CAC Assessment Booklet AURLTB002.v1.0

Assessment Booklet
AURLTB002
Analyse and evaluate faults in light
vehicle braking systems (Release 1)
Student Name:
Student Number:
Intake Date:
AURLTB002 - Analyse and evaluate faults in light vehicle braking systems
ASSESSMENT COMPETENCY RECORD

This form is to be completed by the assessor and used as the final record of the student competence in these disciplines. All student
submissions including any associated documents and checklists are to be attached to this cover sheet before placing on the students file.
Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form.
Student ID and Assessment Start
Student Name Date
Assessment End
Reason for Date
variation: Actual Assessment
Completion Date:
Assessor Declaration
In completing this assessment, it is confirmed that the participant has demonstrated all unit outcomes through consistent and repeated
application of skills with competent performance.
Evidence is confirmed as:  Valid  Sufficient  Current  Authentic
Please attach the following documentation to this form Result

FINAL ASSESSMENT RESULT:
Assessment Task 1 Questions and Answers S / NS
 Competent (C)
 Not Yet Competent (NYC)
Assessment Task 2 Observation/Demonstration S / NS
Assessor’s feedback (as required):

Attempt Date
Final Feedback:
DO NOT SIGN BELOW UNTIL FINAL ASSESSMENTS RESULT IS GRANTED BY THE ASSESSOR.
Assessor: I declare that I have conducted a fair, valid, reliable and flexible Signature: _______________________
assessment with this student, and I have provided appropriate feedback. Name: __________________________
Date: ____/_____/_____
Student: I declare that I accept the assessment competency outcome and consider
Signature: ______________________
the feedback of my assessor positively. I also declare that the work submitted is my
own, and has not been copied or plagiarised from any person or source. Date: ____/_____/_____
Administrative use only:
Entered into Student Management Database  Signature/Initial ________________ Date: ________________
Version: 1.0 Page 2 of 49

Created: Feb 2019 Last Reviewed: Feb 2019
Central Australian Institute of Technology Pty Ltd | CRICOS: 03217C |TOID: 22302
Unit Code/Name AURLTB002 - Analyse and evaluate faults in light vehicle braking systems
Pre-requisites N/A
Co-requisites N/A
Unit Summary This unit describes the performance outcomes required to analyse and evaluate faults in light vehicle braking
systems in order to sustain, vary or enhance performance. It involves identifying, evaluating, selecting,
justifying and documenting the most appropriate rectification method or variation to the rectification method.
The unit includes the analysis of multi-system and intermittent faults which may be caused by operating in
adverse conditions.
It applies to those working in the automotive service and repair industry. The braking systems include those of
light vehicles, light commercial vehicles or outdoor power equipment.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Conditions and This assessment will be conducted in the CAC classroom or simulated workplace environment in the main
context of the campus building at 8-10 Cross Street, Footscray West VIC 3012 or actual designated workplace. Assessment is
assessments to occur:
 Address of actual designated workplace if different from CAC venue:
……………………………………………..
……………………………………………..
 Your Assessor will use the assessment criteria in this document and will provide feedback / comment.
 Your Trainer / Assessor will inform you of the due date for this assessment task.
 Your Assessor will grade as either S – Satisfactory or NS – Not Satisfactory for the assessment. In all
cases your Assessor will provide you with feedback.
 Only when all assessment tasks have been graded as S – Satisfactory you will be deemed C – Competent
in the final result of the unit of competency; if you do not satisfactorily complete all the assessment
tasks you will be deemed NYC – Not Yet Competent.
Specific Resources  Learner Guide / Handouts / Text Book
Required  CAC Assessment Booklet
 Automotive repair workplace or simulated workplace
 Workplace instructions
 Manufacturer light vehicle braking system specifications
 Three [3] different light vehicles with faults in the braking systems specified in the performance
evidence
 Diagnostic equipment for light vehicle braking systems
 Tools, equipment and materials appropriate for analysing and evaluating light vehicle braking systems.
Re-assessment To gain competency you need to get Satisfactory (S) result in all the tasks. If Not Satisfactory (NS) result is given
even for a task you will be deemed Not Yet Competent (NYC). Students who are unsuccessful at achieving
competency at the first attempt will be offered coaching, information and additional time (other needs if
required) before a second and possibly a third attempt is made. If the student is not able to satisfactorily
complete the assessment after the third attempt the student will be deemed Not Competent and resulted as
such. The student may re-enrol in the qualification at a later date to gain successful completion of the unit/s.
For further details, refer to CAC Assessment Policy and Procedure. https://cac.edu.au/policies-and-
procedures/
Plagiarism CAC considers plagiarism and cheating as serious student misconduct, and this may result either in a student’s
exclusion from a unit or course or may have to complete a re-assessment depending on individual case. Refer
to CAC Plagiarism & Cheating Policy and Procedure. https://cac.edu.au/policies-and-procedures/
Complaints and Where a student wishes to appeal an assessment decision they are required to notify their assessor in the first
appeal instance. Where appropriate the assessor may decide to re-assess the student to ensure a fair and equitable
decision is gained. The assessor shall complete a written report regarding the re-assessment outlining the reasons
why assessment was or was not granted. Refer to CAC Complaints and Appeals Policy & Procedure for details.
https://cac.edu.au/policies-and-procedures/
Assessors Intervention Assessors are to check that the student is ready for assessment, and defer the assessment if they are not. It is
important that assessors do not teach at the assessment but allow students to competence for themselves.

Feedback is to be given at the completion of the assessment using the feedback to student. If a student does
not meet a standard, the assessor is to sit down with them and assist them in their understanding. Should you
disagree with the assessment outcome, you can appeal the decision as stated in the Student Handbook.
Your student record must indicate that you have all required skills and knowledge in completing the task. For
each assessment, the assessor is to act as a supervisor and not interfere with the assessment. In the event that
the assessment activities will impact on your safety or that of others, the assessment must be stopped
immediately.
Attaching documents Attached documents are accepted but must be labelled with the following information:
Unit Name and Title, Students name, Student ID, Date of Submission, Student signature.
Assessment Assessment is mapped to the unit and must be completed by the end of each unit. For answers to written
Instruction questions, reports and projects, you must:
 Print clearly in black or blue pen or type it as a word document
 Answer each of the key points and /or follow instructions
 Assessments written in pencil or are illegible will not be accepted.
Please attach the assessment booklet along with your assessment task for submission.
Ask your assessor if you do not understand any part of the assessment. Whist your assessor cannot tell you the
answer, he/she may be able to re-word a question or instruction to assist in a better understanding for you.
Assessment Task 1: This is a questions and answers assessment over time. The assessor must provide students with sufficient
information to complete this assessment over the duration of the full day training session. At the beginning of
each review session the students would be given time to familiarise with the questions. Students would be given
extra time at the end of the day to complete this assessment or to clarify facts with the Trainer/Assessor.
Assessment Task 2: For this observation, students are required to analyse and evaluate faults in light vehicle braking systems in three
(3) different vehicles that you have been given to by your Trainer/Assessor. Students are to collect information
from appropriate workshop manuals (hardcopy or online) of the systems allocated by the assessor and also
practically demonstrate the task given below. Student would be allocated with 60 minutes for each system type
and this assessment can be conducted over the weeks as per the direction of the Trainer. Necessary feedback
would be provided by the trainer at the end of each the demonstration. The assessor must follow the session
plan aligning on which day to conduct the practical observation.
Competency Decision Student must satisfactorily complete each assessment tasks to be Competent (C) in the unit. Student with
unsatisfactory completion of any of the assignment tasks will be deemed Not Yet Competent (NYC).
Reasonable adjustment
To meet the needs of all learners’ adjustments can be made to the way assessments are conducted but not to the requirements of the
assessment. The purpose of these adjustments is to enhance fairness and flexibility so that the specific needs of students can be met.
CAC will take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for students with
disability and learning difficulties.
Reasonable adjustment provided Reason for reasonable adjustment Outcome
 Educational and bilingual support

 Presenting questions orally
 Presenting work instructions in
diagrammatic or pictorial form instead
of words and sentences
 Extra time to complete a course or
assessment
 Others:
Student’s Assessment Booklet
No part of this Assessment Booklet may be reproduced, stored in a retrieval system or transmitted in any form or by any means including
electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of Central Australian College Pty Ltd.

ASSESSMENT Task 1 – QUESTIONS AND ANSWERS

STUDENT INSTRUCTIONS:
This is a written assessment that will test your knowledge. This assessment may be completed over the duration of the
training session of 20 hours or in two sitting of about 150 minutes. As you learn, practice and review knowledge and
skills, you will keep Assessment Task 1 in front of you and answer the questions as the information becomes clear to you.
At the beginning of each review session you will be given time to familiarise yourself with the questions. You will be
given extra time at the end of the day to complete this assessment or to clarify facts with the Trainer/Assessor.
 Read the assessment carefully before commencing
 This is an open book assessment and will be conducted at the venue specified by CAC.
 You must answer all the questions in the assessment tasks in your own words and own handwriting.
 Print clearly using a blue or black pen. Assessments written in pencil will not be accepted.
 Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she
may be able to re-word the question for you
 Do not cheat / plagiarise / collude. Anyone caught doing so will automatically be marked Not Satisfactory for
this unit. There are NO EXCEPTIONS to this rule.
Questions
1. Identify five (5) important items of personal protection you will need when analysing and evaluating braking systems.
1.
2.
3.
4.
5.
2. Wear safety glasses while disassembling the caliper to protect your eyes from spraying brake fluid.
a. True
b. False
3. When analysing and evaluating brake parts, do not create dust by cleaning with a dry brush or with compressed air.
Asbestos fibres can become airborne if dust is created during analysing and evaluating the brake parts. Breathing dust
containing asbestos fibres can cause serious bodily harm.
a. True
b. False

4. Fill in the gap about friction materials.

Words: Asbestos, Friction, Precautions
Automotive _______________ materials may contain substantial amounts of asbestos. Studies indicate that exposure to
excessive amounts of _______________ dust can be a potential health hazard. It is important that anyone handling brake
linings understands this and takes the necessary _______________ to avoid injury.
5. When handling, trapping, storing and disposing of new or waste hydraulic fluid, which document should you use to
find this information?
6. How should waste hydraulic fluid be stored and disposed?
7. When changing the hydraulic brake fluid, what should you use to catch the waste fluid?
a. Brake bleeder.
b. Mod bucket.
c. Drain.
d. Funnel.
8. Symptom-based diagnostic charts focus on a definition of the problem and offer a list of possible causes of the
problem.
a. True
b. False
9. Critical thinking is a way to evaluate something with bias.
a. True
b. False

10. Good critical thinking begins the process of problem solving by observation.
a. True
b. False
11. The first step in a logical diagnostic approach is to _________?
a. Gather information.
b. Verify the problem.
c. Research the information.
d. None of these answers are correct.
12. When diagnostic aids are not available or prove to be ineffective, good technicians conduct a visual inspection and
then take a logical approach to finding the cause of the problem. This relies on critical thinking skills as well as system
knowledge. Logical diagnosis follows what seven [7] steps?
1.
2.
3.
4.
5.
6.
7.
13. How should you analyse and evaluate what the problem is and when it occurs?
14. Describe the proper steps to follow when testing and diagnosing an antilock brake system.

15. When analysing and evaluating brake hydraulic concerns on a vehicle fitted with ABS, what is the resource for
determining ABS brake bleeding procedures and why it should always be used.
16. Before covering the typical braking system complaints, it is important to remind you to get as much information as
possible about the complaint from the customer. Then road test the vehicle to verify the complaint.
a. True
b. False
17. Always follow the vehicle manufacturer’s procedures when diagnosing an ABS system.
a. True
b. False
18. In general, ABS analysing and evaluating requires three [3] to five [5] different types of testing that must be performed
in the specified order listed in the service information. Types of testing may include (list 4)?
1.
2.
3.
4.
19. Which of the following can lead to brake hose failure _________?
a. Incorrect brake fluid.

b. Stressing the hose during installation.
c. Extreme cold operation.
d. All of these answers are correct.
20. What could be the fault if a module does not respond to the diagnostic scan tool?

21. A technician is diagnosing a vehicle with a braking systems fault. When he removes the filler cap to check the fluid
level in the master cylinder reservoir, he notices that the rubber seal on the cap is swollen and has begun to
disintegrate. What could be the problem?
a. Water in the brake fluid.

b. Petroleum-based lubricants in the fluid.
c. Fluid overheating.
d. Incorrect type of brake fluid.
22. A technician is diagnosing a vehicle that had both front brake hoses replaced 5000km’s ago. An inspection reveals that
the right front hose has ruptured. What could have been the cause of the fault?
a. Specification called for DOT 3 fluid, and DOT 4 fluid cause the failure.
b. Faulty brake hose caused the failure.
c. The brake hose was twisted and stressed too much when installed.
d. None of these answers are correct.
23. After replacing the vacuum booster, the brakes lock-up on a road test. What could be the problem?
a. The vacuum booster pushrod needs adjusting.

b. There is air trapped inside the brake lines.
c. Specification called for DOT 3 fluid, and DOT 4 fluid was used.
24. When the vehicle is road tested after replacement of an axle shaft, the ABS warning light illuminates. What could be
the problem?
a. Need to perform an ABS speed sensor relearn procedure.

b. No tone ring fitted to the new axle shaft.
c. Need to count the teeth on the tone ring of the old axle and compare it to the new axle.
25. Fill in the gap about drum brake operation.
Words: Brake, Force, Forward, Operation, Pressure, Shoe, Wedging
Drum brake _______________ is fairly simple. The most important feature contributing to the effectiveness of the braking
force supplied by the drum brake is the brake shoe _______________ or force directed against the drum. With the vehicle
moving in either the _______________ or reverse direction with the brakes on, the applied force of the brake
_______________ pressing against the brake drum increasingly multiplies itself (called self-energizing) because the brake’s
anchor pin acts as a _______________ shoe stop and prohibits the brake shoe from its tendency to follow the movement of
the rotating drum. The result is a _______________ action between the brake shoe and brake drum. The wedging action
combined with the applied brake force creates a self-multiplied brake _______________.

26. Name the two [2] drum brake designs in commonly use.
1.
2.
27. Disc brakes offer four [4] major advantages over drum brakes. What are they?
1.
2.
3.
4.
28. Fill in the gap about disc brake operation.

Words: Brakes, Caliper, Force, Pads, Pistons, Rotor, Squeezed
The friction elements are in the form of pads, which are _______________ or clamped about the edge of a rotating wheel. With
automotive disc _______________, this wheel is a separate unit mounted inboard of the wheel and tire, called the rotor. The
rotor is typically made of cast iron. Because the _______________ clamp against both sides of a rotor, both sides are machined
smooth. The pads are attached to metal backings, which are actuated by _______________. The pistons are contained within a
caliper assembly, which is a housing that wraps around the edge of the _______________. The caliper is mounted to the steering
knuckle to stop it from rotating. The _______________ contains the pistons and related seals, springs, bleeder screws, and
boots as well as the cylinder(s) and fluid passages necessary to _______________ the pads against the rotor.
29. Parking brakes can be either __________ or foot operated.
a. Hand.
b. Electrical.
c. Vacuum.
d. All of these answers are incorrect.
30. The parking brake keeps a vehicle from rolling while it is parked.
a. True
b. False

31. The pedal or lever assembly is designed to latch into an applied position and is released by pulling a brake release
handle or pushing a release button.
a. True
b. False
32. The purpose of the master cylinder is to __________.
a. Generate the hydraulic pressure needed to apply the brake mechanisms.

b. Automatically pump the brakes during panic stops.
c. Supply mechanical force to the brake mechanisms.
33. What is a tandem master cylinder?
34. Fill in the gap about master cylinder operation.
Words: Brake, Chamber, Piston, Port, Pressure, Spring
When the driver depresses the _______________ pedal, the pushrod pushes the piston forward. As it moves forward, the
piston pushes the cup past the vent port. As soon as the vent _______________ is covered, fluid is trapped ahead of the cup.
The fluid, which is under _______________, goes through the outlet lines to the wheel brake units to apply the brakes. When
the driver releases the brake pedal, the return _______________ forces the piston back to its released position. As the
_______________ moves back, it pulls away from the fluid faster than the fluid can flow back from the brake lines to the
pressure _______________. This creates a low pressure ahead of the piston.
35. Identify three (3) electrical switches found in modern brake systems.
1.
2.
3.

36. A metering valve delays front braking until the rears are applied?
a. True
b. False
37. A proportioning valve controls rear brake pressure, especially during gentle stops?
a. True
b. False
38. The upward movement of the rear suspension opens the__________?
a. Residual pressure check valve.

b. Metering valve.
c. Height-sensing proportioning valve.
d. Pressure differential valve.
39. A proportioning valve reduces fluid pressure to __________?
a. The front brakes during initial brake [low pedal force] application.
b. The rear brakes during initial [low pedal force] brake application.
c. The front brakes during hard braking.
d. The rear brakes during hard braking.
40. The function of the pressure switch in the hydraulic control unit of the ABS is to __________?
a. Activate the ABS warning light.

b. Trigger the solenoids when pressure has exceeded pre-set limits.
c. Turn the booster pump off and on.
41. The anti-lock brake system can modulate the pressure to the brake as often as __________ times per second.
a. Five [5].
b. Fifteen [15].
c. Fifty [50].
d. Sixty [60].
42. When the ABS is activated when a wheel begins to lock, the brake pedal should __________.
a. Drop about 1-inch.

b. Should go from hard to spongy.
c. Make you feel a small bump followed by rapid pedal pulsations.

43. The exact operation of an antilock brake system depends on its design and manufacturer.
a. True
b. False
44. The ABS control module calculates the slip rate of the wheels and controls the brake fluid pressure to certain wheel
brakes to reach the target slip rate. If the control module senses that a wheel is about to lock, based on input sensor
data, it pulses the normally open inlet solenoid valve closed for that circuit.
a. True
b. False
45. Many vehicles have the Wheel Speed Sensors [WSS] built into the wheel bearing assembly and a worn wheel bearing
can affect ABS operation.
a. True
b. False
46. Dirty or damaged wheel-speed sensors and damaged sensor wiring harnesses are leading triggers to turn on ABS
warning lamps. Do not rush to condemn the ABS computer or hydraulic module before checking the speed sensors
and tone wheels.
a. True
b. False
47. In a brake-by-wire system, the braking command of the brake pedal is electronically processed.
a. True
b. False
48. Explain the advantages of brake-by-wire?
49. In a true brake-by-wire system, the hydraulic system has been totally eliminated.
a. True
b. False

50. One of the obstacles to brake-by-wire systems has been providing enough clamping power on the rotor to safely stop
the vehicle.
a. True
b. False
51. The Electronic Wedges Brake (EWB) system is designed to react to the speed of the wheels; as speed increases, so
does the clamping pressure of the brakes. How does it do this?
52. The Electronic Wedges Brake (EWB) system relies on the vehicle’s battery for power but what happens if the vehicle’s
battery fails
53. Fill in the gap about road testing the vehicle for testing the braking system.
Words: Absorber, Bearing, Braking, Misalignment, Pedal, Performance, Stops, Tyres, Unequal.
Test brakes at different speeds with both light and heavy _______________ pressure. Avoid locking the wheels and sliding
the tyres on the roadway. There are external conditions that affect brake road-test _______________. Tyres having unequal
contact and grip on the road cause _______________ braking. Tyres must be equally inflated, and the tread pattern of right
and left _______________ must be approximately equal. When the vehicle has unequal loading, the most heavily loaded
wheels require more _______________ power than others and a heavily loaded vehicle requires more braking effort.
_______________ of the front end may cause the brakes to pull to one side. Also, a loose front-wheel _______________
could permit the disc to tilt and have spotty contact with brake shoe linings, causing pulsations when the brakes are applied.
Faulty shock _______________ that do not prevent the car from bouncing on quick _______________ can give the
erroneous impression that the brakes are too severe.

54. Road testing allows the brake technician to evaluate brake system performance under actual driving conditions.
Whenever practical, perform the road test before beginning any work on the brake system.
a. True
b. False
55. When the brakes are applied during a road test, a clicking noise usually indicates play or hardware failure in the
attachments of the __________ or __________.
a. Disc or rotor.
b. Pad or shoe.
c. Caliper or mountings.
56. Grinding noises on application on a road test can mean metal-to-metal contact, either from badly worn pads or shoes,
or from a serious misalignment of the caliper, rotor, wheel cylinder, or backing plate.
a. True
b. False
57. The owner of a vehicle complains the car is hard to stop. The technician doing the diagnosis starts by pumping the
brake pedal several times with the engine off, and then starts the engine while holding firm pressure on the brake
pedal. The pedal falls away slightly, and less pressure is needed to maintain the pedal in any position. This test proves
that ______.
a. The master cylinder is working.

b. The vacuum booster is working.
c. The front brakes require adjustment.
d. There is air in the hydraulic system.
58. Describe how to test a parking brake.

59. A technician is checking a car with an owner’s complaint of poor braking performance and a low brake pedal. The
master cylinder is full, and there are no signs of fluid leaks in the brake system. He tests the hydraulic circuit by
holding firm pressure on the brake pedal, the pedal slowly drops. What could be the problem?
a. Internally leaking master cylinder.

b. Internally leaking caliper.
c. Leaking wheel cylinder.
d. Frozen pressure differential valve.
60. A DTC is a numeric identifier for a fault condition identified by the ABS system’s internal diagnostic information.
a. True
b. False
61. When the ignition switch is turned to the start position during a test, only the red warning lights should turn on, even
if the vehicle has ABS.
a. True
b. False
62. Fill in the gap about braking system diagnostic equipment.

Words: ABS, Braking, CAN, Capabilities, Dangerous, Equipment, Functional, Important, Lead, Misuse, Scan,
Sensor, Solenoid, Tester, Trouble
Different vehicle manufacturers provide _______________ test and _______________ tools with varying capabilities. Some
_______________ are used simply to access the digital _______________ codes. Others may also provide
_______________ test modes for checking wheel _______________ circuits, pump operation, _______________ testing,
and so forth. Current ABSs are tied to the _______________ bus and do not require special testers. It is _______________
to research the _______________ and proper use of the test equipment the vehicle manufacturer provides.
_______________ of test equipment can be _______________. For example, connecting test _______________ during a
test drive that is not designed for this use may _______________ to loss of _______________ ability.
63. What does a brake fluid tester test?
a. The age of the brake fluid.

b. The mileage of the brake fluid.
c. The moisture content in the brake fluid.

64. Explain how a brake fluid tester operates?
65. A brake performance tester is testing what?
a. Tests service and emergency brake efficiency.

b. Tests braking effort between front and rear brakes.
c. Tests suspension movement.
66. Describe the four (4) steps to operate the brake performance tester?
1.
2.
3.
4.

67. Fill in the gap about documenting you’re diagnostic finding on the job card.
Words: Clear, Defective, Diagnostic, Documentation, Equipment, Found, Job, Multimeter, Operations, Problem,
Sensor, Technician, Trouble, Write.
1. The service _______________ must document the _______________ card. This means that the service technician
must _______________ (or type) what all was done to the vehicle including documenting _______________
components or conditions that were found in the course of the _______________. The _______________ is often
called “telling the story” and should include the following:
 The test _______________ used to diagnose the _______________. For example: Used a scan tool to retrieve
C0210/33 R/H/R speed sensor diagnostic _______________ code.
 Used a digital _______________ to determine a wheel speed _______________ wire was defective.
 List what parts or service _______________ were performed. For example: Replaced the wheel speed wire on
R/H/R wheel. Used a scan tool to _______________ the diagnostic trouble codes and verify that the system
operated correctly.
68. Why is it very important that the Job Card is completed correctly?
69. What are all the ADR names and numbers for which all brakes hydraulic system for all passenger vehicles.

70. ADR 31.2.3 relates to the “Service Brake Failure Indicator Lamp”. What is the requirement in regards to how many
service brake failure indicator lamp should the vehicle have?
71. For vehicle fitted with a “Split Service Brake System”, the indicator lamp must activate whenever any of the
___________ conditions occur whilst the ignition switch is in the “engine on” position. What are those conditions?
72. Braking and braking performance tests are based on?
73. If you were to carry out any “Modification” to the vehicles brake type or braking system, what is required to get the
modified vehicle braking system approved?

END OF WRITTEN ASSESSMENT

Before you hand in your written assessment, make sure that you:
1. Re-check your answers and make sure you are happy with your responses.
2. Have written your Name, Student ID, on the first page and signed the student declaration below.
Student Declaration: I declare that the work submitted is my

Signature: ___________________________
own, and has not been copied or plagiarized from any person or
source. Date: ____/_____/_____
Assessor’s Feedback:
Result: Satisfactory (S)/Not Satisfactory (NS)
Assessor: I declare that I have conducted a fair, valid, reliable Signature: _________________________
and flexible assessment with this student, and I have provided
Name: _________________________
appropriate feedback.
Date: ____/_____/_____

ASSESSMENT Task 2 – OBSERVATION / DEMONSTRATION

Task: Analyse and evaluate faults in light vehicle braking systems
Upon completion of this task, you should be able to demonstrate how to analyse and evaluate faults in light vehicle
braking systems.
Student instructions:
You MUST analyse and evaluate faults in light vehicle braking systems in three (3) different vehicles that you have been
given to by your Trainer/Assessor.
You MUST analyse and evaluate a fault in the:

 Hydraulic braking system of a light vehicle
 Mechanical braking system of a different light vehicle
 Electronic braking system of a third light vehicle.
Tools and Materials
 Three (3) different light vehicles
 Workshop manuals (WSM) for vehicles
 Scan tool
 Digital Multimeter
 Brake fluid tester
 Micrometer
 Vernier caliper
 Workshop hand tools
 Inspection light
Protective Clothing:
 PPE
 Safety goggles or glasses with side shields
 Steel-toed shoes
 Vehicle protection
Trainer / Assessor Notes:

1. The Student MUST analyse and evaluate faults in light vehicle braking systems in three (3) different vehicles that
you have given the Student.
The student MUST analyse and evaluate a fault in the:
 Hydraulic braking system of a light vehicle
 Mechanical braking system of a different light vehicle
 Electronic braking system of a third light vehicle
2. Trainer / Assessor MUST verify performance evidence through questioning on skills and knowledge to ensure
correct interpretation and application.
3. Observe the student performing each step in the practical observation checklist.
WARNING!
The Assessment will be STOPPED IMMEDIATELY if you are attempting to carry out any step in an unsafe
or dangerous way.

WARNING!
Avoid taking the following actions when you service wheel brake parts:
 Do not grind brake linings.
 Do not sand brake linings
 Do not clean wheel brake parts with a dry brush or with compressed air
Some models or aftermarket brake parts may contain asbestos fibres which can become airborne in dust.
Breathing dust with asbestos fibres may cause serious bodily harm. Use a water-dampened cloth in order to
remove any dust on brake parts. Equipment is available commercially in order to perform this washing
function. These wet methods prevent fibres from becoming airborne.
WARNING!
Warning: Brake fluid may irritate eyes and skin. In case of contact, take the following actions:
 Eye contact: Rinse thoroughly with water
 Skin contact: Wash with soap and water
 If ingested, consult a physician immediately
WARNING!
Brake fluid is hygroscopic and absorbs moisture. Do not use fluid from an open container that may be
contaminated with water. Improper or contaminated fluid could result in system failure, loss of vehicle
control, and possible injury.
Caution!
Avoid spilling brake fluid onto painted surfaces, electrical connections, wiring, or cables. Brake fluid will
damage painted surfaces and cause corrosion to electrical components. If any brake fluid comes in contact
with painted surfaces, immediately flush the area with water. If any brake fluid comes in contact with
electrical connections, wiring, or cables, use a clean shop cloth to wipe away the fluid.

Job Card 1: Analyse and evaluate faults in light vehicle braking systems
Upon completion of this task, you should be able to demonstrate how to analyse and evaluate hydraulic braking system
faults in light vehicle braking systems.
Tools and Materials

 One (1) light vehicle with hydraulic braking system
 Workshop manuals (WSM) for vehicles
 Scan tool
 Brake fluid tester
 Micrometer
 Vernier caliper
 PPE
Customer Concern:
The customer is concerned that the rear brakes are sensitive under braking and sometimes lock-up.
WARNING!
or dangerous way.
Procedure:
1. Obtain tools and equipment from your trainer.

2. Ask your trainer to direct you to a work area.
3. Answer the questions between the Job Card
4. Analyse and evaluate the nature of the fault or problem. Write the fault on the front of the Job Card. You
must carry out your diagnosis on that fault using the diagnosis and tools and equipment as specified in the
vehicles workshop manual.
5. Report the faults or problems. You must report your findings to the customer by filling in the
Recommendations for the repair of the vehicle on the back of the Job Card. The customer can be your
Assessor, record the conversation with the customer on the back of the Job Card.
6. Clean-up work area, tools and equipment are stowed in their appropriate area and finalise Job Card
documentation by filling in the Customers Fault, the Cause of the Fault, the Rectification to repair the vehicle
and the Parts used on the back of the Job Card.

Job Card 1
Customer Details
Customer: John Smith Contact Details: (H) 03 9 123 4567 (M) 0401 234 567
Address: 101010 Melbourne Street City: Melbourne State: Victoria Post code: 3000
Vehicle Details (Must fill in the vehicle details)

If simulated environment used, please tick 
Make: Model: Colour: License No:

VIN No: Odometer Reading:
Engine No: Engine Type: Trans Type:
Customer Concern
The customer is concerned that the rear brakes are sensitive under braking and sometimes lock-up.
Declaration By The Customer

Please execute at my cost and as soon as you conveniently can repair the listed items above, and also any work considered
essential. The vehicle, its accessories and contents are at my risk entirely whether theft or loss thereof or damaged thereto
arises from any want of care on the part of yourself or your contractors or servants or from any cause whatsoever. Any
claims for faulty workmanship is to be raised within seven (7) working days after the vehicle is returned to me. I agree such
claim is limited solely to the rectification free of cost of the faulty work. No claim for loss consequential or otherwise being
admissible.
X J Smith
Signature of Owner

1. Understand and Verify the Customer's Concern: The first part of this step is to obtain as much information as
possible from the customer. Are there aftermarket accessories on the vehicle? When does the condition occur?
Where does the condition occur? How long does the condition last? How often does the condition occur?
Note your findings on the back of the Job Card.
2. Vehicle Operating as Designed: This condition exists when the vehicle is found to operate normally. The
condition described by the customer may be normal. Compare with another like vehicle that is operating
normally under the same conditions described by the customer.
3. Preliminary Checks: Conduct a thorough visual inspection. Review the service history. Detect unusual sounds or
odours.
4. Check for related Bulletins, Recalls and Preliminary Information.
5. Control Module Communication and DTC Check: Using a scan tool, perform the Vehicle DTC Information
function and verify that all vehicle control module communicates with the scan tool.
Record on the Job card the following information:
 Any control module that is not communicating

 Any DTC, including symptom byte, and the control module that has set the DTC.
Technician Note
Do not clear any DTCs unless instructed to do so by a diagnostic procedure. If any DTC is Vehicle Braking
related, select Capture Info to store DTC and Freeze Frame/Failure Records to the Scan Tool.
6. Before road testing the vehicle to confirm proper operation, carry out a preliminary inspection as per the WSM.
Note your findings on the back of the Job Card
7. As per the WSM, road test the vehicle to confirm proper operation.
8. Safety position the vehicle on the hoist and raise the vehicle to the desired working height and inspect the
braking system.
CAUTION!
Consider the vehicle's centre of gravity when positioning the vehicle on the hoist.
Position the hoist contact pads under the lift points on the vehicle.
WARNING!
Before working under a vehicle, make sure the hoist locking device is engaged.
9. Inspect the hydraulic brake fluid as per the WSM.


10. What is the recommended brake fluid for this vehicle?
Vehicle Recommended Brake fluid
11. What is the brake fluid boiling point for this vehicle?
12. What is the difference between the brake fluid in the vehicle and the boiling point of the vehicle recommended
brake fluid?
Vehicle brake fluid
Difference between new & old brake fluid

13. Inspect the hydraulic brake system as per the WSM.
14. Inspect the hydraulic brake system function as per the WSM.
15. Bleed the hydraulic brake system to observe for the presence of air in the system and to observe for an
unrestricted and even flow of brake fluid per axle during the bleeding procedure. Was there any air in the
system?
Note your findings and the brake fluid used on the back of the Job Card
16. Was the flow of brake fluid unrestricted and even per axle during the bleeding procedure?
17. Continue to isolate the problem by testing. Narrow down the probable causes of the problem by following the
Pinpoint test as specified in the WSM.
18. Document your test result on the back of the Job Card and compare them to the vehicle WSM.
19. What is the fault with the hydraulic braking system?
20. Analyse the options for the customer, by taking into account the operating conditions the vehicle is being used,
regulatory requirements, Australian Design Rules, and financial implications to the customer.
21. Report the fault. You must report your findings to the customer filling in the Recommendations for the repair of
the vehicle on the back of the Job Card.

Fault: Record of Conversation with Customer:

Date:
Time:
Service Advisor:
Conversation:
Cause:
Rectification: Parts Used
Recommendations: Sublet Repairs Order No
Tech Job
Fluids QTY Tyre Report Time Clock Record
# #
Gear Oil L/H/F R/H/F ON
Auto Oil mm mm OFF
Engine Oil L/H/R R/H/R ON
Diff Oil mm mm OFF

Coolant Brake Report ON

P/S Oil L/H/F R/H/F OFF
Brake Fluid mm mm ON
Other L/H/R R/H/R OFF
mm mm ON
OFF
Instructions:
Ensure that the following actions / tasks / checks in your work area have been performed:
a. Tools & equipment used are in working order and have been put away ready for use next time. Where necessary, tag
any tools / equipment which had faulted during use and inform the Assessor about it.
b. Waste materials is to be disposed of via the appropriate recycling methods or place in general waste.
c. Ensure that any reusable materials are stored away appropriately and ready for reuse at another time.
d. Make sure the work area is cleaned and tidy. All equipment is put away and report on any issues / faults with
equipment when problems are noticed.
End of Practical Task for Job Card 1.

Upon completion of this task, you should be able to demonstrate how to analyse and evaluate mechanical braking system
Tools and Materials

 One (1) light vehicle
 Workshop manuals (WSM) for vehicle
 Micrometer
 Vernier caliper
 PPE
Customer Concern:
The customer is concerned that the brakes drag when driving on hot days.
WARNING!
or dangerous way.
Procedure:


Job Card 2
Customer Details


Customer Concern
The customer is concerned that the brakes drag when driving on hot days.

admissible.
X J Smith
Signature of Owner

odours.

Technician Note
6. Before road testing the vehicle to confirm proper operation, carry out a preliminary inspection as per the WSM.
7. As per the WSM, road test the vehicle to confirm proper operation.
8. From the WSM, what are the systems/components that could cause brake drag?
9. If you need to raise the vehicle, make sure that you safety position the vehicle on the hoist and raise the vehicle
to the desired working height.
CAUTION!
WARNING!

10. Inspect the mechanical brake systems/components that you identified in STEP 8, as per the WSM.
13. What is the fault with the mechanical braking system?


Date:
Time:
Service Advisor:
Conversation:
Cause:
Tech Job
# #
Auto Oil mm mm OFF
Diff Oil mm mm OFF


mm mm ON
OFF
Instructions:

Upon completion of this task, you should be able to demonstrate how to analyse and evaluate electrical braking system
Tools and Materials

 One (1) light vehicle
 Workshop manuals (WSM) for vehicle
 Scan tool
 Micrometer
 Vernier caliper
 PPE
Customer Concern:
The customer is concerned that the ABS light is on.
WARNING!
or dangerous way.
Procedure:


Job Card 3
Customer Details


Customer Concern
The customer is concerned that the ABS light is on.

admissible.
X J Smith
Signature of Owner

odours.

Technician Note
6. For the DTC logged, describe how the system operates below
7. What are the conditions for ‘Running’ the DTC?

8. What are the conditions for ‘Setting’ the DTC?
9. List the possible causes that could cause the above DTC to log?
10. If you need to raise the vehicle, make sure that you safety position the vehicle on the hoist and raise the vehicle
to the desired working height.
CAUTION!
WARNING!
13. What is the fault with the mechanical braking system?


Date:
Time:
Service Advisor:
Conversation:
Cause:
Tech Job
# #
Auto Oil mm mm OFF
Diff Oil mm mm OFF


mm mm ON
OFF
Instructions:

ASSESSMENT Task 2 – ASSESSOR CHECKLIST

Assessment methods must be by direct observation of tasks on required skills and knowledge to ensure correct
interpretation and application. This checklist is to be used when assessing the students in the associated task. This
checklist is to be completed for each student
Comments to be
Observable skills/tasks Satisfactory provided if not
satisfactory (NS)
Job 1 2 3
Date Observed:
Identify and confirm the work requirement

1. Did the student obtain and read through job card to  Yes  Yes  Yes
determine customer concern?  No  No  No
2. Did the student communicate ideas and information to

enable confirmation of braking system fault with supervisor  Yes  Yes  Yes
or other workers?  No  No  No
 Apply learning and processes to different situations
3. Did the student interview the customer to understand  Yes  Yes  Yes
braking system fault by using correct questioning techniques?
 No  No  No
 Apply learning and processes to different situations.
4. Did the student access correct workshop manual or

manufacturers publications for the braking system being  Yes  Yes  Yes
diagnosed?
 Research, organise and interpret technical
information relating to light vehicle braking systems
5. Did the student select appropriate PPE and identify any

hazards with working around braking systems?
 Safety glasses
 Work boots  Yes  Yes  Yes
 Clothing  No  No  No
 Hand protection
 Respiratory protection (if dealing with friction
materials)
Prepare for analysis and evaluation
6. Did the student implement process in planning and

implementing analysis and evaluation of braking systems
from analysing technical support information and available
on-board diagnostic systems, workplace information or the  Yes  Yes  Yes
vehicle manufacture WSM?  No  No  No
 Plan own work requirements and prioritise actions
to achieve required outcomes and ensure tasks are
completed within workplace timeframes.

7. Did the student develop and/or identify and selected

diagnostic process, sequence, tests and testing equipment  Yes  Yes  Yes
from technical support information and available on-board  No  No  No
diagnostic systems, workplace information or the vehicle
manufacture WSM?
8. Did the student select tools, equipment and materials

required to analyse and evaluate the braking system fault
such as:
 Electronic brake fluid analyser,
 Multimeter,
 Yes  Yes  Yes
 Scan tool,
 Oscilloscopes,  No  No  No
 Pressure gauges,
 Vacuum gauge,
 Brake tester.
 Brake fluid
9. Did the student ensure suitable covers are placed on the  Yes  Yes  Yes
vehicle to prevent damage?  No  No  No
Carry out analysis and evaluation
10. Did the student follow the diagnostic process, sequence,

tests and testing equipment from technical support
information and available on-board diagnostic systems,
workplace information or the vehicle manufacture WSM
when analysing and evaluating the vehicle braking system?
 Use mathematical ideas and techniques to complete
measurements, calculate analytical requirements,  Yes  Yes  Yes
calibrate testing equipment and present analytical  No  No  No
results
 Plan own work requirements and prioritise actions
to achieve required outcomes and ensure tasks are
completed within workplace timeframes.
 Use specialised light vehicle braking system
diagnostic equipment.
11. Did the student verify and compared the vehicle braking
system fault results against technical support information  Yes  Yes  Yes
and available on-board diagnostic systems, workplace  No  No  No
information or the vehicle manufacture WSM?
12. Did the student determine the vehicle braking system fault
from available evidence and technical support information  Yes  Yes  Yes
and available on-board diagnostic systems, workplace  No  No  No
information or the vehicle manufacture WSM?
Make recommendations

13. Did the student research other options to rectify the vehicle
braking system from technical support information and
available on-board diagnostic systems, workplace  Yes  Yes  Yes
information or the vehicle manufacture WSM and Australian
Design Rules (ADR)?
14. Did the student check manufacturers publications (TSBs

etc.) for further technical assistance in vehicle braking system
being diagnosed and then prepares a detailed report
recommending correct rectification method making sure
vehicle remains roadworthy?  Yes  Yes  Yes
 Legibly and accurately fill out workplace
documentation when reporting failure analysis
findings
 Document and complete reports
Specific task skills
15. Job Card 1: Analyse and evaluate faults in light vehicle  Yes  Yes  Yes
braking systems  No  No  No
Complete work processes
18. Did the student collect waste and disposed into correct waste  Yes  Yes  Yes
or recycling bins?  No  No  No
19. Did the student check and cleaned the tools and equipment  Yes  Yes  Yes
used to analysis and evaluate the braking system and tag-out
any faulty tools and equipment?
20. Did the student complete the Job Card and/or report and
present the Job Card and/or report to his/her
Supervisor/Workplace Foreman?  Yes  Yes  Yes
 Legibly and accurately fill out workplace
documentation when reporting failure analysis
findings
 Document and complete reports

Verbal Questioning – In Relation to Practical Tasks Job Card 1
Questioning skills/knowledge
Q1. Identify five (5) important items of personal protection you will need when analysing and evaluating braking
systems?
Students response:
Q2. When handling, trapping, storing and disposing of new or waste hydraulic fluid, which document should you use
to find this information?
Students response:
Q3. When diagnostic aids are not available or prove to be ineffective, good technicians conduct a visual inspection
and then take a logical approach to finding the cause of the problem. This relies on critical thinking skills as well as
system knowledge. Logical diagnosis follows what seven [7] steps?
Students response:
Q4. When analysing and evaluating brake hydraulic concerns on a vehicle fitted with ABS, what is the resource for
determining ABS brake bleeding procedures and why it should always be used?
Students response:

Q1. How should you analyse and evaluate what the problem is and when it occurs?
Students response:
Q2. Describe how to test a parking brake?
Students response:
Q3. True or False. Road testing allows the brake technician to evaluate brake system performance under actual driving
conditions. Whenever practical, perform the road test before beginning any work on the brake system?
Students response:
Q4. True or False. Grinding noises on application on a road test can mean metal-to-metal contact, either from badly
worn pads or shoes, or from a serious misalignment of the caliper, rotor, wheel cylinder, or backing plate?
Students response:

Q1. Describe the proper steps to follow when testing and diagnosing an antilock brake system?
Students response:
Q2. In general, ABS analysing and evaluating requires three [3] to five [5] different types of testing that must be
performed in the specified order listed in the service information. Types of testing may include?
Students response:
Q3. What could be the fault if a module does not respond to the diagnostic scan tool?
Students response:
Q4. True or False. A DTC is a numeric identifier for a fault condition identified by the ABS system’s internal
diagnostic information?
Students response:

END OF PRACTICAL ASSESSMENT
Student Declaration: I declare that the work submitted is my

Signature: ___________________________
own, and has not been copied or plagiarized from any person or
source. Date: ____/_____/_____
Assessor’s Feedback:
Result: Satisfactory (S)/Not Satisfactory (NS)
Assessor: I declare that I have conducted a fair, valid, reliable Signature: _________________________
and flexible assessment with this student, and I have provided
Name: _________________________
appropriate feedback.
Date: ____/_____/_____

This page is intentionally left blank

Training Evaluation Form (To be filled by the student)

Student ID and Name:
Trainer’s Name:
Please indicate your impressions of the items listed below.

Strongly Strongly
Agree Neutral Disagree
Agree Disagree
1. The training met my expectations.     

2. I will be able to apply the knowledge learned.     
3. The training objectives for each topic were identified and followed.     
4. The content was organized and easy to follow.     
5. The materials distributed were pertinent and useful.     
6. The trainer was knowledgeable.     
7. The quality of instruction was good.     
8. The trainer met the training objectives.     
9. Class participation and interaction were encouraged.     
10. Adequate time was provided for questions and discussion     
Excellent Good Average Poor Very poor
11. How do you rate the overall training?
    
12. What aspects of the training could be improved?
13. Other comments?
THANK YOU FOR YOUR PARTICIPATION


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Assessment Booklet

ASSESSMENT COMPETENCY RECORD

Evidence is confirmed as:  Valid  Sufficient  Current  Authentic

Please attach the following documentation to this form Result

Assessor’s feedback (as required):

Administrative use only:

Entered into Student Management Database  Signature/Initial ________________ Date: ________________

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 Educational and bilingual support

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ASSESSMENT Task 1 – QUESTIONS AND ANSWERS

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4. Fill in the gap about friction materials.

6. How should waste hydraulic fluid be stored and disposed?

9. Critical thinking is a way to evaluate something with bias.

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11. The first step in a logical diagnostic approach is to _________?

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a. Incorrect brake fluid.

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a. Water in the brake fluid.

a. The vacuum booster pushrod needs adjusting.

a. Need to perform an ABS speed sensor relearn procedure.

25. Fill in the gap about drum brake operation.

Words: Brake, Force, Forward, Operation, Pressure, Shoe, Wedging

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28. Fill in the gap about disc brake operation.

29. Parking brakes can be either __________ or foot operated.

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32. The purpose of the master cylinder is to __________.

a. Generate the hydraulic pressure needed to apply the brake mechanisms.

33. What is a tandem master cylinder?

34. Fill in the gap about master cylinder operation.

Words: Brake, Chamber, Piston, Port, Pressure, Spring

pressure _______________. This creates a low pressure ahead of the piston.

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38. The upward movement of the rear suspension opens the__________?

a. Residual pressure check valve.

39. A proportioning valve reduces fluid pressure to __________?

a. Activate the ABS warning light.

a. Drop about 1-inch.

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48. Explain the advantages of brake-by-wire?

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erroneous impression that the brakes are too severe.

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a. The master cylinder is working.

58. Describe how to test a parking brake.

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a. Internally leaking master cylinder.

62. Fill in the gap about braking system diagnostic equipment.

63. What does a brake fluid tester test?

a. The age of the brake fluid.

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64. Explain how a brake fluid tester operates?

65. A brake performance tester is testing what?

a. Tests service and emergency brake efficiency.

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called “telling the story” and should include the following:

C0210/33 R/H/R speed sensor diagnostic _______________ code.

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72. Braking and braking performance tests are based on?

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Entered into Student Management Database  Signature/Initial Date: