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.
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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.
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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.
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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.
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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.
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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
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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).
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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
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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)
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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
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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
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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.
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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.
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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
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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.
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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
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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.
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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.
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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.
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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
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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.
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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
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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.
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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.
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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
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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
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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.
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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
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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.
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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
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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.
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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.
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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
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"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
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APPENDIX A
JOB .ANALYSIS
SEMINAR I HANDOUT
A-l
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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
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(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
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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
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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
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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
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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
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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
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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)
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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
-------
MINOR CLASS.
TASK
CATEGORY
Task: Light Duty (1) Test Driver (2) Procedures (21
Cold Start (.2) Subpart A,B,&C
TASK ANALYSIS
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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
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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
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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
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MINOR CLASS,
TASK
CATEGORY
Task: Light Duty (1) Instrument Technician (4) Test
Procedures (2) Pretest Preparation (1) A,B,C,
TASK ANALYSIS
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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(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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
-------
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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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
-------
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
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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
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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
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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
-------
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
-------
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
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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
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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
-------
SAMPLE OF TEST QUESTIONS
D-l Alternate Response Questions
Dl-1
-------
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
-------
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
-------
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
-------
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
-------
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
-------
Answers: 26 - d, 27 - d, . 152 - b, 214 - c,
332 - a, 333 - d, 435 - c, 520 - c,
521 - d, 522 - c.
D2-6
-------
SAMPLE OF TEST QUESTIONS
D-3 Matching Questions
D3-1
-------
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
-------
Answers: 1-b, 2 - a, 3-c, 4 a,
606 - b, 607 - c, 608 - d, 609 - a,
610 - f.
D3-3
-------
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
19. SECURITY CLASS (This Report)
Unclassified
21. NO. OF PAGES
20. SECURITY CLASS (This page)
Unclassified
22. PRICE
EPA Form 2220-1 (9-73)
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EPA Form 2220-1 (9-73) (Reverte)
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