7 - AURLTD009 K

AUR40216
Harman Singh Bhullar

Student Name:
Student ID: SAE5421
Assessment Summary
7 - AURLTD009 - Diagnose complex faults in light
Unit Details
vehicle steering and suspension systems
This is a summative assessment, which requires each

student to have adequate practice prior to undertaking this
Assessment Type assessment
This assessment Must also be undertaken in a
simulated automotive workshop
Assessment 1 Written Task

Assessment Methods
Assessment 2 Demonstration
Version: 5.0 Acumen Education Pty Ltd © Page 1 of 60

Assessment Tool | AURLTD009
Contents
Assessment information......................................................................................................3
Purpose.........................................................................................................................3
Unit description............................................................................................................3
Key competencies........................................................................................................3
Foundation skills..........................................................................................................3
Performance evidence..................................................................................................4
Knowledge evidence....................................................................................................4
Assessment Conditions................................................................................................5
Pre-requisites................................................................................................................5
Terminology used.........................................................................................................5
Completing the assessments/Expectations....................................................................6
Assessment...................................................................................................................6
Summary of assessment methods and tasks.................................................................6
Instructions...................................................................................................................6
Required resources.......................................................................................................7
Reasonable adjustment.................................................................................................7
Plagiarism policy..........................................................................................................7
Academic appeals.........................................................................................................8
Reassessment process...................................................................................................8
Assessment records......................................................................................................9
Declaration...................................................................................................................9
Assessment submissions and contact details................................................................9
Assessment 1 – Written Questions....................................................................................................12
Instructions for Students............................................................................................12
Assessment 2 – Practical demonstration...........................................................................34
Instructions for Students:...................................................................................................................34
Decision-making rules.......................................................................................................................35
Resources required for assessment....................................................................................................36
Observation Task...............................................................................................................................37
Student Instructions...........................................................................................................................38
Repair Order 1...................................................................................................................................39
Skill Observation Checklist and Assessment Outcome: Assessment 2, Task 1................................42
Repair Order 2...................................................................................................................................46
Repair Order 3...................................................................................................................................53

Assessment information
Purpose This document represents the main assessment instrument for the unit of competency
AURLTD009 - Diagnose complex faults in light vehicle steering
and suspension systems
Unit description This unit describes the performance outcomes required to diagnose complex faults in light
vehicle steering and suspension systems and determine the repair action necessary to
restore system performance. It involves confirming the existence of a fault, choosing the
diagnostic procedure and tools, applying the diagnostic procedure, reporting conclusions
and making repair recommendations.
Complex faults are outside the normal scope of a technician s diagnosis and repair work.
They include intermittent faults, multi-system faults, faults introduced as a result of system
repairs, and indirect faults caused by the influence of external systems, requiring the
application of complex diagnostic processes to resolve.
It applies to those working in the automotive service and repair industry. The steering and
suspension systems include those of light vehicles or light commercial vehicles.
No licensing, legislative, regulatory or certification requirements apply to this
unit at the time of publication.
Key 1. Identify and confirm the work requirement

competencies 2. Prepare to carry out diagnosis
3. Apply diagnostic procedures
4. Complete work processes
Foundation skills Learning skills to:
 Locate and evaluate appropriate sources of
information efficiently
 Apply diagnostic skills to different vehicles.
Reading skills to:  Research, organise and interpret technical information from
manufacturer and workshop literature when seeking light
vehicle steering and
suspension system specifications and procedures.
Writing skills to:  Legibly and accurately fill out workplace documentation when
reporting diagnostic findings, making repair recommendations,
and recording
parts and material used.
Oral  Clarify instructions, gain information from customers
communication and supervisors, report diagnostic findings and make
skills to: repair recommendations.
Numeracy skills to:  Measure steering and suspension system components and use
basic mathematical operations, including addition and
subtraction, to calculate tolerances and deviations from
manufacturer specifications.
Planning and  Plan own work requirements and prioritise and

organising skills to: sequence actions to achieve required outcomes

and ensure tasks are completed within workplace
timeframes.
Technology
 Use precision measuring equipment, such as
skills to: micrometers and verniercalipers

 Use specialised diagnostic equipment, such as scan
tools.
Performance Evidence of the ability to:
evidence  Diagnose a complex fault in the:
 Steering system of a light vehicle
 Suspension system of a different light vehicle
 Steering or suspension system of a third light vehicle
The above diagnosis must involve two of the following types of complex faults:
 An intermittent fault
 A fault that affects more than one system
 A fault introduced as a result of a system repair
 An indirect fault caused by the influence of external systems.
Knowledge  Work health and safety (WHS) and occupational health and safety (OHS) requirements
evidence relating to diagnosing complex faults in light vehicle steering and suspension systems,
including procedures for workingwith:
 Stored energy in springs, air springs and torsion bars
 High pressure and high temperature steering system fluids
 Environmental requirements, including procedures for trapping, storing and disposing
of fluids released from steering and suspension systems
 Types of complex faults relating to light vehicle steering and suspension systems,
including:
 Intermittent
 Multi-system
 Introduced as a result of system repair
 Indirect, caused by the influence of external systems
 Types, function and operation of light vehicle steering and suspension systems,
including:
 Hydraulic power assisted steering
 Electric power assisted steering
 Active suspension
 Adaptive suspension
 Testing procedures for light vehicle steering and suspension systems, including
procedures for:
 Vehicle dynamic and static testing
 Abnormal noise analysis
 Component failure analysis
 Types, functions, operation and limitations of diagnostic testing
equipment required to diagnose complex faults in lightvehicle steering

and suspension systems

 Procedures for accessing and interpreting scan tool system data, including:
 Diagnostic trouble codes (DTCs), including:
 Conditions that set the DTCs
 Conditions for running DTCs
 Live data
 Freeze frame data
 Waveforms
 Vehicle continuous and non-continuous monitored systems
 Methods and processes for documenting and reporting diagnostic findings and
recommendations.
Assessment Assessors must satisfy NVR/AQTF assessor requirements.

Conditions
Competency is to be assessed in the workplace or a simulated environment that accurately
reflects performance in a real workplace setting.
Assessment must include direct observation of tasks.
Where assessment of competency includes third-party evidence, individuals must provide

evidence that links them to the light vehicle steering and suspension systems that they have
worked on, e.g. repair orders.
Assessors must verify performance evidence through questioning on skills and knowledge
to ensure correct interpretation and application.
The following resources must be made available:
 automotive repair workplace or simulated workplace

 workplace instructions
 manufacturer light vehicle steering and suspension specifications
 three different light vehicles with complex faults in their steering and suspension
systems
 steering and suspension system diagnostic equipment
 tools, equipment and materials appropriate for diagnosing complex faults in
steering and suspension systems.
Pre-requisites NIL
Terminology The following terms are used in each assessment task to guide the student and assessor
used as to what is expected from each assessment task:
1. Instructions: Provides a brief description about the assessment task and broadly
indicates what the Student is required to do.
2. Conditions of assessment: Outlines the conditions in which the
assessment must be undertaken. In some cases, it will give options for
the student about what to base the assessment task on and whether it is

practical demonstration or project.

3. Description of task/decision making rules: Advises the student and the assessor of the
task description and the criteria that the assessment must meet in order for a
satisfactory result to be awarded.
4. Due Date - the date on which assessment falls due.
Completing the Assessors must ensure that students completely understand the assessment process and
assessments/Ex various assessment tasks before undertaking the assessments. This assessment tool is
pectations structured in a way that each assessment task clearly outlines the:
 Instructions for completing the assessment task;
 Conditions in which the assessment must be conducted;
 Evidence that must be presented by the student; and
 Decision-making rules by which the evidence will be judged.
Every assessment task will require satisfactory completion in order for students to be
deemed Competent. The students will need to adhere to any guidelines on length of
answers required where stipulated. Please note, a paragraph is three or more sentences.
This unit is being offered as a part of Certificate IV in Automotive Mechanical Diagnosis.

You will not qualify to receive Certificate of
completion until you attain competency in all the units offered as part of this qualification.
Assessment Each assessment task has a section for the assessor recording the assessment outcome as
either ‘Satisfactory’ (S) or ‘Not Satisfactory’ (NS). Once the student satisfactorily
completes all assessment tasks, the assessor will complete the assessment summary cover
sheet and record either a “Competent” (C) or “Not Competent” (NC) outcome.
When awarding any assessment result, assessors must ensure that feedback
for the student is recorded in the spaces provided after each assessment task and on the
record of assessment outcome.
Summary of The assessment methods that are used in this assessment tool are:
assessment Assessment Method of
Description
methods and Task # Assessment
tasks 1 Questions You are required to answer 21 short answer
questions related to this unit.
2 Demonstrati Diagnose complex faults in the steering and
on suspension systems of three different light
vehicles (simulated).
Instructions:  You can seek clarification regarding the assessment required to be done.
 You can ask for reasonable time from Assessor for preparation of project or
Assessment.
 You can seek information on additional reading material and reference
for completion of the assessments.

 If you have any special needs, you can seek assistance from Assessors depending upon
the nature of the need.
 You can seek assistance from assessor while using special diagnostic equipment
 Review the observation checklist/decision making rules to know what is expected of
you. You may refer to the observation checklist for observation based assessments at
any stage prior to the commencement of your assessment. You must not refer to this
checklist whilst you are being assessed.
 Your assessor will also explain to you the observation process prior to the
assessment.
Required Each assessment task in this assessment tool outlines specific resources that the student
resources must have access to as part of the assessment process. Assessors must ensure that students
have appropriate access to these
resources before any assessment is conducted.
Reasonable Acumen Education enables reasonable adjustments to be made to assessment procedures
adjustment for students with special needs, such as people with disabilities or with language or literacy
difficulties. Assessing knowledge is usually assessed through written or oral, short-answer
tests where assessors seek to determine the extent of the student’s knowledge.
Following are some of the examples of adjustments that can be made for the students:
 Ask questions orally instead of in a written format
 Provide equipment such as text enlargers, image enhancers, and voice recorders.
 Give the student more time to complete the assessment;, allocate a different time
for completion of the assessment;
 Offer a separate, quiet room.
 Modifying or providing equipment
 Adapting delivery strategies
 Ensuring that course activities are sufficiently flexible, providing
additional support to student where necessary
 Customising resources and activities within the training package or accredited
course
 Monitoring the adjustments to ensure student needs continue to be met
Plagiarism Acumen education takes a systemic approach to the treatment of plagiarism in academic
policy work. The policy is intended to promote honesty in learning and assessment and respect for
the work of others. Contravention of this policy will result in students being penalized.
Please read the plagiarism policy available in your student handbook and
to be aware of the consequences and to understand your rights and responsibilities.

Academic  Where a student wishes to appeal an assessment they are required to notify their
appeals assessor in the first 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.
 If this is still not to the student’s satisfaction the student shall formally lodge an appeal
by submitting a written letter within one week of receiving the results using the form
10.1 for Complaints and appeals outlining the reasons for the appeal. They shall lodge
this with student administrations department and the appeal shall be entered into the
‘complaints and appeals register’.
 The Operations Manager shall be notified and shall seek details from the assessor
involved and any other relevant parties. A decision shall be made regarding the appeal
either indicating the assessment decision stands or details of a possible re-assessment
by another assessor appointed by Acumen.
The student shall be notified in writing of the outcome with reasons for the decision. The
student shall also be provided the option of activating the external appeals process if they
are not satisfied with the outcome. The
student is required to notify Acumen if they wish to proceed with the external
appeals process.
Reassessment 1. Student will be assessed as being competent only upon satisfactory completion of all
process the assessments in a unit.
2. If a student is not able to demonstrate satisfactory completion of all of the required
assessments of the unit, the result for that unit will be recorded as Not Competent.
3. If a student has submitted all the tasks and successfully completed more than 50%* of
the assessment tasks for a unit, they will be provided with specific feedback and invited
to re-submit their assessment.
4. If a student has submitted and not successfully completed more than 50%* of the
assessment tasks for a unit, they will be required to undertake the unit again.
5. In the case of re-submission, the following actions shall occur:
 The student must apply for resubmission within one week of the result is made
available to him/her. This means that the student is responsible to acknowledge that
he/she has received the result and has been deemed NC for the units of competency
undertaken.
 Reassessment may need to be arranged every weekend on Saturday evenings in
order to minimize disruption.
6. If a student is assessed as “Not Competent’ after the resubmission, he or she will be
identified as a student-at-risk and an Academic Performance Improvement (API) Plan
will be created during an Intervention Strategy Meeting between the Acumen’s
Operations
Manager, Trainer & Assessor and student. The date for a third

assessment will be nominated by the student in consultation with Trainer & Assessor,
but should be no longer than 1 month from the previous re- submission date.
7. One re-submission is allowable per unit per student free of cost. Additional re-
submissions will be charged at $200.
If the student remains ‘Not Competent’ after a third re-submission, he or she will be
notified that this result is final and he or she will be unable to successfully complete the
course in which they are enrolled at this point.
* Due to the variance in the amount of work completed for each assessment task in a
unit, 50% will be determined by the number of
assessment tasks submitted as opposed to the amount of evidence submitted.
Assessment We are required to retain a copy of your assessment and all other
records evidentiary records. If you require a copy of this assessment submission please
be sure to copy it prior to submitting it to us.
Declaration You must sign the student declaration confirming the authenticity of your submitted work,
understanding the requirements to complete the assessment tasks and that the assessment
process including the provisions for re-submitting and academic appeals were explained to
you and that you understand these processes on the assessment summary cover sheet.
Acumen Education cannot assess any submitted work until the declaration
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submissions and free to contact us if you have any questions regarding the assessment process:
contact details Phone: 03 9044 6402/03 84151244

For Assessor Only -ASSESSMENT COVER

SHEET
This form is to be completed by the assessor and used as a final record of student competency.
All student submissions including any associated checklists (outlined below) 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
Student Name:
ID No:
Contact
Email:
number:
Unit Code & AURLTD009 - Diagnose complex faults in light vehicle steering and suspension systems
Title
 
First Submission Subsequent submission
Result
Please attach the following documentation to this form S = Satisfactory NS
= Not Satisfactory

Assessment 1 Written Task S | NS

Assessment 2 Demonstration S | NS
Final Assessment Result for this unit
(Student will be assessed as being competent only
 
Competent Not Competent (Comments)
upon satisfactory completion of all the above
mentioned assessments)
The Evidence provided is:
   
Valid Sufficient Authentic Current
Student Declaration:
I acknowledge that I understand the requirements to complete the assessment tasks. The assessment process including the
provisions for re-submitting and academic appeals were explained to me and I understand these processes. I understand the
consequences of plagiarism and confirm that this is my own work and I have acknowledged or referenced all sources of
information I have used for the purpose of this assessment.
Student’s Signature: Date: / /
Final feedback:
Assessor: I declare that I have conducted a fair, valid, reliable and

flexible assessment with this student, and I have provided Signature:
appropriate feedback.
Date: / /
Administrative use only
Entered onto Student

Management Database Date Initials

USE FOR REASSESSMENT ONLY
Assessment Task No/s
Components
Competent - C Not Competent - NC

Result of Reassessment
(Please circle the Final Assessment Outcome)
Feedback to Student
Please provide general feedback on the Student’s performance.
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student,
and I have provided appropriate feedback.
Trainer/Assessor Signature Date

Assessment 1 – Written Questions
Instructions for Students:
 This is the first of the two assessment tasks you must complete satisfactorily to be deemed competent in
this unit.
 In this task, you must answer twenty one (21)questions that cover the knowledge requirements
of this unit.
 Read the Assessment description carefully.
 Assessment may be submitted inMicrosoft Word format or may be handwritten. Clearly label your work with
your name, unit code, unit title, Assessment Task and respective Question number with the answer to all the
documents and sheets that are attached to your submission.
 Assessment may be completed in your own time and is due one week after the module end date.
 Acknowledge clearly when and how you are drawing on the ideas or phrases ofothers.
 Consult your assessor when you are unsure about how to acknowledge the contributions of others to your
thought and writing.
 Read the Plagiarism policy and procedure carefully to understand the consequences that you could face if
your work is plagiarized.
 Seek clarification regarding the assessment required to be done, if you do not understand the task.
 Ask for reasonable time from Assessor for preparation of project or Assessment.
 Seek information on additional reading material and reference for completion of the assessments.
 Students with special needs can seek assistance from assessors depending upon the nature of the
need.
 Add your name, Student ID, unit code and assessment task number to all project work, documents and
sheets you attach to your submission.
 Submit this document along with your assessment work.
 Assessment may be completed in your own time and is due one week after the module end date.

Written Questions
List 4 work health and safety (WHS) and occupational health and safety (OHS) requirements you should
follow while working on steering and suspension systemswith reference to:
1  stored energy in springs, air springs and torsion bars
 high pressure and high temperature steering system fluids :
Stored energy in springs, air springs and torsion bars

1. When dealing with steering and suspension systems please wear appropriate PPE.
2. Until the spring compression tool is removed and placed on the frame, or before removing the torsion
screw.
3. On the workbank, the spring is compressed and horizontally decoded.
4. Never over-compress a spring of the coil which exceeds the amount necessary.
High pressure and high temperature steering system fluids

 When working on the steering and suspension systems, wear appropriate PPE.
 Always ensure the proper shape and fluid brand is used when extracting or supplementing power
steering fluid. If not, it may cause significant harm to the power steering pump and lines, thereby
creating a potentially dangerous situation.
 Different fluids react differently to the pressure and temperature variations. Usage of the incorrect fluid
can cause unnecessary pressure inside the system to split high- pressure lines and potentially spray high-
speed fluid inside the engine causing severe fire danger. It will also cause a lack of steering aid, leading
to an accident.
Satisfactory Not Satisfactory (Comments)

What are the environmental requirements to trap, store and dispose ofoil and fluid
2 released from steering systems as per environmental requirements in about 50-80 words)
Trap
Often store the waste and contaminated power steering fluids and oils in a suitable bin.
Store
Often store the contaminated oil and fluids under cover in a concrete area enclosed by a packed area of at least
100 mm in height. The bundled area would reach the maximum potential of the 10 per cent fluids and oils.
Dispose
 Will recycle liquid waste. One approved contractor or recycler may periodically hold empty
containers for storage.
 Clear labelling of both waste oil and fluid products is required.
Satisfactory  Not Satisfactory (Comments)
a. What is an intermittent fault? (30-50 words)

3 b. What are the causes for intermittent faults in EPS and Electronic Suspension systems?
Intermittent fault
A. An occasional error in a system that normally runs at all times is a device or machine failure that occurs at
irregular intervals. Such kinds of mistakes can not be easily anticipated, detected and, if left unattended,
can lead to severe repeated mistakes.

Main causes for intermittent faults in EPS and Electronic Suspension systems
 Connector locks and loosening of the terminals.
 Bent wire or cut wire.
 Connector terminals dusty or corroded.
 Poor connect wire terminal.
 Bolts with rust or corrosion bind to the base.
 The suspension or the steering parts are corroded.
 Corporeal damage or angular shifts.
 The wearing of uneven components can cause intermittent shortcomings.
a. What is a multiple systemDTCs fault?

4 b. What are thesystems that get affected if suspension coils spring loses elasticity? (20- 40 words)
Many system flaws in DTCs are known to be caused by various system flaws.
A weak suspension coil spring upsets the car's trim height, which can lead to incorrect wheel alignment, erratic
steering, poor headlight aim, poor acceleration, increased tyre 's wear and a decrease in U-joint life and shocks.

After performing the steering job and wheel alignment, air bag light pops up and horn is not
5
working.What could be the possible fault?
Clock airbag open internally on spring.
 Satisfactory  Not Satisfactory (Comments)
6 What are the possible causes for steering pulling and steering poor return? List 3 each.
Possible causes for steering pulling:
1. Incorrect alignment between frame and rear axle.
2. Drag Drag Brakes.
3. Components of suspension worn or binding particularly the springs.
Possible causes for steering poor return:

1. U-joints attaching to steering wheel.
2. Loose steering links, worn or damaged, or tie-rod ends.
3. Command gearset is either too small or too binding.

7 Explain the function and operation of the steering types listed below
Hydraulic Power assisted steering (50-60 words)

Hydraulically assisted power steering uses hydraulic pressurised fluid to support driver guide wheels. This
design is particularly useful when steering wheel turning effort on slower vehicle speeds is much greater. An
engine-driven hydraulic pump pumps hydraulic fluid through the control valve and connects the steering
gearbox or pinion assembly to the power unit.
Electric power assisted steering (40-50 words)

Electrically Assisted Steering (EAS) is a power-assist system, which eliminates all hydraulic and fluid
components. One electric motor replaces the hydraulic pump. EAS or direct electric power steering eliminates
hydraulic fluid and related equipment entirely from the power steering system and offers a fully electronic
power steering system.

Explain the function and operation of the following suspension systems adopted in late model vehicles.
8
Adaptive suspensions or Adaptive Air Suspension (150-200 words)

Function
Adaptive Air Suspension is an electronically controlled suspension system that utilises air springs at all four
corners of the vehicle. It has a continuous flexible damping function. It will automatically adjust the damping
power of the shocks as road conditions shift to give the driver a smoother ride. It combines sporty handling
when travelling with a high degree of comfort. In addition, the air suspension facilitates speed-dependent
reduction of the body; this change in ride height guarantees a low centre of gravity, resulting in considerably
higher lateral stability, as well as increased aerodynamic efficiency. That makes the shocks on a bumpy lane
smoother, so the vehicle can run more easily.
Operation
The ECU activates either the electric motor of the compressor or the solenoid exhaust valve, which is placed on
top of each active shock absorber. Sometimes it requires solenoid valve actuation or movement to retain the
correct level once reached. Strict leakage guidelines apply to the active solenoid shock absorber valves to
maintain the vehicle's height even though the system is not being worked.

Active Suspension (150-180 words)

Active suspension systems are hydraulically controlled, and not air. They use high pressure hydraulic
actuators to support the vehicle's weight, instead of conventional springs or air springs.
Active suspension is unique in that it is configurable to react almost perfectly to different operating
conditions.
Active or adaptive suspension uses computers to constantly monitor all aspects of the suspension system and
ride features to improve vehicle handling and to create a smoother trip. For example, the computer system
may set the suspension for sporty handling in situations where precise steering control, quick braking and
high-speed driving are important. In response to normal driving it can then change the suspension
mechanism to ensure a smooth ride almost immediately.
The computer system can set the suspension for sporty handling in situations where precise steering control,
fast braking and high speed driving are required. In response to normal driving it can then change the
suspension system to ensure a smooth ride almost immediately.

Customer complains that he needs to constantly turn the steering wheel to the left and right to
keep the vehicle going straight on a level road.
9
a. What is the testing procedure to confirm this issue?60-80 words
b. What are the possible causes? List four (4).
Procedure:
a) Customer interview to get all the relevant information about the past of the vehicle and the issues.
b) Perform road checks and analyse the problem in a safe manner.
c) Confirm questions.
d) Visual inspection of suspension and steering parts.
e) Search for any damage, and any leakage from broken, loose bushes.
f) The height of the body as determined by manufacturer's repair manuals.
Possible causes:
 The components of the suspensions are loose or worn.
 Incorrect or inconsistent alignment of the tyres.
 Loaded in uneven or full truck.
 The steering gear bolts were defective or destroyed.

As a part of dynamic test, describe the procedure for performing steering system pressure test
10
using scan tool in late model vehicle in about 120-140 words.
 Place a fluid reservoir thermometer which is a power steering device.
 Sign into system of scanning.
 Set the monitoring unit Power Steering Druck Sensor PID;
 Start the engine at idle speed, raise the power steering fluid temperature to the necessary quantity by
rotating the steering wheel entirely to the left and right several times.
 Record the steering wheel pressure readings in straight ahead position and the engine speed in idle
position.
 Contrast readings of Requirements. If the pressure reading is higher than the specifications measure for
power-steering line and hoses restrictions.
 Turn the steering wheel and turn left and right. State readings of left and right pressure at each stop but
not at any other spot. Equal pressure should be present on both sides. If not, get placed on a new steering
gear.

As a part of static testing of a vehicle, explain the process to perform the shock absorber or
11
strut bounce test in about 80-100 words.
A simple review, called the bounce test, can be carried out on the ground with the vehicle to check the role of
the shocks and struts. The bumper is pushed two to three times down at each corner of the vehicle when the
bounce test is completed, with considerable weight applied to it. The bumper is raised with each step, and the
vehicle oscillates about 11⁄2 and then settles. A free upward bounce will stop the vertical frame movement,
provided the shock absorber or strut provides adequate spring control. When the vehicle bumper gives bounces
upward more than 11⁄2 free, the shock absorber or strut is defective.

How do you differentiate between the tyre noise and differential noise? Analyse in about 60-80
12
words.
Tire noise varies with road surface conditions while differential noise is not affected when different road
surfaces are encountered. Uneven tyre surfaces can cause noise from the tyre, which tends to originate elsewhere
within the vehicle. You may mistake these noises for differential noise. Usually, differential noise varies with
acceleration and deceleration while tyre noise is more constant in comparison to those forces. Tyre noise is the
most pronounced on smooth asphalt road surfaces, at speeds of 24 to 72 km / h.
Customer concern is whine noise at idle speed.What could be possible component failure?How do
13
you diagnose this issue? (20-30 words)
Suspected component appears to be internal steering pump failure in this concern. Start the engine, and pay
close attention to where the noise originates. Using the stethoscope to find out the origin of the noise.

Explain the procedure to check the ball joints and tie-rod ends for wear in about 140- 160 words.
14
1. To test a ball joint for injury, the suspension must be supported, so that the ball joint has no load.
2. The Jacking point will depend on the suspension form.
3. Upon removal of ball join load, grasp the wheel and rock it to search for free play.
4. Check for radial motion of the ball (in and out) and axial motion of the ball (up and down).
5. The ball joint with a strut type suspension won't have free play. If found loose, the will have to be
replaced.
6. Many balls are preloaded with ball joint suspension, although there are some that are not. Ensure all
observed movement is in the ball joint and not in the wheel bearings or any other part of the
suspension.
7. The end of the binding rod has a ball too. Hold the wheel manually, and measure the radial angle.
8. Visually check for booting condition on the tie line. Should cut or damage, substitute.

Complete the table below with information about the types of diagnostic testing equipment required to
diagnose complex faults in light vehicle petrol engines, their functions, operation and limitations.
Criteria for answering this question:

15  Functions; includes two (2) functions
 Operation; Explain the operation of the equipment
 Limitations; includes two (2) limitations
Basic code reader

Function –
 A main code reader communicates with a vehicle computer and records codes of trouble.
 They are used to conduct searches on the ABS, ESC modules.
Operation – A simple code reader records inputs and outputs of a variety of sensors. A "trouble tag" is installed
when the computer thinks something is out of control and can be used in diagnostic procedures. — Code refers to
a particular fault, and different types of codes (i.e. hard, soft) represent both ongoing and intermittent issues .
Typically when a trouble code is set a special indicator on the dashboard will light up. It is the fault warning lamp
(MIL) which is also referred to as the test engine light. Actually, it just means that you should hook up a car code
reader and see what the problem is.
Limitations –
• Minimal Features.
• Communication to third party devices can be difficult.

OBD 11 Scanners and Readers

Scan tool
Function –
 Diagnostic analytics systems are used on-board. They interact with a car's "on board diagnostic"
system to facilitate the diagnostic process. These are similar to those car code readers.
 Scan tools can view and read live data, show frozen frame data, show readiness status monitor and
reset readiness monitor.
Operation– Within the vehicle, the software which measures the diagnosis of the car takes regular readings of
various systems. This primarily focuses on the engine but the OBD-II offers sensors for the chassis, frame and
other parts of the vehicle. At each reading, the software records a particular acronym or code which represents
that device's functionality. Stored inside the OBD-II system, this information can be retrieved by connecting the
port to a computer. The mechanic then downloads the codes and translates them to determine exactly what
happened at each point of inspection. It helps to assess when a vehicle section suffered damage and how it
occurs.
Limitations –
• Scan tools are usually linked to small display screens and slow sampling speeds of live scanning data.
• Connects OBD port data (OBD connector) to ECU powertrain and emission. Therefore it is not possible
to reveal body safety data such as seat belt status, airbag status and more

a) What are data trouble codes (DTCs)? (in about 50-60 words)
16 b) Briefly explain the procedure for interpreting DTCs and Scan Tool Data in about 60- 80 words.
DTC's are automotive computer codes which the onboard computer diagnostic system (OBD) stores in a car.
These codes tend to help determine the root cause of the failure. The diagnostic codes laid down by law on all
OBDII instruments are standardised, and all vehicle manufacturers use the same basic code list.
Procedure for interpreting DTCs and Scan Tool Data

 Find a Data Link (DLC) connector, and attach to the scanner.
 Power the scanner, and turn on the ignition without starting the motor.
 Build scanning system for vehicle communications.
 Recall and record DTCs.
 Look up the definitions of DTCs in manufacturer's code books or service papers.
 Interpret data, and compare the manufacturer's service information.
 Switch off the scan too, remove the ignition and then unplug the machine.

Write down the conditions that set DTC C1714 Left rear height control sensor circuit occurs in
17
suspension system.
A subassay voltage of 4.7V or more Or 0.3 V or less is tested for 1 sec with the Ignition On at the left rear height
control sensor.
Write down the condition for running DTC C0545 Steering Wheel torque sensor Malfunction
18
occurs in electronic steering system.
For DTC C0545 Running, Ignition ON is condition.

Briefly discuss the purpose and explain the procedure for accessing and interpreting the following
19
data in steering and suspension system using diagnostic tools
Live data: (70 – 90 words)
Live Data allows you to monitor vehicle sensors, turns and relays inputs in real time while the vehicle is
moving. Information from LIVE data helps to identify components of the problem for faster diagnosis.
• Find a Data Link (DLC) connector, and attach to the scanner.

• Power the scanner, and turn on the ignition without starting the motor.
• Set up vehicle communications scanning tool and choose the live data option for a
particular ECU engine.
• Live until the data is submitted. Choose the proper PID values associated with a particular
DTC or programme in real time.
Freeze frame data: (150-200 words)

Freeze frame data allows access from common defining generic parameters (PIDs) to steering and suspension
structures. Such values are stored in continuous memory as Diagnostic Condition Code (DTC) associated with
the steering and suspension systems. It offers a snapshot of the current circumstances at the time the DTC was
conducted.
 Open DTC Report – this opens the ALLDATA troubleshoot document mentioned in the DTC.
 Freeze Frame History view – This displays Freeze frame data from previous DTCs.
 Install the new Freeze Data Frame tab.
 Clear all active codes currently hold by the vehicle's ECU.

Waveforms: (80-100 words)

Waveforms are data in a voltage-overtime format. Waveforms may reflect energy, noise, light, and pulse. Reading the info
When these occur a scope shows any voltage changes. The voltage trace upward movement on an oscilloscope means a vo
Describe the processes and methods for documenting and reporting diagnostic findings and
20
recommendations in about 70-90 words.
Even the information should be arranged so that anyone who looks at it can understand them. Relying on
memory is risky and conduct bad. The specifics have to be written down, and not on a paper scrap that can be
lost or misplaced easily.
If a client visits a company to be diagnosed with an issue, most companies set up a work card for that specific
job. The Work Card is changed to a legal paper. The workshop keeps records of operation to maintain the
engine's service history, and for legal purposes.

21 Give five reasons why the diagnostic process must be documented.
 There is a clear record of any inconsistency over the completed study.

 Service records may be a helpful guide to future jobs.
 The technician should keep an eye on the operation and its results, e.g. the completed tests.
 The technician can see piling up information which will eventually allow them to locate the fault.
 The company can acquire authority to conduct repairs at appropriate stages as the procedure is
performed.

Comments if the answer is not satisfactory

This form is completed by the assessor and used for comments if the answer is not satisfactory
Q.no Comments
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Based on the Comments above Please Redo / Rewrite those particular answers and resend
your Completed Reassessment for correction

Assessment Outcome – Assessment 1
Student name
Unit and Task AURLTD009 - Diagnose complex faults in light vehicle steering and
being assessed suspension systems
Course name and
AUR40216 - Certificate IV in Automotive Mechanical Diagnosis
title
Date of submission
Feedback / Comments:
Result:  Satisfactory  Not Satisfactory  Not Assessed
Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I
have provided appropriate feedback.
Assessor Name:
Assessor Signature: Date: / /
Student Declaration:
I have read and agree with this assessment record.
Student Signature: Date: / /

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AUR40216

Harman Singh Bhullar

This is a summative assessment, which requires each

Assessment 1 Written Task

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Key 1. Identify and confirm the work requirement

Planning and  Plan own work requirements and prioritise and

organising skills to: sequence actions to achieve required outcomes

skills to: micrometers and verniercalipers

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and suspension systems

Assessment Assessors must satisfy NVR/AQTF assessor requirements.

Assessment must include direct observation of tasks.

Where assessment of competency includes third-party evidence, individuals must provide

The following resources must be made available:

 automotive repair workplace or simulated workplace

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practical demonstration or project.

This unit is being offered as a part of Certificate IV in Automotive Mechanical Diagnosis.

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For Assessor Only -ASSESSMENT COVER

Student’s Signature: Date: / /

Assessor: I declare that I have conducted a fair, valid, reliable and

Administrative use only

Entered onto Student

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USE FOR REASSESSMENT ONLY

Assessment Task No/s

Competent - C Not Competent - NC

Please provide general feedback on the Student’s performance.

Trainer/Assessor Signature Date

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Assessment 1 – Written Questions

Instructions for Students:

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Stored energy in springs, air springs and torsion bars

High pressure and high temperature steering system fluids

Satisfactory Not Satisfactory (Comments)

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a. What is an intermittent fault? (30-50 words)

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a. What is a multiple systemDTCs fault?

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Possible causes for steering poor return:

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Hydraulic Power assisted steering (50-60 words)

Electric power assisted steering (40-50 words)

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Adaptive suspensions or Adaptive Air Suspension (150-200 words)

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Active Suspension (150-180 words)

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