5,000 and 50,000 mile data for-HC,
CO, & NOx
0 Calculate deterioration factors for HC, CO, &
NOx per applicable Federal Register
TASK: l-(l,2,3,4)-l-8-A,B,C
Terminology :
Bl-12
FREQUENCY
5













SKILL
5













IMPORTANCE
5














-------
MINOR CLASS,
     TASK
   CATEGORY
Task: Light Duty (1) Instrument Technician  (4) Test
      Procedures (2) Pretest Preparation  (1) A,B,C,

                TASK ANALYSIS
                                                                                        U
                                                                                        'Z
                                                                                        w
                                                                                        s
                                                                                        w
H
    4,5
Sampling Pretest
Preparation - CVS
                                 1-4-2-1 ABC
      Preheat heat exchanger of the Constant
      Volume Sampler
      Selector valve in dump or standby position
      Connect evacuated sample bags for dilute
        exhaust samples
        For dilution air samples
      Leak check CVS (from probe to bag)
      Insure that CVS is at operating test temperatur
      Purge CVS bags, Check CVS flow rates.  (Dual
      purge is recommended)
      Change filter
      Start CVS pump (blower) at normal operating
      speed
      Verify that CVS is at operating temperature
      Turn on sample pumps and check flow rates
      (minimum of 10 scfh)
      Start temperature recorder to record CVS pump
      inlet temperature
      Start pump revolution counter, sample pump
      and start sample collection at start of engine
      cranking
                                                                                        4
                                                                                        5
                                                                                        5

                                                                                       4-5
                                                                                       4-5

                                                                                        5
                                                                                        5
                                                      Bl-13
                                                                                3
                                                                                2
                                                                                2

                                                                               2-3
                                                                                1

                                                                                1
                                                                                1

                                                                                1

                                                                                1

-------

MINOR CLASS.
4, 5


























TASK
CATEGORY
Instruments
Pretest Calibrat-
ion
























Task: Light Duty (1) Instrument Technician (4)
Instrument Pretest Procedures (2) (1)
Subpart A , B , &C
TASK ANALYSIS
0 Adjust analyzers to optimize performance
0 Change sample filters
0 Leak check system
0 Zero the analyzer (HC, CO, CO2 , NOX) meter
CO, C02, NOX - N2 or zero air
HC - zero air only
0 Zero each analyzer and recorder or DVM
0 Select optimum instrument ranges
0 Flow span gases at normal operating flows
and pressure. (Same flow rate as for zero gas)
0 Indicate .concentrations on recorder chart
0 All exhaust emission analyzers are comparative
devices. In order that the comparison be
valid, the flow rate during measurement of
the sample (unknown) must be the same as the
flow rate during calibration
0 Adjust analyzer gains to analyzer calibration
curves .
0 Recheck analyzer meter, recorder, zero and
span
0 Recommend use of midspan gas to verify
calibration curve for non-linear analyzers.
0 Re-flow zero gas
0 NO., converter and sample conditioning system
efficiency will be covered under system
maintenance .
Bl-14
FREQUENCY
4
4
5
5


5
5
5

5





5



5

5




SKILL
3
1
1
3


5
5
3-5

3-5





3-5



3-5

3-5




IMPORTANCE
3
1
5
5


5
5
3-5

3-5





5



5.

5





-------

MINOR CLASS.
4.5
















1.2.3.4
















TASK
CATEGORY
Instrument ana-
lysis Bag Samples















Information To
Be Recorded















Task: Light Duty (1) Instrument Technician (4)
Test Procedures (2) Instrument Analyses (3)
Subpart A,B,&C
TASK ANALYSIS
0 Connect background bag
0 Turn on analytical sample pump
0 Set proper flows and/or- pressures
0 Record concentrations on chart
0 Disconnect background bag and connect sample bag
0 Set flows and/or pressures
0 Recorder charts - identify calibration points
for zero, midspan and span gases. Indicate bag
sample traces and identify each for each test
phase. Record chart speed.
0 Record deflections on data reduction forms
0 Check zero setting on each analyzer
0 Check span setting on each analyzer
0 Allowable zero and span drift 1 1% F.S.
0 If drift exceeds tolerance recalibrate and
reanalyze background and sample bags
0 Bags must be analyzed within 20 minutes after test
REQUIRED DATA EACH TEST
Test number
System or device tested
Date and time of test schedule
Instrument operator and test driver
Vehicle make and VIN
Model year
Transmission type
Odometer reading
Engine displacement
Engine family
Idle RPM
Inertia loading
Estimated curb weight
Actual roadload HP at 50 mph
Drive wheel tire pressure
Bl-IS
FREQUENCY
5
5
5
5
5
5



5
5
5
5
5

5
5
5
















SKILL
3
1
1
1
1
3



3
3
1
3
3

3
3
2-3
















IMPORTANCE
5
5
5
5
5
5



5
5
5
5
5

5
5
4-5

















-------
MINOR CLASS.
    TASK
  CATEGORY
Task: Light Duty (1) Instrument Technician (4)
      Test Procedures (2) Instrument Analyses  (3)
      Subpart A,B,&C
                TASK ANALYSIS
X
u
X
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s
w
«
Cn
                                                                                                        U

                                                                                                        I
                                                                                                        o
                                                                                                        M
  1.2.3.4
  (Cont.)
Information To
Be Recorded
(Cont.)
   Dynamometer serial number
     Indicated roadload power absorption at 50 mph
   Instrument information or cell number upon
   approval of adminstration
     Tuning
     Gain
     Serial numbers
     Detector numbers
     Range
   Recorder charts or computer output sheet
     Indentify zero
     Span gas
     Exhaust gas
     Dilution air
   Test cell barometric pressure
     Ambient temperature
     Humidity based on wet and dry bulb temperatures
   Inlet pressure at positive displacement pump
     Pressure increase across pump
     Temperature set point of temperature control
     system
     The number of revolutions of positive displace-
     ment pump accumulated during each test phase
   Humidity of dilution air based on wet and dry bul
   temperature measurements.
   based on interference levels of CO instrument
   utilized
   Temperature set point of heated sample line
   Temperature set point of heated hydrocarbon
   detector
                                                        Bl-16

-------

MINOR CLASS.
4, 5












TASK
CATEGORY
Instrument
Pretest
Calibration










Task: Light Duty (1) Instrument Technician (4)
Test Procedures (2) Pretest (1) Subpart B
TASK ANALYSIS
Task 1.4.2.1 B
.
0 Allow HFID heater to reach stable
temperature
0 Set sample capillary flow rate
0 Zero and calibrate as in Subpart A and C
0 Check response time of HFID
90% full scale 1 second-instrument
responses
transport time 4 seconds maximum
0 Set hydrocarbon integrator counter to zero
0 Start integrator, HFID sampling, and recorder
at start of cranking.
FREQUENCY


5



3



5
5

SKILL


5



3



1
1

IMPORTANCE


5



5



5
5

Bl-17

-------

MINOR CLASS.
4,5














TASK
CATEGORY
Instrument
Analyses - HFID













Task: Light Duty (1) Instrument Technician (4)
Test Procedures (2) Instrument Analyses (3)
Subpart B
TASK ANALYSIS
0 At end of 505 seconds transient phase
switch off hydrocarbon integrator No. 1
mark hydrocarbon recorder chart
0 Start hydrocarbon integrator No. 2
simultaneously
0 5 seconds after engine stops , mark hydrocarbon
recorder chart and stop hydrocarbon integrator
No. 2
0 Reset hydrocarbon Integrators to zero
0 Start sampling integrator and mark HFID
recorder at start of cranking
0 At end of deceleration at 505 seconds mark HFID
recorder and stop integrator
Bl-18

FREQUENCY
5













;
SKILL
5














IMPORTANCE
5















-------

MINOR CLASS.
4.5





TASK
CATEGORY
Cold Start Test
Sampling






























4,5
-at f -*



























Hot Start Test
Sampling


Task: Light Duty (1) Instrument Technician (4)
Analytical Systems (3) Instrument Analyses (3)
Subpart A,B,&C
TASK ANALYSIS
0 Start CVS sample pumps, recorders and reset
counters. Bag sample valve in bypass position
0 Start pump revolution counter, start timer, and
sample collection at the- beginning of engine
cranking
0 Verify bag flow rates
0 During idle periods observe inlet and outlet
pressure- of CVS pump and record on test data form
0 Observe and record temperature of diluted exhaust
between heat exchanger and positive displacement
pump
0 Observe and record wet and dry bulb temperatures
during test
0 Observe barometer and record pressure
0 Cold start transient phase ends at 505 seconds of
driving schedule. Switch from transient phase
sample bags to stabilized phase sample bags
0 Switch off pump revolution counter # 1
0 Start pump revolution counter # 2
0 Disconnect transient phase dilute exhaust and
dilution air sample bags
0 Transfer bags to the analytical system and process
the samples within 20 minutes
0 Turn the engine off 2 seconds after ejid of last
deceleration (at 1369 seconds) five seconds after
engine stops: (For 1975 cold start)
0 Turn off pump revolution counter # 2
0 Position sample solenoid in "dump" position
0 Disconnect the stabilized phase dilute exhaust and
dilution air sample bags
0 Transfer bags to the analytical system and process
-the samples within 20 minutes
0 Connect sample bags for diluted exhaust and
dilution air samples for the 505 second hot start
test
Bl-19
FREQUENCY

5


5
5

5


c

5
5


5
5
5

5

5


5
5
5

5

5


5

SKILL

3


3
3

3


3

3
3


3
3
3

3

5


3
3
3

1

5


3

IMPORTANCE

5


5
5

5


5

5
5


5
5
5

5

5


5
5
5

5

5


5


-------

MINOR CLASS.
4.5 (Cont.)





















TASK
CATEGORY
Hot Start Test
Sampling (Cont.)




















Task: Light Duty (1) Instrument Technician (4)
Analytical Systems (3) Instrument Analyses (3)
Subpart A,B,&C
TASK ANALYSIS
0 Position solenoid valve in "dump" position
0 Start positive displacement pump and sample pump,
heat exchanger temperature recorder
0 Adjust sample flow rates
0 Evacuate bags and leak check system
0 Reset positive displacement pump counter (to zero
0 Connect sampling system (flexible exhaust pipe)
to tail pipe
0 Start the positive displacement pump (10 minutes)
after end of cold start test
0 Direct the sample flows to the ^hot start trans-
ient phase sample bag and transient dilution air
sample bag
0 At end of deceleration 505 seconds of driving
schedule:
0 Turn off pump revolution counter # 1
0 Position selector valve in "dump" position
0 Disconnect hot start transient dilute exhaust
and dilution air bags
0 Transfer the bags to the analytical system and
process the samples within 20 minutes
Bl-20
FREQUENCE
5

5
5
5
5

5

5


5

5
5
5

5

5

SKILL
3

1
1
1
1

1

1


3

5
5
5

1

5

IMPORTANCE
5

5
5
5
5

5

5


5

5
5
5

5

5"


-------

MINOR CLASS.
4,5












4,5


















TASK
CATEGORY
Efficiency Check
Of CO Sample
Conditioning
System









NOx Converter
Efficiency Check

















Task: Light Duty (1) Instrument Technician (4)
Systems (3) Maintenance (5) Subpart A,B,&C
TASK ANALYSIS
0 Zero and span the CO analyzer on the most sen-
sitive scale
0 Recheck zero on meter and recorder or computer
0 Bubble a 2% C02 span gas through water and then
through the sample conditioning system to the
CO analyzer
A CO instrument response of more than 2% full
scale indicates that a conditioning column
requires replacement
If instrument response is excessive with new
drying towers (columns), change drying towers
or add filters. If excessive response is
constant, correct all reading accordingly
OXIDES OF NITROGEN TO NO CONVERTER EFFICIENCY
0 Pass NO/N2 span gas to NOx analyzer (through
converter bypass)
Record the concentration of NO span gas on
recorder chart , ppm
0 Blend oxygen into NO/N2 span gas to reduce NO
concentration about 10% on recorder chart,
record this concentration, ppm
0 Turn on ozonator and increase supply voltage
until NO concentration is reduced to 20 % of
diluted span gas
0 Maintain at least a minimum of 10% of NO con-
centration of diluted span gas , record NO con-
centration , ppm
0 Switch flow through converter and record NOx
reading
0 Turn off ozonator power supply, allow analyzer
reading to stabilize
0 Record the NOx analyzer reading, ppm
FREQUENCY
1,5












3,1


















SKILL
5












4,5


















IMPORTANC
5












4,5


















Bl-21

-------

MINOR CLASS.
4,5





TASK
CATEGORY
NOx Converter
Efficiency Check
(Cont. )




Task: Light Duty (1) Instrument Technician (4)
Systems (3) Maintenance (5) Subpart A,B,&C
TASK ANALYSIS
° Close oxygen supply valve, check concentration
of NO span gas , ppm
0 Calculate the efficiency of the NOx converter
0 The efficiency of the converter should be
greater than 90 %
0 Adjust converter temperature as required
Bl-22
FREQUENCY
3,1





SKILL
4,5





IMPORTANCE
4,5






-------
Bl-23
MINOR CLASS.
4, 5
4, 5
TASK
CATEGORY
Calibration CVS
CVS Calibration
Verification
Task: Light Duty (1) Instrument Technician (4)
CVS System (3) Calibration (7) Subpart A,B,&C
TASK ANALYSIS
Constant Volume Sampler Flow Calibration by
Laminar Flow Element
0 Determine CVS pump inlet depression
0 Attach flow restrictor upstream of CVS pump
0 Attach LFE upstream of flow restrictor
0 Monitor the following data at various pump
pressure settings (settings made with flow
restrictor). Barometric pressure, LFEAp,
T at LFE inlet, LFE Inlet Pressure, T at Blower
inlet, wet bulb & drybulb temperature for
Humidity correction, CVS pump Ap, p at blower
inlet, and CVS revolution count.
Determine Vo by equation
V = O Tn
° p 76 Q n = rev count/min
M 528 Pp q = ftVmin
Tp= T at pump inlet in °
Pp= Pump inlet pressure
Alternate CVS Calibration Procedure
0 Use dry gas meter (rotating lobe meter) .
Calibration may be more easily traceable to
NBS standard.
Constant Volume Sampler Verification
0 Zero and calibrate hydrocarbon analyzer (FID)
on range normally used for vehicle sample
analysis.
0 Place in standby position for CVS propane in-
jection test.
Note : CO may be used instead of propane , but
it is less popular due to high toxicity
of pure CO and you must use larger
containers because of its gaseous state.
0 Operate CVS in normal manner , measure pump
inlet pressure and temperature.
Use purged sample bags
FREQUENC
1
*
nm,Hg
1
1,3,4
A
A
H
«
W
5
5
5
IMPORTAN
5
5
5

-------

MINOR CLASS.
4, 5
TASK
CATEGORY

Task: Light Duty (1) Instrument Technician (4)
CVS System (3) Calibration C7) Subpart A,B,&C
TASK ANALYSIS
0 Accurately weigh small cylinder of propane
Use instrument grade propane
0 Start pump revolution counter, selector valve
to sample position.
0 Inject a quantity of cylinder propane uniformly
into the system over a 14 minute period. Stop
propane injection, sample for another minute,
then stop sampling. Reweigh cylinder of propane.
0 Determine hydrocarbon concentration of bag
sample.
0 Determine total dilute propane volume in cubic
feet per test corrected to standard conditions
" Compare weighed versus calculated propane
amounts .
0 Calculate error
Test error = (CVJJ grains - weighed grams) 100
weighed grams
0 If test error is greater than +2% resolve
problem.
CVS Verification with a. CFO (Critical Flow Orifice)
A calibrated critical flow orifice can be used
to meter 100% propane into a CVS. Bag sample
and CFO measured propane amounts can be
compared, and error determined as above.
Bl-24
FREQUENCY
1
SKILL
5
IMPORTANCE
5

-------
MINOR CLASS.
    TASK
  CATEGORY
Task: Light Duty  (1) Instrument Technician  (4)
      Analytical System  (3) Calibration  (7)
      Subpart A,B,C,
                TASK ANALYSIS
                                                                                         u
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CO
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                                                                                         o
   4,5
Instrument Cali-
bration
  0  Calibrate  the  instrument  consol  once a month or
    as  needed
  Hydrocarbon analyzer
  0  Warm-up according  to manufacturer's  specs
  0  Determine  air,  fuel  & sample  pressure for
    optimine performance
  0  Adjust analyzer sample capillary flowrate and
    pressures
  0  Select the desired ranges
  0  Adjust so  that zero  is same  for  all  ranges used
  0  Zero the meter and recorder
  0  Calibrate  the  analyzer with  propane/air diluent
    calibration gases  of propane  concentrations of
    25, 50, 75 and 100 percent of full scale. Meter
    and recorder  (at  least 4 gases  must be used
    to  demonstrate linearity.)
  0  Concentrations of  the calibration gases must be
    known within it 2%
  0  Determine  tht? oxygen response of FID with the
    following  blend gases.  Approximately 100 ppm
    propane in each of the following: 21% 02,
    balance N2; 19% 02,  balance  N2;  17%  02, balance
    N2; 15% 02, balance  N2; 10%  O2,  balance N2;
    5%  O2, balance N»; 0% O2, balance N^.  Plot
    percent error vs.  oxygen concentration. Percent
    error must not exceed 2%  for Oxygen  concentra-
    tion normally found  in bag samples.   If error
    excessive  fix or change detector.
  0  Recheck zero and span data with  previous cal-
    ibration  chart and/or curves
  0  Place analyzer and recorder  on standby and recor
    information.
                                                     B1-2S

-------
MINOR CLASS.
    TASK
  CATEGORY
Task: Light Duty (1) Instrument Technician  (4)
      Analytical System  (3) Calibration  (7)
      Subpart A,B,C,
                TASK ANALYSIS
                                                                                        u
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    4,5
Instrument Cali-
bration  (Cont.)
  IF  ANY ANALYZER REQUIRES  A LARGE ZERO AND/OR
  SPAN READJUSTMENT IN A CALIBRATION,  FROM A
  PREVIOUS  CALIBRATION, IMMEDIATELY SUSPECT A
  POTENTIAL PROBLEM.

  Calibration gas cylinder  pressures must be greater
  than 100  psig in order to insure validity.

  Carbon Monoxide Analyzer  Calibration 1973, 1974,
  and 1975
  0   Instrument warm-up (NDIR)
  0   Adjust analyzer to optimize performance
  0   Zero the analyzer with zero grade air or
     nitrogen
  0   Set the analyzer gain  to give desired range
     on meter
  0   Calibrate the analyzer with carbon monoxide
     nitrogen span gases of concentrations: 25,50,70
     and 100 percent full scale meter  and recorder or
     computer output*
  0   Significant analyzer gain change  requires main-
     tenance.
  0   Recheck gain, zero and span data  with previous
     calibration chart/curves
  0   Place  analyzer and recorder on standby, and
     record information
                                   *  Federal  Register  calls  for  10,  25,  40,  50, 60,
                                   70,  85,  100 percent  points.  This  is impractical if
                                   more than one  range  is  used  and a  flow blender is
                                   not  available.
                                                                                                1
                                                      Bl-26

-------
MINOR CLASS.
    TASK
  CATEGORY
Task: Light Duty  (1) Instrument Technician  (4]
      Analytical System  (3) Calibration  (7)
      Subpart A,B,C,
                 TASK ANALYSIS
                                                                                         U
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                o
                &,
                2
                H
   4,5
Instrument Cali-
bration  (Cont.)
  Carbon Dioxide Analyzer Calibration
  0  Same as -CO calibration, using C02/N calibration
     gases
  Oxide of Nitrogen Analyzer Calibration
  0  Instrument warm-up
  0  Adjust analyzer to optimize performance
  0  Zero the analyzer meter and recorder with zero
     grade nitrogen
  0  Calibrate the analyzer with nitric oxide/nitrogei
     calibration gases
       Concentrations of NO/N2 equal to 50 and 100
       percent full scale meter and. recorder
  0  Set the NOx analyzer high voltage supply or
     analyzer gain to match calibration curves/charts
  0  25 and 50 percent gases may be used to determine
     or verify instrument linearity
  0  Compare with previous curves or computer print-
     out
1-5
                                                     Bl-27

-------
MINOR CLASS.
    TASK
  CATEGORY
Task:  Light Duty (1) Instrument Technician  (4)
       Analytical Systems  (3) Calibration  (7)
       Subpart B
                 TASK ANALYSIS
                                                                                        u
                                                                                        &
                                                                                        w
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o
(^
   4,5
Instrument Cali-
bration
  Hydrcarbon analyzer  (HFID)
    e  Operate heated analyzer, sample line & filter
       at 375°±10°F
    0  Adjust analyzer to optimize performance
    0  Zero the HFID with zero grade air
    0  Calibrate the analyzer with propane  (air
       diluent) calibration gas
         Utilize concentrations equal to 50 and 100
         percent of full scale reading. Varify
         linearity of instrument
           Analyzer meter reading,
           Recorder strip chart tract,
           Or computer output sheet
    0  Recheck gain, zero, and span data with
       previous calibration data
    0  Place analyzer and recorder in standby positio
       record information
                                                   Bl-28

-------



MINOR CLASS.
4,5

TASK
CATEGORY
CVS Calibration
Task: Light Duty (1) Instrument Technician (4)
CVS System (3) Theory (8) Subpart A,B,&C
TASK ANALYSIS
Federal Register 38/124, Appendix III, p 17167/8
u
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1. Warm up the CVS for at least 30 minutes
   with the blower on to manufacturer's
   specifications and the heat off.
2. Level and zero the micromanometer.  An
   absolute pressure measuring gauge is
   recommended.
3. Connect the LFE with an eight foot
   length:of tape wrapped four inch diameter
   pipe to either the inlet or the outlet of
   the CVS.
4. Connect a temperature measuring device
   in the LFE filter inlet.  A recommended
   procedure is to connect a thermocouple
   mounted in the LFE filter inlet to a
   temperature recorder.
1. This allows the blower case to reach
   a stabilized temperature.  The cali-
   bration is performed at or near room
   temperature so that minimum LFE cor-
   rection factors need be applied.

2. A pressure transducer can be used to
   measure the delta P across the LFE if
   it is accurately calibrated and read
   out with a digital voltmeter with suf-
   ficient sensitivity to read at least
   0.005 inches of water.

3. This calibration can be done with either
   the LFE before or after the CVS.  It is
   recommended that the LFE be used before
   the CVS blower.  This may not be con-
   venient with some CVS designs.

4. By recording this temperature, one can
   accurately note when this temperature
   stabilizes.  The exhaust temperature of
   the LFE may be measured instead of the
   inlet temperature.  However, in this
   case a longer time at an operating con-
   dition is necessary to insure a temp-
   erature equilibrium.
                                           Bl-29

-------

MINOR CLASS.
4,5

TASK
CATEGORY
CVS Calibration
(Cont. )
Task: Light Duty (1) Instrument Technician (4)
CVS System (3) Theory (8) Subpart A,B,&C
TASK ANALYSIS

1
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%

H
CO

o
"2,
H


 5. Run lowest speed first if the CVS is to
    calibrated on all speeds.  Usually only
    high speed of the blower is calibrated
    and used in testing.
 6. Start revolution counter  (by operating
    fill switch) and a timer at the same time.
    RPM should be determined for each data
    point.

 7. Run a test for 10 minutes or until the
    LFE inlet temperature stabilizes,  (see
    explanation 4)

 8. Read LFE inlet temperature.

 9. Read LFE inlet depression
10. Read LFE delta P to the nearest 0.001
    inch of water, if possible.
 5. The CVS blower adds heat to the air
    stream and this amount of heat is a
    function of blower speed and restric-
    tion.  By running the lowest speed
    first and increasing the speed one
    minimizes the temperature change that
    will occur between successive runs.

 6. Av ten minute RPM determination when
    the system is coming to temperature
    equilibrium will give a very accurate
    value.

 7. Temperature stabilization is necessary
    in order to achieve constant LFE delta P,
 9. This value does not have to be as
    accurately known as the delta P of the
    LFE, and therefore can be read with
    sufficient accuracy at this point.

10. The magnehelic gauges should be cal-
    ibrated before blower calibration.
    In all cases the same magnehelic
    gauge MUST be used for operations
    that was used for calibration WITHOUT
    any intermediate changes or adjust-
    ments .
                                              Bl-30

-------

MINOR CLASS.
4,5

TASK
CATEGORY
CVS Calibration
Task: Light Duty (1) Instrument Technician (4)
CVS System (3) Theory (8) Subpart A,B,&C
TASK ANALYSIS

0
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a
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A
En


H
CO

£•
o
H

(Cont. )
11. Read CVS inlet temperature.

12. Read CVS inlet delta P.

13. Read CVS delta P of the blower.

14. Stop timer and revolution counter.

15. Read revolutions and time.

16. Stop blower, change to next highest
    speed,.repeat steps 5 through 16.
                /
17. Disconnect pipe at CVS pump outlet,
    add restrictor orifice, reconnect
    pipe and repeat calibration data of
    steps 5 through 16.
hinge
17.  Leak tight connections and temperature
    equilibrium cannot be over emphasized.
    If room air handling equipment varies
    room temperature during the calibration,
    turn off the air handling equipment
    and repeat the calibration.
    Any type of restriction can be used
    (instead of orifices) provided that
    they remain fixed during a test and
    do not leak.

    One technique that has worked is to
    use a 4 inch diameter silicone rubber
    boot (about 1 foot long) as a section
    of the flow path.  The boot must be
    clamped tightly at each end.  A large
    hinged V clamp can then be used to
    restrict the boot by use of a threaded
    rod.
                                             Bl-31

-------
                                                                                                 u



iMINOR CLASS.

4,5



TASK
CATEGORY

CVS Calibration
(Cont.)

Task: Light Duty (1) Instrument Technician (4)
CVS System (3) Theory (8) Subpart A,B,&C
TASK ANALYSIS



U
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W

&H




H

CO


^
£
cf.
*-^
O
(if
2
H


18. Repeat Step 17 with four more orifices
    until 6 data sets have each speed have
    been obtained.
19. Complete all calculations on the data
    sheet.
20. Determine the equation of CFR (cubic
    foot per revolution) as a function of
    CVS delta P to the 1/2 power using a
    least squares fit of the data.

21. Find CFR for each delta P.
18.  Other types of restrictors can be
    used.  The orifice size or restric-
    tor that is used should increase the
    CVS delta P in steps of 2 to 4" of
    water depending on the design of
    the CVS.

19.  Note that LFE absolute pressure is
    equal to the barometer minus observed
    LFE inlet when the LFE is before the
    CVS blower and the absolute pressure
    is barometer plus observed LFE inlet
    when the LFE is used after the CVS
    blower.
                                             Bl-32

-------
MINOR CLASS.
     TASK
   CATEGORY
Task: Light and Heavy Duty Emissions  (1,2)
      Instrument Technician  (4) Analytical SystemO)
      Safety (9) Subpart All
                TASK ANALYSIS
                                                                                         12
                                                                                         W
                                                                                         s
                                                                                         W
                                                                                               H
                                                                                                        o
                 O
                 PJ

                 H
 4,  5
Safety High
Pressure Cylinder
    Handle Cpmpressed Gas Cylinders with Carei
    When energy in a compressed gas cylinder is
    released suddenly from a broken valve, the
    cylinder can become a deadly projectile that
    will smash through a brick wall or zoom airborne
    for as much as a half-mile, bowling over objects
    in its path.

    Workers handling cylinders should be well-
    trained and work under competent supervision.

    Pressure
1-5
                                     Internal pressure of some cylinders may reach
                                     2,200 Ibs. per sq.inch.  Uncontrolled opening
                                     of the valve could throw the cylinder to the
                                     floor where it would pin-wheel out of control.
                                     Or a snapped valve could release "jet power",
                                     driving the steel projectile through masonry.

                                     Heat
                                     Keep cylinders out of the sun, away from heat
                                     sources.  Keep them below 125°F.  Store in a
                                     dry, well-ventilated place reserved .for storage.
                                     Store oxygen away from flammable gases and
                                     ignition sources.

                                  0  Identification
                                     You  risk serious injury and material damage
                                     if you use the wrong gas.  Cylinder color does
                                     not necessarily identify the gas.Check and
                                    .recheck the name.   (Oxygen and Carbon dioxide
                                     are not air).

                                     Support
                                     Store cylinders upright and with safety caps in
                                     place.  Acetylene should never be stored on its
                                     side.  Chain or secure cylinders upright in
                                                       Bl-33

-------

MINOR CLASS.

































TASK
CATEGORY

































Task: Light and Heavy Duty Emissions (1,2)
Instrument Technician (4) Analytical System (3)
Safety (9) Subpart All
TASK ANALYSIS
storage, transit and in use. A falling cylinder
may damage other equipment or injure persons
nearby, even if the valve isn't sheared in
falling. Remember, never leave a cylinder
standing unsecured.
0 Leaks
Even slow leaks may be dangerous since some
toxic gases are odorless. Most gases can
cause asphyxiation by replacing air, and
oxygen is a fire hazard. Take "leakers"
outdoors. Call the supplier, or if cylinder
is considered dangerous, call the fire depart-
ment as well.
0 Transport
Move cylinders only on properly equipped trucks.
Never drag or roll them across the forks of a
"hi-lo". Persons handling cylinders should
wear leather gloves and safety shoes.
Cradles, not chokers, should be used in
transporting from one level to another.
0 Use
Protect your eyes before connecting up. Install
the proper reducing valve or regulator. Open
the cylinder valve slowly. If cylinder hand
wheel valve sticks, don't use a wrench, but mark
the cylinder "stuck valve" and return to the
supplier.
When gas flow is inadequate, mark "Empty" and"
recap the cylinder. But treat the cylinder as
if filled — some gas remains.
Whether full or empty, keep caps on cylinders —
straight and snug. Use only the piping or
Bl-34
FREQUENCY

































SKILL

































IMPORTANCE


































-------

MINOR CLASS.











TASK
CATEGORY











Task: Light and Heavy Duty Emissions (1,2)
Instrument Technician (4} Analytical System (3)
Safety CS^Sujpj^A^
pressure tubing designed to withstand the
working pressure. TJse no oil or grease on
valves or fittings (don't handle with oily
hands, gloves, etc.). This is critical with
oxygen and oxidizing gases.
0 Special precautions
Before connecting a gas cylinder, refer to.
the safety data sheet for the gas you plan to
use and follow the recommended steps.
If a cylinder is damaged or corroded, return
it unused to the supplier.
FREQUENCY











SKILL











IMPORTANC











Bl-35

-------

MINOR CLASS.
1,2,4,5,8





1,2,4,5,8




1,2,4,5,8




4,5




TASK
CATEGORY
Safety
Dynamometer




Safety Fuel




Safety Ambient
Air








Task: (1,2) 4.3.9 All
TASK ANALYSIS
0 Exhaust system must be connected to vent
when engine is running
0 Checks and tie downs should always be used
when operating a vehicle on the dynamometer.
0 Dynamometer should never be operated outside
the limits specified by the manufacturer.
0 Fuel must be stored according to the
National Fire Protection code and the OSHA.
0 Safety cans should be used as auxilliary
fuel systems for vehicles or engines where
other acceptable means are not available.

0 All personnel should be aware of the
potentially toxicity of exhaust gases,
calibration gases and ozone including the
maximum allowable exposures limits.
0 When background concentrations exceed the
acceptable limits further vehicle operation
and testing should cease and problem
identified.
Bl-36
FREQUENCY

5




5









5




SKILL

1




3









3




IMPORTANC

5




5









5





-------
                  TASK ANALYSIS








              B-2 Heavy Duty Engines







THIS TASK ANALYSIS SHOULD NOT BE USED AS A SUB-




STITUTE FOR THE  FEDERAL REGISTER.   IT WAS USED




AS A WORKING TOOL TO DEVELOP THE EXAMINATION




QUESTIONS, THEREFORE, CORRECTIONS AND OMISSIONS




NOTED BY THE PANELISTS IN A REVIEW  OF THE TASK




ANALYSIS WERE NOT INCLUDED IN THIS  DRAFT COPY.

-------
MINOR CLASS.
    TASK
  CATEGORY
                  Task:  Heavy Duty
                        Procedures
                                                  (2)  Dyno Operation (8) Test
                                                  (2)  Preparation (1) Subparts H,I,J,
            TASK ANALYSIS
                                                   u
                                                   3
                                                   W
                                                   D
                                                   a
                                                   w
         H
         M
         W
                                                                                                        y
         s
         H
     8,5
Engine-Dynamo-
meter Preparatior
Prepare engine test bed to recieve engine
Lift engine onto stand with hoist and bolt it in
place
Bolt coupling to dynamometer and engine shaft;
connect fuel and coolant systems using hand
tools  (refer to appropriate manufacturer's
requirements for specifications)
Install inlet air restriction device to provide
restrictions of i 1" f^O of upper limits of
engine operation which gives maximum air flow
Connect thermocouples and pressure gauges
Check engine for completness,' engine mounting,
and engine alignment
Determine necessary exhaust system (including
muffler) with final results of:
1. Exhaust back pressure to be within + 0.2" Hg
   at maximum rates HP
2. Overall length of exhaust pipe to be 15 feet
   1 5 feet
3. Final two feet of pipe to be straight and
   round and to size specified for rated BHP
    (Subpart I)
Fabricate exhaust system and install making
provisions for probe location
Install intake airflow measuring system and leak
check same  (Subpart J)
Verify that maintenance procedured have been
conplied with
5 or
each
engine
instal
lation
1,3
3,5
                                                                                                        3,5
                                                                                               1,3
                                                     B2-1

-------

MINOR CLASS.
8,5































TASK
CATEGORY
Engine -Dynamo-
meter Check out






























Task: Heavy Duty (2) Dyno Operation (8) Test
Procedures (2) Preparation (1) Subparts H,I,J,
TASK ANALYSIS
0 Perform visual inspection (leaks, loose hardware
etc.)
0 Check throttle no-load, full-load positioning
0 Check oil and water for proper level
0 Check operation of system safety interlocks
0 Start engine and perform visual, audio, and
functional inspection
Listen for internal noises, such as piston
slap, knocks, taps and gear noises that
indicate irregularities in engine operation
Check for fuel and lubricant leaks
Check for exhaust and crankease emission leaks
0 Bring engine to rated load and speed in gradual
steps
0 Adjust inlet restriction to within ± 1" H2O of
maximum specified by manufacturer
0 Adjust (if necessary) exhaust restriction to
± 0.2" Hg of upper limit specified by manufact-
urer
0 Determine when engine conditions have stabalized
and record BHP and fuel rate
0 Lug engine to peak torque speed and record torque
and fuel rate
° Check engine performance for compliance with
manufacturer's specifications, if non-compliance
is noted contact supervisor
0 Shut down engine and dynamometer systems and
record time and ambient temperature
0 Fill out request for repairs if necessary
0 All pre test functions must be completed in not
more than one hour of engine running time
B2-2
FREQUENCY
5 or
each
engine
instal
lation



























SKILL
3





1,3






3


















IMPORTANC






5






5



















-------
MINOR CLASS.
    TASK
  CATEGORY
Task-  Heavy Duty  (2) Engine Dyno Operator  (8) Test
       Procedures  (2) Maintenance  (5) Subparts H,I,J,

                TASK ANALYSIS
o
2
|%1
5
ex
H
K
                                                                                                        K
                                                                                                        O
                                                                                                00
    8,5
Equipment
Calibration
 PERIODIC CALIBRATION
    Dyno Torque Readout
    0  Electronic
    0  Mechanical
2.   Dyno Speed Readout
3.   Air Flow Measuring System
4.   Fuel Flow Measuring System
5.   Temperature & Pressure Measuring Systems
6.   All instruments, meters, readouts, or Devices
    used in measuring or monitoring.
                                 Task:  2. (3,4,5,8)  1.8.  All

                                       Terminology  -
                                       F R - OJL -oj
                                                     B2-3

-------
MINOR CLASS.
    TASK
  CATEGORY
Task: Heavy Duty Gasoline (21 Engine Dyno Operator  (.81
      Test Procedures (2) Dyno Test (2) Subpart H

                 TASK ANALYSIS
                                                                                         >H
                                                                                         o
                                                                                         X
                                                                                         w
                                                                                                H
                                                                                                x;
   8,5
Engine Dynamo-
meter Operation
  DYNAMOMETER TEST RUN
  1. At end of one hour soak record time and temp-
     erature.  Verifies that temperature has been
     between 60°F and 86°F during soak
  2. Start cooling system, if facility cooling
     system used
  3. Supplies required fuel to engine
  4. Starts engine and idle with no load at 1000-1200
     RPM for 5 minutes
  5. Obtains normal idle speed and records it
  6. Runs four 9 mode cycles within speed, time and
     vacuum limits
  7. Shuts down dynamometer and cooling system and
     fuel system
                                                                                         5
                                                                                         5

                                                                                         5
                                                                                         5

                                                                                         5

                                                                                         5
                                                                                 1
                                                                                 1

                                                                                 1
                                                                                 1

                                                                                 2

                                                                                 1
                                                        B2-4

-------

MINOR CLASS.
8, 5
















TASK
CATEGORY
Durability Test
















Task: Heavy Duty (2) Dyno Operation (8) Durability
Testing (5) Dyno Test (2) Subpart I
TASK ANALYSIS
Accumulation of Durability Hours
0 Operate -engine at rdnimum of 95% of rated RPM
and maximum rated HP
0 Maintain inlet restriction to within t 3" H20
of maximum specified by manufacturer
0 Maintain exhaust restriction to * .5" Hg of
upper 1 nit specified by manufacturer
0 Periodically record RPM, BHP, inlet restriction,
and exhaust back pressure
0 Add oil and coolant as needed
° Change lube oil, lube oil filter, and fuel
filters as specified by manufacturer
0 Perform other scheduled maintenance as specified
intervals
0 Contact immediate supervisor if engine problems
develop which require or may require unsceduled
maintenance
FREQUENCY
4
















SKILL
2















-
IMPORTANC
5
















B2-5

-------

MINOR CLASS.
8,5






















TASK
CATEGORY
Systems Operatior






















Task; Heayy Duty (.2) Dyno Operator (8) Test
Procedures C2)_ Dyno Test (2\ Su{?part J
TASK ANALYSIS
Emission Test
1. Pre-condition engine until temperatures and
pressures have stabilized
2. Determine maximum torque at rated speed and
intermediate speed
3. Select peak torque speed or 60% of rated
speed whichever is higher
4. Calculate torque values for specified test
modes
5. Perform 13 mode emission cycle
a) Hold engine speed to required tolerance for
each mode
b)Hold torque to required tolerance for each
mode
c) Operate engine for required time in each mode
d) Maintain temperature of air intake and fuel
to required tolerances
e) Verify barometric pressure is within limits
f) Complete speed and load changes in required
time
g) Record applicable engine data during last
5 minutes of each mode
B2-6
FREQUENCY
5







5
5













SKILL
5







3
5













IMPORTANCE
5







5
5














-------

MINOR CLASS.
8,5


























TASK
CATEGORY
Engine Mainten-
ance

























Task: Heavy Duty (2) Dyno Operator (8) Durability (.5)
Maintenance C3)
Subpart J
TASK ANALYSIS
Durability Engines
1. Perform major engine servicing to manufacturer1;
specs at 500 hours. Servicing restricted to the
following
a) Ad just low idle speed
b)Adjust valve lash if required
c)Adjust injector timing
d) Ad just governor
e) Clean and service injector tips
2. Conditional maintenance as follows
a) Change injectors if persistent misfire is
detected
b) Adjustment of engine fuel rates if 95% of
maximum rated horse power cannot be maintainec
c) Leaks in fuel system, lubrication system, and
cooling system as required
3. Normal engine lubrication services
a) Drive belt tensions and engine
b)Bolt torque at manufacturer's recommended
intervals
4. Engine low idle speed at 125 hour test point
Emission Data Engines
1. Adjust engine low idle speed at 125 hour test
point
2. Normal engine lubrication services as required
at manufacturer's recommended intervals
B2-7
FREQUENCY



1





as
req'd





as
req'd

as
req'd

as
req'd
as
req'd

SKILL



5






3






1


3


3

1

IMPORTANC



5






5






5


3


3

3


-------
MINOR CLASS.
    TASK
  CATEGORY
Task: Heavy Duty Diesel  (2) Dyno Operator  (8)
      Durability (5) Dyno Test  (2) Subpart J

                TASK ANALYSIS
                                                                                        U
                                                                                        a
                                                                                        w
                                                                                                        EH
                                                                                                        Ci
                                                                                                        C
        H
        X
        CO
   8,5
System Operation
 Engine  Hour  Accumulation
 0   Adjust  and maintain system at correct percentage
     of rated  speed
 0   Adjust  and maintain system at correct percentage
     of maximum rated horse power
 0   Monitor system parameters  on an as required
     basis
 0   Record  pertinent system information on a
     chronological basis
 Hour Accumulation Record
 0   All  maintenance performed  on engine
 0   Number  of running hours
 0   Record  the following engine information as
     required:
     a)Speed
     b)Horsepower
     c)Exhaust back pressure
     d)Pertinent temperatures and pressures
     e)Airflow
     f)Fuel  flow
     g)Any other information desired
as
•eq1 d
                                                                                        as
                                                                                       •eq'd
                                                       B2-8

-------

MINOR CLASS.
4,5

















4,5










TASK
CATEGORY
Primary Calibra-
tion

















Primary Calibra-
tion and Main-
tenance








Task: Heavy Duty (2\ Instrument Tech (4) Analytical
Systems (3) Calibration (7) Subparts H, J.
TASK ANALYSIS
General Requirements
0 Verify instrument compatability with manufact-
urer's specifications (functional checkout)
0 Leak check instrument
0 Set up flow rates and operating temperatures
0 Insure that instruments are warmed up sufficient!
prior to start of curve generation
0 Zero on nitrogen or air
0 Calibration of all readout devices
0 Tune analyzers
0 Verify that calibration gases are of appropriate
concentrations accuracies and compositions
0 Generate calibration data for instruments using
prescribed standards
0 Compare values with previous curves , if signifi-
cant change has occurred locate and correct
problem
0 Use best judgement in selecting curve for data
reduction
NO, CO, C02 Requirements NDIR
0 Generate calibration curve for instrument using
primary standards
0 Check instrument for interference susceptibility
0 Consider effects of indicating dri-rite on
calibration and sample results
HC - NDIR Subpart H only
0 Check response of hydrocarbon analyzer to 100%
C©2 and water vapor
0 Refill filter cell if necessary
B2-9
FREQUENCY

1
1
1
y
i
i



i

i


i

i
i





i




SKILL

5
5
5

5
1



5

5


3

5
5





5




IMPORTANC

5
5
5

5
3,5



5

3,5


3,5

5
5





3





-------

MINOR CLASS.
4,5





























TASK
CATEGORY
Pre-test System
Preparation




























Task: Heavy Duty (2) Instrument Technician (4)
System (3) Preparation (1) Subpart H, J,
TASK ANALYSIS
0 Verify appropriate zero, span, fuel, burner air
gases of appropiate concentrations and quantitie:
are at hand
c Warm up instrumentation
0 Check sample probes and lines and clean/replace
as required
0 Verify appropriate probe length and location
0 Leak check entire sample system (before and
after test)
0 Clean/replace filter/filter elements as necassarj
0 Drain water from sample line traps in refriger-
ated bath
0 Install driers and condition as required
0 Load recorder and verify functional operation
0 Verify operating system temperature and tempera-
ture stability
0 Complete functional check out of instrumentation
system
0 Adjust zero gas flow rate and zero analyzer and
readout device
0 Adjust span gas flow rate, span analyzer and
readout device (use calibration curve if req'd)
0 If gain has changed by more than 3% locate
and correct problem
0 Adjust air fuel, sample flow rates as applicable
0 Recheck zero and span an check agreement between
primary output device (computer) and strip chart
recorder

B2-10
FREQUENCY


5








5
5






5

5


5


5


SKILL


5








5
5






1,5

3,5


5


3


IMPORTANC


5








3
5






3,5

5


5


3
I


-------
MINOR CLASS.
     TASK
   CATEGORY
Task: Heavy Duty  (2) Instrument Technician  (4)
      Analytical Systems  (3) Preconditioning  (1)
      Subpart  J
                TASK ANALYSIS

                                                                                        P
                                                                                        ex
                                                                                                        u
                                                                                                        2:
M
«
CO
    4,5
Primary
Calibration and
Maintenance
 FID REQUIREMENTS

 1. Verify that fuel and air compositions are
    as required.
 2. Establish fuel, air and sample pressures/flows
    required for operation.
 3. Establish Operating temperature for system.
 4. Determine Oxygen response of system and
    generate calibration curve if required.
 5. Determine linearity of instrument and prepare
    calibration curve if required
 6. Check system for hydrocarbon hangup.
 7. Verify operation of equipment safety interlocks.
                                                                                      Or as
                                                                                       eq'd
                                                                                      which-
                                                                                       ver
                                                                                      comes
                                                                                      first
                                                       B2-11

-------
MINOR CLASS.
    TASK
  CATEGORY
Task: Heavy Duty (2) Instrument Technician
Procedures (2) Dyno Test (2) Subpart H


                TASK ANALYSIS
                                                                             (4) Test
o
"Z.
w
p
o
w
Pi
H
«
C/j
                                                                                                        cj
                                                                                                        o
                                                                                                        H
    4,5
Analytical Systen
Sample Handling
Dynamometer Test Run
0  Start exhaust sampling after normal idle speed
   has been obtained
0  Continuously monitor exhaust gas concentrations
   during all four 9-mode cycles
0  Purge low hydrocarbon if necessary during closed
   throttle decel mode
0  On recorder charts identify zero, span, and modes
0  Record
     a)Barometric pressure, intake air temperature,
       humidity, and air temperature in front of
       radiator  (if used)
     b)A continuous trace of intake manifold vacuum
       and engine RPM with an automatic mark every
       second on the chart
     c)Brake horse power for each mode
     d)Fuel consumption for each mode
0  After run purge sample line with N2 and determine
   HC hangup, should drop to 5% in 10 seconds and
   3% in 3 minutes
0  Check zero and span to determine drift, should be
   less than 2% of full scale
0  Record the following information
     a)Test number
     b)System tested  (brief description)
     c)Date and time of day for each part of the tes
       schedule
     d)Instrument operator
     e)Dyno operator
     f)Engine make-identification number-date of
       manufacture-number of hours-engine displace-
       ment-engine-idle RPM-number of carburetors-
       number of carburetor Venturis
     g)All pertinent instrument information  such as
       tune, gain, serial number, detector numbers,
       and range
                                                         B2-12
                                                                                        5

                                                                                        5

                                                                                        5
                                                                                        5
                                                                                        5
                                                                                         5
                                                                                         5
                                                                                1

                                                                                1

                                                                                1
                                                                                1
                                                                                5
                3

                3

                3
                5
                5
                                                                                 3
                                                                                 1
                3
                5

-------
MINOR CLASS.
    TASK
  CATEGORY
Task: Heavy Duty Diesel (2) Instrument Technician  (4)
      Test Procedures  (2)  Dyno Test  (2) Subpart J

                TASK ANALYSIS
  C4
  D
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  w
  OS
  CM
    4,5
Test Operations
Analytical In-
strumentation
Record Keeping
 Emission  Tests
 1.  Record response  of  analyzers  on  strip  chart
    recorders  with exhaust  gas  flowing  through
    analyzer for at  least 5 minutes  of  each  mode
 2.  Check  flow rates/pressure and temperatures
    throughout test
 3.  Check  and  reset  zero and span setting  of analyzer;
    as  required-repeat  mode(s)  depending on  repeat-
    ability of these
 4.  Back flush condensate trap
 5.  Change filters,  driers  as necessary
 6.  Select appropriate  range/cell length for each
    mode and zero &  span required
 7.  Adjust purge flow as required
 8.  Drain  condensate traps  as required

 Equipment
 1.  Maintenance  logs on all pieces of major  equipment

 Test Data
 1.  Record data  as specified in Federal Register
    Paragraph  85.974-14
 2.  Record other data as desired
 as
req'd
                                                       B2-13

-------
MINOR CLASS.
    TASK
  CATEGORY
Task: Heavy Duty (2) Instrument Tech  (.4) Analytical
      Systems (3) Preparation  (1) Subpart I

                TASK ANALYSIS
                                                                                         U
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M
    4,5
Set Up and Check
of Smokemeter anc
Recorder
    4,5
               Calibration
  Smokemeter  and Recorder Setup
  0   Move  proper equipment into test cell
  0   Make  all necessary electrical connections to
     record smoke opacity, engine speed,  and engine
     torque
  0   Hook  up  air supply to smoke head and adjust:
     1.  Optical centerline 5 + 1" from pipe outlet
     2.  Optical centerline at right angles to exhaust
        plume
  0   Turn  on  power to control unit of smokemeter and
     allow minimum of 15 minutes for stabalization
  0   Turn  on  power to recorder and allow  sufficient
     time  for specified warm up
  0   Clean lenses in smoke head if necessary
  0   Turn  on  purge air to smoke head
  0   Turn  on  chart recorder after checking paper
     supply and inking pens operation
  Task:  2,4,3,7,1
  0   Set zero and 100% opacity on smoke channel
     resolution to be within 1% opacity
  0   Insert neutral density filters (nominal 10,20,&
     40%)  in  light path on smokemeter (same side as
     light source)  Verify that recorded values on the
     chart are within 1% of the filter value as
     determined by EPA
  0   Calibrate RPM channel to show linearity and to
     give  a resolution within 30 RPM
  0   Calibrate torque channel to show linearity and
     to  give  a resolution within 10 FT.LBS.
  0   Contact  instrument repairman and/or supervisor
     if  desired calibration is not possible
                                                         B2-14

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MINOR CLASS.
8, 5

































TASK
CATEGORY
Test Performance

































Task: Heavy Duty (2) Engine Operator (8) Test
Procedures (2) Dyno Test (2) Subpart I
TASK ANALYSIS
Smoke Emissions Test
0 Run engine to determine by experimentation the
inertia and dynamometer load required to perform
the acceleration phases of the smoke emission
cycle
0 Check operation of engine throttle control to
insure conformance with acceleration phases of
smoke test
0 Bring engine to rated speed and load. Adjust
inlet and exhaust restrictions (if required) .
Record the following:
BHP
Fuel rate
Inlet restriction
Exhaust back pressure
Ambient air temperature
Intake air temperature (within 68° to 86°)
Humidity and barometric pressure
0 Lug engine to peak torque speed, record fuel
rates and torque
0 Remove all dyno load and allow engine to run at
maximum governed RPM. Record that RPM
0 Reduce speed to low idle
0 Set zero and 100% on the smokemeter. recorder
with smoke head away from smoke plume. Insert
neutral density filters (nominal 10,20,&40%)
The recorded values must fall within i 1% of
EPA established values
0 Recheck calibration of speed and torque for
preconditioning
0 Remove all dyno load and bring engine to low
idle. This represents start of first smoke
cycle
B2-15
FREQUENCY
5

































SKILL
4

































IMPORTANC
5


































-------
MINOR CLASS.
    TASK
  CATEGORY
Task: Heavy Duty  (2) Engine Operator  (8) Test
      Procedures  (2) Dyno Test (2) Subpart I

                 TASK ANALYSIS
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to
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EH
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04
s
 8, 5 (Cont.)
Test Performance
(Cont.)
  Smoke Emissions Test  (Cont.)
  0  Operate engine at  low idle for 5 to 5.5 minutes
  0  Center smoke head  over exhaust plume during low
     idle
  0  Increase recorder  chart speed to a minimum of
     8" per minute at end of low idle period
  0  Increase engine speed to 200 + 50 RPM above low
     idle within 3 seconds
  0  Accelerate engine  at full throttle against
     dynamometer load selected earlier so that
     engine speed reaches 85 to 90% fo rated speed
     within 5.0 i 1,5 seconds.  Acceleration to be
     linear within _ 100 RPM
  0  Move throttle rapidly to closed position and
     apply preselected  load
  0  Observe RPM drop.  Apply full throttle when
     engine speed reaches 60% of rated speed or
     peak torque speed  (whichever is higher) within
     ± 50 RPM
  0  Allow engine to accelerate for 10 - 2 seconds
     during which the engine speed must reach 95% of
     rated RPM
  0  Stabilize engine at maximum rated HP under full
     throttle
  0  Increase dyno load to lug engine to peak torque
     speed or 60% rated RPM  (whichever is higher)
     within 35 - 5 seconds. Lug phase to be  linear
     within + 100 RPM
  0  Remove dyno load and reduce speed to low idle
  (Completion Of One Test Cycle)
                                                        B2-16

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MINOR CLASS.
8,5 (Cont.)









TASK
CATEGORY
Test Performance
(Cont.)








Task: Heavy Duty (2) Engine Operator (8) Test
Procedures (2) Dyno Test (2) Subpart I
TASK ANALYSIS
Smoke Emissions Test (Cont.)
b Run two additional test cycles
0 Shut engine down
0 Check smokemeter calibration
Repeat test if zero drift is greater than 2%
Reset zero if drift is less than 2%
Check 100% and insert neutral density filters
Repeat test is recorded values deviate by
more than 2% of actual values
R2-17
FREQUENCY
5









SKILL
4








1
IMPORTANCE
4










-------

MINOR CLASS.
3,5




















TASK
CATEGORY
Chart Reading




















Task: Heavy Duty (2) Data Analyst (3) Data Reduction
(4) Calculations (4) Subpart H
TASK ANALYSIS
Reduction of Exhaust Emission Test Data
0 Determine whether the cycle was run in accordance
with ths specified cycle timing and vacuum
tolerances
0 Time correlate the hydrocarbon, carbon monoxide,
nitric oxide, and carbon dioxide charts
0 Determine the location on the chart of concentra-
tions corresponding to each mode
0 Determine and compensate for trace abnormalities
0 For all open throttle and idle modes intergrate
the last 3 seconds on the NO, HC, CO, and C02
traces
0 Intergrate the complete NO, HC, CO, and C02
traces during this 43 second closed throttle
mode of each cycle
0 Check computer analysis for correct data input
0 Correlate computer with hand calculations to
assure validity of results
0 Confirm that all necessary information has been
recorded
B2-18
FREQUENCY



5

5

5
5


5


5
5

1

5

j
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w



1

3

3
5


3


3
3

5

3

CJ

-------

MINOR CLASS.
3, 5





















TASK
CATEGORY
Data Reduction





















Task: Heavy Duty (2) Data Analyst (3) Data Reduction
(4) Calculations (4) Subpart I
TASK ANALYSIS
Chart Reading
0 Locate the acceleration and lugging modes on the
chart
Divide each mode into one-half second interval
Determine the average smoke reading during eacl
one-half second interval, omitting those
recorded during the transitional periods
0 Record the 15 highest one-half second readings
during the acceleration modes for each of the
three cycles
Determine the average of the 45 readings withii
the acceleration modes. Record this average
as value "a"
0 Record the 5 highest one-half second readings
during the lug mode for each of the three cycles
Determine the average of the 15 readings
within the lug modes. Record the average as
value "b"
0 Record the 3 highest readings from each cycle
(readings may be from either mode or both)
Determine the average of the 9 readings.
Record this average as value "c"
coin
FREQUENCY
5





















>-q
^
M
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3





















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5
1 — 1
M
5






















-------

MINOR CLASS.
3,5






















TASK
CATEGORY
Data Reduction






















Task: Heavy Duty (2) Data Analyst (3) Durability
Testing (5) Calculations (4) Subpart I
TASK ANALYSIS
Calculation of Deterioration Factors
0 Establish emissions deterioration factors for
acceleration mode ("A"), lugging mode ("B"), and
peak opacity ("C") from 1000 hr durability data
0 Plot all applicable data as a function of hours
on the system
Draw best fit straight line, using method of
least squares, through data points
Verify that the interpolated 125 hr and 1000
hr points are within standard prior to cal-
culating deterioration factor
0 Calculate deterioration factors:
"A" % opacity "a" interpolated to 1000 hrs
minus % opacity "a" interpolated to 125 hrs
"B" % opacity "b" interpolated to 1000 hrs
minus % opacity "b" interpolated to 125 hrs
"C" % opacity nc" interpolated to 1000 hrs
minus % opacity "c" interpolated to 125 hrs
0 Combine opacity values "a","b","c" and deteria-
tion values "A" , "B" , "C" respectively. Results
obtained are the percent opacity values to be
compared with the standard
B2-20
FREQUENCY
5






















SKILL
4






















IMPORTANC
5























-------

MINOR CLASS.
4,5

































TASK
CATEGORY
Data Review

Calculations























Record Keeping







Task: Heavy Duty Diesel (2) Data Analyst (3) Data
Reduction (4) Calculations (4) Subpart J
TASK ANALYSIS
1. Review all test data for completeness,
reasonableness
1. Calculate Pollution Concentrations
a) Determine average chart reading for each
pollutant for each mode utilizing last 60
seconds of each mode
b) Determine concentration of each pollutant
from average chart reading and corresponding
instrument scale factors and calibration
data
c) Calculate brake specific emissions for each
pollutant for each set of data
2. Calculate Deterioration Factors
a) Establish separate deterioration factors for
CO and for combined HC and NOx
b)Plot applicable results as a function of
engine hours
c)Use best least squares fit through data
points
d) Compare 125 and 1000 hr points to allow
standards to determine data acceptability
e) Calculate deterioration factor
3. Application of Deterioration Factors to Emission
Engines
a) Add to emission engine test results
b) Compare results to emission standards
1. Identification and description of all engines
tested
2. Description of all emission control systems
installed or incorporated in each engine
3. Test data on each durability and emission data
engine
4. Summary of all pertinent data and calculation
results
FREQUENCY

5
5









as
req'd








as
req'd










SKILL

5
5









5









5











IMPORTANC

5
5









5









5











B2-21

-------
MINOR CLASS.
     TASK
   CATEGORY
Task.: Light and Heavy Duty Emissions (1,2)
      Instrument Technician (4)  Analytical  System(3)
      Safety (9) Subpart All
                TASK ANALYSIS
                                                                                        X
                                                                                        O
                                                                                        13
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                 3
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                 ^
                 &
                 O
                 &
                 *!.
                 H
4, 5
Safety High
Pressure Cylinder
    Handle Cpmpressed Gas  Cylinders  with Carel
    When energy in a compressed gas  cylinder is-
    released suddenly from a broken  valve,  the
    cylinder can become a  deadly projectile that
    will smash through a brick wall  or zoom airborne
    for as much as a half-mile, bowling over objects
    in its path.

    Workers handling cylinders should be well-
    trained and work under competent supervision.

    Pressure
    Internal pressure of some cylinders may reach
    2,200 Ibs.  per sq.inch.   Uncontrolled opening
    of the valve could throw the cylinder to the
    floor where it would pin-wheel out of control.
    Or a snapped valve could release "jet power",
    driving the steel projectile through masonry.

    Heat
    Keep cylinders out of  the sun, away from heat
    sources.   Keep them below 125°F.   Store in  a
    dry, well-ventilated place reserved for storage.
    Store oxygen away from flammable gases  and
    ignition sources.

    Identification
1-5
                                    You  risk serious injury and material-damage-•••
                                    if you use the wrong gas.  Cylinder color does
                                    not necessarily identify-the gas.  Check and
                                   .recheck the name.   (Oxygen and Carbon dioxide
                                    are not air).

                                    Support
                                    Store cylinders upright and with  safety caps in
                                    place.  Acetylene should never be stored on  its
                                    side.  Chain or secure cylinders  upright in--
                                                      B2-22

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MINOR CLASS.

































TASK
CATEGORY

































Task: Light and Heavy Duty Emissions (1,2)
Instrument Technician (4) Analytical System (3)
Safety (9) Subpart All
TASK ANALYSIS
storage, transit and in use. A falling cylinder
may damage other equipment or injure persons
nearby, even if the valve isn't sheared in"
falling. Remember, never leave a cylinder
standing unsecured.
0 Leaks
Even slow leaks may be dangerous since some
toxic gases are odorless. Most gases can
cause asphyxiation by replacing air, and
oxygen is a fire hazard. Take "leakers"
outdoors. Call the supplier, or if cylinder
is considered dangerous, call the fire depart-
ment as well.
0 Transport
Move cylinders only on properly equipped trucks.
Never drag or roll them across the forks of a
"hi-lo". Persons handling cylinders should
wear leather gloves and safety shoes.
Cradles, not chokers, should be used in
transporting from one level to another.
0 Use
Protect your eyes before connecting up. Install
the proper reducing valve or regulator. Open
the cylinder valve slowly. If cylinder hand
wheel valve sticks, don't use a wrench, but mark
the cylinder "stuck valve" and return to the
supplier.
When gas flow is inadequate, mark "Empty" and*
recap the cylinder. But treat the cylinder as
if filled — some gas remains.
Whether full or empty, keep caps on cylinders —
straight and snug. Use only the piping'or
B2-23
FREQUENCY
















.';
















SKILL
-.
































IMPORTANC


































-------
MINOR CLASS.
  TASK
CATEGORY
                                 Task: Light and Heavy Duty Emissions  (1/2)
                                       Instrument Technician (4} Analytical System(3)
                                       Safety ^S
                                                                                        U
                                                                       CX
                                                                                               w
                                                                                                        K
                                                                                                        U
o
pj
2
H
                                     pressure tubing designed to withstand the
                                     working pressure.  Use no oil or grease on
                                     valves or fittings (don't handle with oily--
                                     hands, gloves, etc.)-  This is critical with
                                     oxygen and oxidizing gases.

                                     Special precautions
                                     Before connecting a gas cylinder, refer to.
                                     the safety data sheet for the gas you plan to
                                     use and follow the recommended steps.

                                     If a cylinder is damaged or corroded, return
                                     it unused to the supplier.
                                                       B2-24

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MINOR CLASS.
1,2,4,5,8





1,2,4,5,8




1,2,4,5,8




4,5




TASK
CATEGORY
Safety
Dynamometer




Safety Fuel




Safety Ambient
Air








Task: (1,2) 4.3.9 All
TASK ANALYSIS
0 Exhaust system must be connected to vent
when engine is running
0 Checks and tie downs should always be used
when operating a vehicle on the dynamometer.
0 Dynamometer should never be operated outside
the limits specified by the manufacturer.
0 Fuel must be stored according to the
National Fire Protection code and the OSHA.
* Safety cans should be used as auxilliary
fuel systems for vehicles or engines where
other acceptable means are not available.

0 All personnel should be aware of the
potentially toxicity of exhaust gases,
calibration gases and ozone including the
maximum allowable exposures limits.
0 When background concentrations exceed the
acceptable limits further vehicle operation
and testing should cease and problem
identified.
B2-25
FREQUENCY
*•

5




5









5




SKILL

1




3









3




IMPORTANC

5




5









5





-------
          APPENDIX C




PREPARATION OF TEST QUESTIONS




      SEMINAR II HANDOUT
             C-l

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                      APPENDIX C
            PREPARATION OF TEST QUESTIONS

The examination for the certification of emission laboratory
technicians will be an objective test.  Three categories of
objective questions (Itemsj have been chosen for the construction
of the examination, they are:
           1.   Alternate - Response Item
           2.   Multiple Choice Item
           3.   Matching Exercises

Some general suggestions for constructing objective Items are:
           1.   Rules governing good language expression
               should be observed to avoid misinterpretation.
           2.   Difficult words which are not directly
               related to the technical content should be
               avoided.
           3.   Textbook (Federal Register) wording should
               be avoided.
           4.   Ambiguities should be avoided.
           5.   Items having obvious answers should not be
               used.
           6.   Clues and suggestions should be avoided.
           7.   Items that can be answered by intelligence
               alone should not be included, (i.e., not
               related to job training or experience.)
           8.   Quantitative rather than qualitative words
               should be used.
           9.   Catch words should not be employed.

                          C-2

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            PREPARATION OF TEST QUESTIONS







CATEGORY I





ALTERNATE-RESPONSE ITEMS:






Alternate-response items are those in which only two alter-



natives are presented to the pupil for his response.  The



simplest and most common forms of alternate-response items



are the true-false and the yes-no, requiring one of those



answers to a question.





The true-false, as the most widely used alternate-response



type has doubtless been the most popular form of recognition



items and probably remains so today for classroom testing



purposes.  It typically involved a very simple method of



response  by the pupil in aligned answer positions at either



the left or right side of the test paper.





Uses and limitations of alternate-response items:





The true-false item is widely applicable in all subject fields



Its ease of construction has resulted in greater popularity



and wider use than have been attained by any other item form.



However, its ease of construction is frequently delusive, for



the elimination of ambiguities from the true-false item is



sometimes difficult to accomplish.
                          C-3

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Alternate-response item forms have the advantage of affording
coverage of many individual items in a short period of time,
since the time requirements are less than for most item types.
On the other hand, guessing is more of a problem for this than
for any other item type, for which reason little diagnostic
value can be obtained by using an item-count method of analyzing
the results for groups of pupils or an individual pupil.  Alternate-
response response items are highly objective in scoring, and are
readily understood by pupils.  This item type is readily scorable
by mechanical methods in all of its common varieties.

True-false items can be used satisfactorily in many situations
if they are constructed carefully enough to keep them free from
ambiguity.  They are especially useful for situations in which
the absence of enough plausible alternative-responses makes the
use of multiple-choice item impracticable.

Major types of alternate-response items:

The most common form of true-false item may be set up so that
the pupil will respond by encircling or underlining a T or F, or
a True or False.  The arrangement of answer spaces in columns
under T and F in which the answer is indicated by an "X" or check
mark has the added advantages of speed of response and ease of
scoring.

Suggestions for Constructing Alternate-Response Items:

The suggestions below for the alternate-response type of item
supplement the general suggestions previously discussed. As the
true-false is the most widely used of these types, most of the
                          C-4

-------
suggestions below relate primarily to it or a closely allied



form.





1)   Double negative statements should be avoided.





     Double negatives serve no useful purpose, but they may



     cause needless and harmful reading problems for some



     pupils.



2)   Statements that are part true and part false should



     not be used.





     Statements should be either true or false, for the use



     of a true major clause and a false dependent clause or



     of some other combination of truth and falsity is con-



     fusing to the pupil and adds nothing to the test.



     Although such part true, part false statements are used



     by some test workers, the result frequently is an



     unintentional "catch" item.





3)   "Specific determiners" should be used sparingly and



     carefully.





     Such specific determiners are "always" and "never"



     occur in false statements much more frequently than in



     true statements.  Statements containing cause or reason



     clauses also tend to be false more often than true.  On



     the other hand, comparison statements and very long



     statements are more often true than false.
                          C-5

-------
4)    Answers should be required in a highly objective form.

     It is inadvisable to have pupils write a letter, such
     as T or F, or a word, such as True or False, in
     answering the items, for those letters and words look
     much alike when poorly written or when written with
     the attempt to confuse the scorer.  Methods requiring
     examiners to encircle or to underline T or F,  Yes or
     No, having pupils mark an "X" in the brackets  in either
     T or F column are to be preferred.
                          C-6

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                PREPARATION OF TEST QUESTIONS

CATEGORY 2
MULTIPLE-CHOICE ITEMS;

Multiple-choice items have come to be the most popular form
for standardized testing of recent years, and are increasingly
coming into wide use for informal objective testing as well.  A
recognition item type, the multiple-choice item commonly consists
of an incomplete statement followed by from three to five
responses that will complete the statement with varying degrees
of accuracy.  The pupil is expected to choose the response that
correctly or best completes the statement, and typically to
indicate his choice by an answer appearing in a column at the
left or the right side of the test paper.

This item type may be in question rather than in statement form
or may consist of three to five words, symbols, or numbers from
which the correct one is to be chosen by the pupil.  It may
request the best of several correct or partially-correct answers
on a given point.  It may even require responses for the two or
more correct answers among those furnished, in which case it
becomes a multiple-response item.

Uses and limitations of multiple-choice items;

The multiple-choice and its numerous variants perhaps represent
the most valuable and at the same time the most widely applicable
type of objective test item.  It is readily, although not
necessarily easily, adaptable to the measurement of discriminative
power, inferential reasoning, interpretive ability, reasoned
understanding, generalizing ability, and other types of outcomes
                            C-7

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deriving from the pupil's ability to apply and use facts.



It is not difficult for pupils to understand and use.  It



is highly objective, and can be readily scored either by hand



or by machine.  Item-counting procedures based on the results



for an individual pupil or a class have considerable diagnostic



and analytic significance.





Multiple-choice and multiple-response items in their variety



of forms  are so widely adaptable to different types of content



that the preceding discussion should make the fact evident



without illustration.  As is the case for the true-false item,



there is probably no field of learning to which the multiple-



choice item is not widely applicable.  However, the necessity



for finding at least two and in many cases as many as four



plausible responses to go with the correct completion somewhat



limits the applicability of the item form within each subject



field.  Ingenuity on the part of the test maker and the results



of practice in item construction make the item type very widely



applicable to the content of various instructional areas, how-



ever.  Multiple-choice items are not as easily constructed as



are some other objective test forms, for there are various



technical problems that require great care in the drafting of



items.  The incorrect answers pupils give to simple recall items



often serve as excellent incorrect alternatives if the item is



converted to multiple-choice form.
                           C-8

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Major Types of multiple-choice Items;

The basic and probably most common multiple-choice form is
that in which the correct or best completion is to be selected
by the pupil from the three to five that are furnished for an
incomplete declarative sentence or in answer to a question.

A common use of multiple-choice forms is in testing various
types of reading ability, as, for example, ability to comprehend
the meaning of a paragraph, by basing a single item or several
items on a passage of reading material in English or a foreign
language.  Somewhat similarily, multiple-choice items can
singly or by groups be based on a map, chart, diagram, or table,
and require the pupil to interpret the date presented as a basis
for answering.

Suggestions for Constructing Multiple-Choice Items;

The following suggestions, are primarily for the multiple-choice
item type with only one correct answer or the closely related
best-answer type.
   1)   As much of the statement as possible should occur in
        the introductory portion or stem.  There is no justification
        for repetition of the same introductory word or words in
        each of the alternatives; the introductory, or common,
        portion of the item should include as much as possible as
        a means of saving space.
                            C-9

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2)  Alternative answers should all be stated in correct
    grammatical style.  It should be possible to follow
    the stem of an item with any one of the alternative
    answers and have the statement be grammatically correct.

3)  Incorrect alternatives, or confusions, should be
    plausible.  One or more alternatives that are obviously
    incorrect in effect give the pupil a greater chance of
    guessing the correct answer.  Pupils' wrong answers to
    recall items often provide excellent confusions for the
    same items if put into multiple-choice form.

4)  "A" or "an" should not ordinarily be used to introduce
    the alternative answers.  Unless all answers can follow
    the same article with grammatical correctness, the "a(n)"
    device mentioned above or the indefinite article should
    be used to introduce the alternative answers.

5)  Items should ordinarily have four or five alternative
    answers.   Except for use with very young children, four
    or five alternative answers are preferable as a means of
    reducing the chances of guessing the correct answer and
    in order to obtain the desired degree of item difficulty,
    although two well-chosen confusions are preferable to
    three or four implausible wrong answers.

6)  All items should ordinarily have the same number of
    alternate answers.  Four- and five-response items should
    ordinarily not be mixed in the same test, for the same
    number of alternatives for each item is preferable for
    ease in correction for guessing.
                          C-10

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7)    Alternative answers should ordinarily occur at the



     end of the statement.  Although the responses may



     be so placed that additional material common to all



     is necessary to complete the statement, rewording



     will ordinarily make possible their placement at



     the conclusion of the statement.





8)    Answers should be required in a highly objective



     form.  It is perhaps preferable that a pupil write



     the identifying letter or number for the intended



     response or encircle or otherwise mark it in a



     special answer column.  There is little efficiency



     in a method requiring underlining or, worse yet,



     both underlining and otherwise indicating, an



     intended answer.
                           C-ll

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                PREPARATION OF TEST QUESTIONS






CATEGORY 3






MATCHING EXERCISES;





Matching exercises are in effect combinations of multiple-



choice items in such a manner that the choices are compound



in number.  Matching exercises differ from all of the objective



forms treated previously in the fact that they must occur in



groups.  There is really no such thing as a matching test item,



unless a correct pairing pulled from a group of which it is a



part might be so designated.  Matching tests are by nature,



then, multiple in type, and the number of scoring points is



ordinarily determined by the number of responses required of



the pupil.





A matching exercise or set usually consists of two lists of



related facts between which a constant type of relationship



exists ^throughout.  The pupil's responses are expected so to



pair items in the two lists as to indicate their proper



relationships.  Variations involve unbalanced sets, in which



more items occur on one side than on the other, sets in which



items of one side may be used more than once each, and even



compound sets in which double or even triple matchings of all



items are necessitated by the provision of three or even four



related lists instead of the customary two.






Pupil responses to matching exercises are usually in the form



of identifying numbers or letters written in column form in



parallel with the items in one of the two or more lists.  The




                            C-12

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unbalanced set has the definite advantage of reducing the



chances of guessing the correct answers to practically zero.






Uses and limitations of matching exercises.  Matching exercises



are likely to be rather highly factual in nature, and to make



use of the who, what, when and where types of relationships and



of identifying or naming abilities.  They are rather easy to



construct, and are perhaps for that reason more widely used



than their characteristics warrant.  They are likely to include



clues to the correct responses unless there is rigid adherence



to uniform categories of items in a matching set, and this



restriction, desirable though it is, limits at least one side



of the test unit to numbers, words, or at least short phrases.



This restriction in turn tends to limit use of the item form



mainly to factual types of subject matter.






The matching exercise is economical of space and of construction



time.  It is useful for matching terms and definitions, names



and events, events and dates, books and authors, causes and



effects, generalizations and applications, words and symbols,



English and foreign words, and many other pairs of related items



by use of verbal lists.  It is also useful with numbered maps,



charts, or pictorial representations for matching places and



names, places and events, trends and dates, or objects and names



in great variety.  The matching exercise appears to be most



useful with factual knowledges in a great variety of situations



where it is desirable to test over a number of comparable



relationships.
                            C-13

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Major types of matching exercises.  The fundamental form of
matching exercise has an equal number of items in both lists
and involves the use of all of the items in the pairing.  Un-
balanced matching sets provide more items on one than on the
other side and require that only as many of the items of the
longer list be used as have proper pairing with the items of
the shorter list.

Suggestions for Constructing Matching Exercises:

1)  Only one correct matching for each item should be possible.
If items are not mutually exclusive, i. e., subject to only one
correct matching, some pupils may be penalized because they
happen to choose the one or two or more possible matchings for
a certain item that results in the lack of a proper answer for
an item at the end of the matching process, when the same
number of items appears in each column.

2)  Consistency of grammatical form should be used.  All items
in the left-hand set should agree in form and all items in the
right-hand set should like wise be in agreement.  It should be
possible insofar as the form of the statements is concerned, to
associate any item of the left with any item of the right
column.   If this is not true, answers can be obtained partly by
attention of the pupil to grammatical detail in the statements.

3)  Consistency of classifications should be maintained.  Each
of the two lists should contain items that are of the same
category.  Although matching sets that are not consistent within
each column are used by some test makers, the results from mixed
                          C-14

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categories are sometimes confusing, often provide a means of



answering items by the exercise of general intelligence alone,



and in general are unsatisfactory.  Consistent categories are



much to be perferred.






4)  Matching sets should neither be too long nor too short.  From



ten to fifteen parings are probably optimum for balanced-matching



groups.  More than fifteen pairs become cumbersome and time-



consuming.  Fewer than ten pairings present opportunities for good



guessing on the last few matchings by the pupil who knows most of



the pairings.  Unbalanced matchings sets are definitely preferable



and perhaps Should be used in all matching sets.





5)  Items should be listed in random order in each list.  Such



logical arrangements as alphabetical order of first letters of



words and chronological order of dates usually accomplish this



purpose, for such arrangements are not likely to have any



similarity to the relationships between the items of the two



lists and furnish no clues to the pupils.





6)  A set of matching items should always be complete on one



    page.  The necessity for frequent rereading of items makes



very inefficient any separation of a set of matching items by



having it appear on two pages of the test.






7)  Answers should be required in a highly objective form.  Perhaps



the most satisfactory method of providing for pupil responses is to



accompany one list with letters or numbers identifying each item and



the other list by answer positions, and then to have pupils write





                            C-15

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the letters or numbers in the answer column in such manner



as to indicate their choices.
                            C-16

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       APPENDIX D



SAMPLE OF TEST QUESTIONS
D-l   Alternate Response Questions



D-2   Multiple Choice Questions



D-3   Matching Questions
          D-l

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    SAMPLE OF TEST QUESTIONS






D-l Alternate Response Questions
             Dl-1

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                       APPENDIX D-l

   SAMPLES OF ALTERNATE RESPONSE (TRUE-FALSE) QUESTIONS


2 3 2 2 H *

401.   The deviation in vacuum level allowed for the
       heavy duty procedure during the PTD and cruise
       modes is 0.3 inches of mercury.                  T  F  401

402.   The deviation in vacuum level allowed for the
       heavy duty procedures during the PTA and FL
       modes are 0.2 inches of mercury.                 T  F  402

403.   During the heavy duty gasoline engine test
       the closed throttle modes are allowed to
       deviate from the specified time by two seconds.  T  F  403

2 3 4 4 H

404.   A C02 reading of 5% during a 16 inches of
       mercury vacuum mode indicates that the engine
       is running as it should.                         T  F  404

405.   You should question the accuracy of the reading
       if the NO concentration doesn't change between
       the idle mode and the 16 inches of mercury
       vacuum mode.                                     T  F  405

23441

417.   The smoke recorded during the acceleration
       from low idle to 200 + 50 rpm above low idle
       is not part of the calculated "a" value.         T  F  417

418.   Smoke recorded during the transitional periods
       is not used to calculate smoke values.           T  F  418

419.   Zero hours smoke values are included in the
       calculation of deterioration factors.            T  F  419

420-   The acceleration mode is divided into one-
       second intervals on the smoke-recorder chart.    T  F  420

421.   The lugging mode is divided into 15 equal
       segments on the smoke-recorder chart.            T  F  421
                           Dl- 2

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422.   The 15 highest readings from each acceleration
       mode are used in calculating value "a".          T  F  422


*  Refer to Table 4-1 for Data Bank Code
Answers:  401 - T, 402 - T,  403 - T,  404 - F,

          405 - T, 417 - F,  418 - T,  419 - F,

          420 - F, 421 - F,  422 - T
                            Dl-3

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  SAMPLE OF TEST QUESTIONS



D-2  Multiple Choice Questions
            D2-1

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                       APPENDIX D-2

           SAMPLES OF MULTIPLE CHOICE QUESTIONS


1 1 2 1 A C

26.  During preconditioning of the dyno, the
     driving aid recorder should be checked
     for:

     a.  Span and zero.

     b.  Ink.

     c.  Chart paper.

     d.  All of the above	C   )  26

27.  During the evaporative preconditioning, a
     vehicle is operated on an approved route for:

     a.  15 minutes.

     b.  30 minutes.

     c.  45 minutes.

     d.  60 minutes.

     e.  90 minutes.         	(   )  27


1 2 2 2 A B C

152.  The driver's aid is started:

     a.  When cranking begins.

     b.  When the engine starts.

     c.  15 seconds after engine starts.

     d.  When first accel begins	(   )  152
                          D2-2

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1 3 1 4 A

214.   The temperature used to calculate bag
      mass emissions of a vehicle is:

      a.  CVS inlet temp.

      b.  Car exhaust temp.

      c.  CVS pump inlet temp.

      d.  Ambient temp.

      e.  Bag temp.    	     (   )   214

1 4 2 3 A B C

332.   Start CVS revolution counter, timer and sample
      collection:

      a.  At start of cranking.

      b.  When the engine starts.

      c.  When driving schedule  is started.

      d.  5 sec. before cranking starts	     (   )   332

1 4 3 3 A

333.   The charcoal filter in the CVS dilution
      air stream:

      a.  Removes CO.

      b.  Removes HC.

      c.  Stabilizes CO.

      d.  Stabilizes HC.

      e.  None of the above.   	     (   )   333
                           D2-3

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2 3 2 1 J

435.   The recommended barometric pressure limits
      for diesel emission testing are:

      a.  28.90 to 29.50 inch mercury.

      b.  28.00 to 30.50 inch mercury.

      c.  28.50 to 31.00 inch mercury.

      d.  29.00 to 31.00 inch mercury	C   1  435

2 4 2 6 H J

520.   You are observing a strip chart recording
      of CO at a steady state of 30 chart divisions.
      It suddenly starts decreasing until it reaches
      about 5 to 10 units of chart.  Which of the
      following could be the cause?

      a.  Chopper motor has stopped.

      b.  Analyzer gain was set too high.

      c.  A leak in the sample line or filter.

      d.  Analyzer was spanned incorrectly	(   )  520

2 4 3 5 H

521.   When the indicating desiccant (drierite)
      changes color, it means that:

      a.  The system is warm enough to use.

      b.  The span gas is contaminated.

      c.  It can be used for two more tests.

      d.  The desiccant should be changed.

      e.  The system needs calibration	(   )  521
                           D2-4

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2 4 3 6 H

522.  If the HC-NDIR analyzer response to wet N2
      is greater than 5% of full scale, the
      problem is most likely in the:

      a.  Calibration.

      b.  Chopper motor.

      c.  Detector.

      d.  Sample flow rate.   	(   )  522

28221

650.  Intake air restriction must be set at:

      a.  Rated speed and rated load.

      b.  High idle.

      c.  Rated torque peak speed and rated
          load.

      d.  The conditions of maximum air flow
          as established by the manufacturer.   .  .  .   (   )   650

651.  The dynamometer test run for a smoke
      emissions  test consists of:

      a.  2 smoke cycles.

      b.  1 smoke cycle if data looks good.

      c.  3 smoke cycles.

      d.  3 smoke cycles plus a torque curve.   .  .  .   (   )   651

652.  What is the accepted method of selecting
      dynamometer loads for the acceleration
      modes of the smoke cycle.

      a.  Load is dependent on dyno inertia.

      b.  Determined by experimentation.

      c.  Calculate loads from specified torque.

      d.  All of the above-

      e.  None of the above	   (   )  652

                           D2-5

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Answers:   26 - d,  27 - d, . 152 - b,  214  - c,



           332 - a,  333 - d, 435 - c, 520  - c,



           521 - d, 522 - c.
                            D2-6

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SAMPLE OF TEST QUESTIONS



D-3  Matching Questions
            D3-1

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                       APPENDIX D-3

               SAMPLES OF MATCHING QUESTIONS


1 1 2 1 A C

Match the appropriate ambient temperature range in
column 1 with the portion of the evaporative emissions
test for light duty vehicles described in Column 2.
Items from Column 1 may be used more than once.
Column 1 Column 2
a. 76° - 86°F 1. Diurnal breathing loss
10 hour soak C
b. 60° - 86°F
2. Diurnal breathing loss
c. 68° - 86°F fuel tank heating and
vapor collection (
d. 60° - 84°F
3. Running loss test (
e- 68° - 84°F
4. One hour hot soak (
2 8 2 6 H
Match the following engine malfunctions during a
test stand start-up stated in Column 2 with their
probable cause appearing in Column 1:
Column 1 Column 2
a. Leak in gage line 606. Engine starts, runs
briefly then stops (
b. Fuel supply valve
shut off 607. Engine won't start (
c. Test stand ignition 608. Idle speed higher

) 1
) 2
) 3
) 4


) 606
) 607

    system not on

d.  Timing advanced       609

e.  Faulty ignition points
f.  Stand heat exchanger
    valves not open

g.  PCV valve stuck closed
                          610
than initial setting  C   )  608

Idle vacuum reading
low                   (   )  609

Engine over-heats at
light load            C   )  610
                           D3-2

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Answers:  1-b,  2 - a,  3-c,   4   a,



          606 - b,  607 - c,  608 - d,  609  -  a,



          610 - f.
                          D3-3

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              APPENDIX E



SAMPLE OF THE PRACTICAL TEST ITEM FORM
                 E-l

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                        APPENDIX E

                   PRACTICAL EXAMINATION
                           FOR
              EMISSION LABORATORY TECHNICIANS
                PART I,LIGHT-DUTY VEHICLES
                       SECTION III
                      SYSTEM OPERATOR

3.1  CVS OPERATIONS
3.1.1  CVS Test Procedure
       A.  Did the technician:
           1.  Purge and evacuate bags?               	   	  (3)
           2.  Perform leak check?                    	   	  (3)
           3.  Change filters?                        	   	  (3)
       B.  Were all the necessary temperatures
           and pressures recorded accurately?         	   	  (1)
       C.  Did he follow the test sequence
           accurately?                                	   	  (5)
3.1.2  Propane injection calibration check
       A.  Was this procedure successfully done?      	   	  (10)
       B.  If check was not successful, did
           technician locate and correct the
           problem?                                   	   	  (10)
                          E-2

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3.2        ANALYTICAL SYSTEM
3.2.1      Calibration of Analyzers
                                                      Yes   No
           'A. Calibration System leak checked
              prior to start of calibration?          	   	 (3)
           B. Proper flow rates used and checked
              during calibration?                     	   	 (5)
           C. Primary standards used were properly
              identified and sufficient for
              constructing a calibration curve?       	   	 (5)
           D. Check log of daily, weekly, monthly
              calibrations and checks.  Does each
              entry contain date, results and
              signatures (or initials)?               	   	 (1)
           E. Proper zero gas used on all
              instruments?                            	   	 (3)
           F. Calibration points were repeated
              within +_ 1% of full scale or +J>% of
              measured value whichever is smaller?    	   	 (3)
           G. Instrument zero checked between
              calibration points?                     	   	 (3)
           H. Proper converter operating temperature
              used and checked?                       	   	 (3)
           I. Checked agreement between primary
              output device (computer; DVM) and
              meter or recorder?                      	   	 (3)
                          E-3

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           APPENDIX F



OPERATIONAL DEFINITION OF TERMS
              F-l

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                      APPENDIX F

           OPERATIONAL DEFINITION OF TERMS


Content Validity:  Content validity is evaluated by showing

how well the content of the test samples the class of

situations or subject matter about which conclusions are to

be drawn.  It is especially important in the case of achieve-

ment and proficiency measures.  It is also known as "face

validity" and "logical validity" and is described by the

relevance of a test to different types of criteria, such as

analyses of courses of study and jobs, statements of

instructional objectives, analyses of textbooks, analyses

of teachers' final-examination questions, pooled judgments

of competent person, concepts of social utility, and logical

or psychological analyses of mental processes, motor

performances, or other behaviors.


Element:  The smallest step into which it is practicable to

subdivide any work acitivity without analyzing separate

motions, movements and mental processes involved.
          i

Heavy Duty Engine:  Any engine which the engine manufacturer

could reasonably expect to be used for motive power in a

heavy duty vehicle.


Heavy Duty Vehicle:  Any motor vehicle either designed

primarily for transportation of property and rated at more
                           F-2

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than 6000 pounds GVW or designed primarily for transportation



of persons and having a capacity of more than 12 persons.





Item (Test):  A test question.






Item Analysis:  Re-examining each item of a test for the



purpose of discovering its strength and flaws.





Light Duty Vehicle  (Cars and trucks):  Any motor vehicle



either designed primarily for transportation of property and



rated at 6000 pounds GVW or less or designed primarily for



transportation of persons and having a capacity of 12 persons



or less.





Reliability:  The consistency with which a test yields the



same results  in measuring whatever it does measure.





Task:  A logically related set of actions required for the



completion of a job objective.





Task Analysis:  A full description or listing of all the



tasks involved in a job including the required knowledge,



skills, and abilities and other characteristics such as



frequency of performance, degree of difficulty and importance,





Validity:   The degree to which a test measures what it is



intended to measure.
                           F-3

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                               TECHNICAL REPORT DATA
                        (Please read Instructions on the reverse before completing)
 1. REPORT NO.

  EPA-460/3-74-QQ8
              2.
                                        3. RECIPIENT'S ACCESSION1 NO.
4. TITLE AND SUBTITLE
 The'Development of written and practical tests
 for  the  certification of emissions  laboratory
                                                    5. REPORT DATE
                                                     June 1974
                                        6. PERFORMING ORGANIZATION CODE
 t ft r. h n i r, i a n
7. AUTHOR(S)

 Harold J.
Wimette,  John A. Gunderson
 D. Gene  Davis. University of California. L.A.
8. PERFORMING ORGANIZATION REPORT NO.


    8107-5201
9. PERFORMING ORGANIZATION NAME AND ADDRESS

 Olson  Laboratories,  Inc.
 421 E.  Cerritos
 Anaheim,  California  92805
                                        10. PROGRAM ELEMENT NO.
                                        11. CONTRACT/GRANT NO.


                                            68-01-2109
 12. SPONSORING AGENCY NAME AND ADDRESS
 Emission Control  Technology Division
 Environmental Protection Agency
 2929  Plymouth Road
 Ann Arbor,  Michigan  48105
                                        13. TYPE OF REPORT AND PERIOD COVERED
                                            Final
                                        14. SPONSORING AGENCY CODE
 15. SUPPLEMENTARY NOTES
 16. ABSTRACT
 The objective of the  work described  in this report was  to de.velope a
 written  and practical test for emission laboratory technicians as part
 of the EPA program  for the certification of emission  laboratories which
 conduct  the EPA regulatory test. Olson Laboratories was  assisted in the
 written  test development  by a technical review panel  consisting' of
 experienced representatives from the  automobile manufacturers and
 independent laboratories.  The panel  assisted in the preparation of the
 task analysis, writing the test items, and i-tem analysis.  In addition
 to the written examination, a practical test was developed consisting
 of both  a  manipulative and oral test.
17.
                            KEY WORDS AND DOCUMENT ANALYSIS
                DESCRIPTORS
                                        b.lDENTIFIERS/OPEN ENDED TERMS
                                                      COSATI Field/Group
18. DISTRIBUTION STATEMENT
  Unlimited
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                              Unclassified
                                                                21. NO. OF PAGES
                            20. SECURITY CLASS (This page)
                              Unclassified
                                                                22. PRICE
EPA Form 2220-1 (9-73)

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