Today's Technician: Automotive Electricity and Electronics, Classroom and Shop Manual Pack, Spiral Bound Version 7th Edition Barry Hollembeak

Today's Technician: Automotive
Electricity and Electronics, Classroom

and Shop Manual Pack, Spiral bound
Version 7th Edition Barry Hollembeak
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CLASSROOM
MANUAL
For Automotive Electricity and Electronics
SEVENTH EDITION
Barry Hollembeak
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
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Printed in the United States of America

Print Number: 01 Print Year: 2017
CONTENTS
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
CHAPTER 1 Introduction to Automotive Electrical

and Electronic Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Terms to Know 1 • Introduction 1 • Why Become an Electrical System Technician? 2 •
The Role of Electricity in the Automobile 2 • Introduction to the Electrical Systems 3 •
Summary 15 • Review Questions 15
CHAPTER 2 Basic Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Terms to Know 17 • Introduction 17 • Basics of Electron Flow 18 • Electricity Defined 20 •
Electrical Laws 25 • Types of Current 28 • Electrical Circuits 28 • Kirchhoff ’s Laws 41 •
Magnetism Principles 43 • Theory of Induction 47 • Photovoltaics 49 • EMI Suppression 49 •
CHAPTER 3 Electrical and Electronic Components . . . . . . . . . . . . . . 52

Terms to Know 52 • Introduction 53 • Electrical Components 53 • Electronic Components 64 •
Circuit Protection Devices 75 • Circuit Defects 80 • Summary 84 • Review Questions 85
CHAPTER 4 Wiring and Circuit Diagrams . . . . . . . . . . . . . . . . . . . . . . 87

Terms to Know 87 • Introduction 87 • Automotive Wiring 87 • Summary 110 • Review
Questions 111
CHAPTER 5 Automotive Batteries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Terms to Know 113 • Introduction 113 • Conventional Batteries 115 • Maintenance-Free
Batteries 121 • Hybrid Batteries 123 • Recombination Batteries 123 • High-Voltage Batteries
125 • Ultra-Capacitors 131 • Battery Terminals 132 • Battery Ratings 132 • Cranking Amps
133 • Battery Cables 134 • Battery Holddowns 135 • Summary 136 • Review Questions 137
CHAPTER 6 Starting Systems and Motor Designs . . . . . . . . . . . . . . . . . . . 140

Terms to Know 140 • Introduction 140 • Direct-Current Motor Principles 141 • DC Motor
Field Winding Designs 145 • Starter Drives 149 • Cranking Motor Circuits 150 • Starter
Control Circuit Components 151 • Cranking Motor Designs 160 • AC Motor Principles
164 • Integrated Starter Generator 170 • Start/Stop Systems 171 • Summary 175 • Review
Questions 176
CHAPTER 7 Charging Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178

Terms to Know 178 • Introduction 178 • Principle of Operation 179 • AC Generators 181 •
AC Generator Circuits 192 • AC Generator Operation Overview 193 • Regulation 195 •
AC Generator Output Ratings 206 • Charging Indicators 207 • HEV Charging Systems 210 •
DC/DC Converter 213 • Summary 214 • Review Questions 215
iii
iv
CHAPTER 8 Introduction to the Body Computer . . . . . . . . . . . . . . . . . . . . 217

Terms to Know 217 • Introduction 217 • Computer Functions 218 • Analog and Digital
Principles 219 • Microprocessor 223 • Computer Memory 223 • Information Processing 226 •
High-Side and Low-Side Drivers 231 • Outputs 232 • Summary 236 • Review Questions 236
CHAPTER 9 Computer Inputs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238

Terms to Know 238 • Introduction 239 • Thermistors 240 • Pressure Sensors 243 • Position
and Motion Detection Sensors 248 • Photo Cells 258 • Switch Inputs 261 • Feedback Signals
263 • Summary 264 • Review Questions 265
CHAPTER 10 Vehicle Communication Networks . . . . . . . . . . . . . . . . . . . . 267

Terms to Know 267 • Introduction 267 • Multiplexing Communication Protocols 268 •
Multiplexing Systems 271 • Network Architecture 281 • Supplemental Data Bus Networks
CHAPTER 11 Lighting Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291

Terms to Know 291 • Introduction 292 • Lamps 292 • Headlights 294 • Headlight Switches
301 • Automatic On/Off with Time Delay 307 • Automatic Headlight Dimming 310 •
Headlight Leveling System 316 • Adaptive Headlights 317 • Daytime Running Lamps 320 •
Exterior Lights 322 • Interior Lights 335 • Instrument Cluster and Panel Lamps 339 • Fiber
Optics 341 • Lamp Outage Indicators 343 • Summary 346 • Review Questions 347
CHAPTER 12 Instrumentation and Warning Lamps . . . . . . . . . . . . . . . . . . 350

Terms to Know 350 • Introduction 350 • Electromechanical Gauges 351 • Quartz Analog
Instrumentation 355 • Gauge Sending Units 357 • Digital Instrumentation 359 • LCD
Monitors 366 • Head-Up Display 368 • Travel Information Systems 369 • Warning Lamps
CHAPTER 13 Accessories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377

Terms to Know 377 • Introduction 377 • Horns 378 • Horn Circuits 380 • Windshield
Wipers 382 • Electromagnetic Field Wiper Motor Circuits 384 • Computer-Operated
Wipers 391 • Intelligent Windshield Wipers 393 • Washer Pumps 394 • Blower Motor
Circuits 396 • Electric Defoggers 399 • Power Mirrors 402 • Power Windows 405 • Power
Seats 409 • Memory Seats 411 • Climate-Controlled Seats 413 • Power Door Locks 415 •
Automatic Door Locks 418 • Keyless Entry 420 • Antitheft Systems 420 • Electronic Cruise
Control Systems 424 • Electronic Sunroof Concepts 430 • Summary 435 • Review Questions 436
CHAPTER 14 Radio Frequency and Infotainment Systems . . . . . . . . . . . . 439

Terms to Know 439 • Introduction 439 • Radio Frequency Generation 440 • Receiving
Radio Frequencies 442 • Remote Keyless Entry 443 • Tire Pressure Monitoring System 447 •
Immobilizer Systems 450 • Speakers 454 • Infotainment Systems 455 • Telematics 462 •
CHAPTER 15 Passive Restraint and Vehicle Safety Systems . . . . . . . . . . . 469

Terms to Know 469 • Introduction 470 • Passive Seat Belt Systems 470 • Air Bag Systems
473 • Common Components 474 • Air Bag Deployment 480 • Air Bag Warning Lamp 480 •
Passenger-Side Air Bags 481 • Hybrid Air Bag Types 481 • Multistage Air Bag Deployment
483 • Side-Impact Air Bags 483 • Air Bag On/Off Switches 486 • Seat Belt Pretensioners 487 •
v
Inflatable Knee Blockers 489 • Occupant Classification Systems 490 • ACM Overview 494 •
Active Headrests 497 • Vision Systems 497 • Ultrasonic Sensors 498 • Park Assist Obstacle
Detection 501 • Lane Departure Warning 503 • Rollover Mitigation System Overview 504 •
CHAPTER 16 Vehicles with Alternative

Power Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 509
Terms to Know 509 • Introduction 509 • Electric Vehicles 510 • Hybrid Vehicles 512 •
42-Volt Systems 517 • Fuel Cells 522 • Summary 529 • Review Questions 530
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 532
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 554
PREFACE
Thanks to the support the Today’s Technician™ series has received from those who teach
automotive technology, Cengage, the leader in automotive-related textbooks and learning
solutions, is able to live up to its promise to provide new editions of the series every few
years. We have listened and responded to our critics and fans and have presented this new
updated and revised seventh edition. By revising this series on a regular basis, we can
respond to changes in the industry, in technology, in the certification process, and the
ever-changing needs of those who teach automotive technology.
We have also listened to instructors when they said that something was missing or
incomplete in the previous edition. We have responded to those and have included the
results in this seventh edition.
The Today’s Technician™ series features textbooks and digital learning solutions that
cover all mechanical and electrical systems of automobiles and light trucks. The individual
titles correspond to the ASE (National Institute for Automotive Service Excellence)
certification areas and are specifically correlated to the 2017 standards for Automotive
Service Technicians, Master Service Technicians, as well as to the standards for
Maintenance and Light Repair.
Additional titles include remedial skills and theories common to all of the certification
areas and advanced or specific subject areas that reflect the latest technological trends.
Today’s Technician: Automotive Electricity & Electronics, 7e is designed to give students a
chance to develop the same skills and gain the same knowledge that today’s successful
technician has. This edition also reflects the most recent changes in the guidelines estab-
lished by the National Automotive Technicians Education Foundation (NATEF).
The purpose of NATEF is to evaluate technician training programs against standards
developed by the automotive industry and recommend qualifying programs for certifica-
tion (accreditation) by ASE. Programs can earn ASE certification upon the recommenda-
tion of NATEF. NATEF’s national standards reflect the skills that students must master.
ASE certification through NATEF evaluation ensures that certified training programs
meet or exceed industry-recognized, uniform standards of excellence.
The technician of today and the future must know the underlying theory of all auto-
motive systems, and be able to service and maintain those systems. Dividing the material
into two volumes, a Classroom Manual and a Shop Manual, provides the reader with
the information needed to begin a successful career as an automotive technician without
interrupting the learning process by mixing cognitive and performance learning objec-
tives into one volume.
The design of Cengage’s Today’s Technician™ series was based on features that are
known to promote improved student learning. The design was further enhanced by a
careful study of survey results, in which respondents were asked to value particular
features. Some of these features can be found in other textbooks, while others are unique
to this series.
Each Classroom Manual contains the principles of operation for each system and
subsystem. The Classroom Manual also contains discussions on design variations of key
components used by different vehicle manufacturers. It also looks into emerging technolo-
gies that will be standard or optional features in the near future. This volume is organized
to build upon basic facts and theories. The primary objective of this volume is to allow
the reader to gain an understanding of how each system and subsystem operates. This
understanding is necessary to diagnose the complex automobiles of today and tomorrow.
vi
vii
Although the basics contained in the Classroom Manual provide the knowledge needed
for diagnostics, diagnostic procedures appear only in the Shop Manual. An understanding
of the underlying theories is also a requirement for competence in the skill areas covered
in the Shop Manual.
A spiral-bound Shop Manual delivers hands-on learning experiences with step-by-
step instructions for diagnostic and repair procedures. Photo Sequences are used to illus-
trate some of the common service procedures. Other common procedures are listed and
are accompanied with fine line drawings and color photos that allow the reader to visualize
and conceptualize the finest details of the procedure. This volume also contains the rea-
sons for performing the procedures, as well as when that particular service is
appropriate.
The two volumes are designed to be used together and are arranged in corresponding
chapters. Not only are the chapters in the volumes linked together, but the contents of the
chapters are also linked. The linked content is indicated by marginal callouts that refer the
reader to the chapter and page where the same topic is addressed in the companion vol-
ume. This valuable feature saves users the time and trouble of searching the index or table
of contents to locate supporting information in the other volume. Instructors will find this
feature especially helpful when planning the presentation of material and when making
reading assignments.
Both volumes contain clear and thoughtfully selected illustrations, many of which are
original drawings or photos specially prepared for inclusion in this series. This means that
art is a vital part of each textbook and not merely inserted to increase the number of
illustrations.
—Jack Erjavec
HIGHLIGHTS OF THE NEW EDITION—

CLASSROOM MANUAL
The text, photos, and illustrations in the seventh edition have been updated throughout
to highlight the latest developments in automotive technology. In addition, some chapters
have been combined. Although chapter 16 covers details associated with alternative pow-
ered vehicles, all pertinent information about hybrid vehicles is included in the main text
that concerns relative topics. For example, the discussion of batteries in Chapter 5 includes
coverage of HEV batteries and ultra-capacitors. Chapter 6 includes AC motor principles
and the operation of the integrated starter/generator. Chapter 7 includes the HEV charg-
ing system, including regenerative braking and the DC/DC converter.
The flow of basic electrical to more complex electronic systems has been maintained.
Chapters are arranged to enhance this flow and reduce redundancy.
Chapter 1 introduces the student to the automotive electrical and electronic systems
with a general overview. This chapter emphasizes the interconnectivity of systems in
today’s vehicles, and describes the purpose and location of the subsystems, as well as the
major components of the system and subsystems. The goal of this chapter is to establish
a basic understanding for students to base their learning on. All systems and subsystems
that are discussed in detail later in the text are introduced, and their primary purpose is
described. Chapter 2 covers the underlying basic theories of electricity and includes dis-
cussion of Ohm’s and Kirchhoff ’s laws. This is valuable to the student and the instructor
because it covers the theories that other textbooks assume the reader knows. All related
basic electrical theories are covered in this chapter.
Chapter 3 applies those theories to the operation of electrical and electronic compo-
nents, and Chapter 4 covers wiring and the proper use of wiring diagrams. Emphasis is
on using the diagrams to determine how the system works and how to use the diagram to
isolate the problem.
viii
The chapters that follow cover the major components of automotive electrical and
electronic systems, such as batteries, starting systems and motor designs, charging sys-
tems, and basic lighting systems. This is followed by chapters that detail the functions of
the body computer, input components, and vehicle communication networks. From here
the student is guided into specific systems that utilize computer functions.
Current electrical and electronic systems are used as examples throughout the text.
Most of these systems are discussed in detail. This includes computer-controlled interior
and exterior lighting, night vision, adaptive lights, instrumentation, and electrical/
electronic accessories. Coverage includes intelligent wiper, immobilizer, and adaptive
cruise control systems. Chapter 15 details the passive restraint systems currently used.
HIGHLIGHTS OF THE NEW EDITION—SHOP MANUAL

Like the Classroom Manual, the Shop Manual is updated to match current trends. Service
information related to the new topics covered in the Classroom Manual is also included
in this manual. In addition, several new Photo Sequences are added. The purpose of these
detailed photos is to show students what to expect when they perform the same proce-
dure. They also help familiarize students with a system or type of equipment they may
not encounter at school. Although the main purpose of the textbook is not to prepare
someone to successfully pass an ASE exam, all the information required to do so is
included in the textbook.
To stress the importance of safe work habits, Chapter 1 is dedicated to safety, and
includes general HEV safety. As with the Classroom Manual, HEV system diagnosis is
included within the main text. This provides the student with knowledge of safe system
diagnosing procedures so they know what to expect as they further their training in this
area. Included in this chapter are common shop hazards, safe shop practices, safety equip-
ment, and the legislation concerning and the safe handling of hazardous materials and
wastes.
Chapter 2 covers special tools and procedures. This chapter includes the use of isola-
tion meters and expanded coverage of scan tools. In addition, a section on what it entails
to be an electrical systems technician is included. This section covers relationships, com-
pleting the work order, and ASE certification. Another section emphasizes the importance
of proper diagnostic procedures.
Chapter 3 leads the student through basic troubleshooting and service. This includes
the use of various test equipment to locate circuit defects and how to test electrical and
electronic components. Chapter 4 provides experience with wiring repairs along with
extended coverage and exercises on using the wiring diagrams.
The remaining chapters have been thoroughly updated. The Shop Manual is cross-
referenced to the Classroom Manual by using marginal notes. This provides students the
benefit of being able to quickly reference the theory of the component or system that they
are now working with.
Currently accepted service procedures are used as examples throughout the text.
These procedures also serve as the basis for new job sheets that are included in the Shop
Manual chapters.
ix
CLASSROOM MANUAL
Features of this manual include the following:
CH AP TE R
5
AUTOMO
TIVE BATT
ERIES
Cognitive Objectives
Upon complet
ion and review
These objectives outline the chapter’s contents ■
■
Describe the
Describe the
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be able to und
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and identify what students should know and be
tional, mainte n of conven erent types
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recombinat hybrid, and d.
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cribe the mai ds used to
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battery.
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.
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understanding and learning.
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electrolyte as
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Terms to Know List

Terms To Kno
w
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s mat (AGM)
battery Gassing
Ampere-hour Grid Radial grid
A list of key terms appears

rating
Battery cab Grid growth Recombinatio
les n battery
Cell element Holddowns Regenerati
ve braking
immediately after the Objectives. Cold cranking

Contactors
rating Hybrid battery
Hydromete
r
Reserve cap
Reserve-cap
acity
acity rating
Cranking amp
Students will see these terms s (CA) Integrated Specific gra
starter gen vity
Deep cycling (ISG) erator Term
inals
Electrochem Maintenance-f Ultra-capac
ical ree battery
discussed in the chapter.
itors
Electrolyte Material exp Valve-regul
anders ated lead-aci
Energy den Memory effe (VRLA) battery d
sity ct
Definitions can also be found in

Radial
INTRODUC
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the Glossary at the end of the An automotive
cal energy that
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electrical cur Chapter 5, page
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some interest in the subject matter. Random mov
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electrons mus of the con tow ard the pro by the num ber of ele to pus h an elec-
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The most important Terms to Know are tion and is slow
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knowledge wil
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in diagno
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in the margins and gives some of the An E can be use
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This helps students understand and symbol for volt
age.
speak the language of the trade,

AM
8/12/17 11:42
especially when conversing with an d 20

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Author’s Notes AUTHOR

’S
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135
markings t rely on
explanations, stories, or AUTHOR
’S NOTE
on the ba th
ttery case. e color
Pinch on
examples of complex topics. battery ca
ble clamp
s is a tem
porar y rep
air only!
These are included to help BA TTERY H
All batterie
OLDD O
WNS
students understand difficult active ma
s
ing across must be secured in
the termi
na the vehic
le
terials. Ho ls if the battery tip to prevent damage
lddowns
concepts. the battery
(Figu
In addition re 5-29).
to holddow
reduce th
s. Normal
e amount
vibration
s ca
and the po
ssibility of
of vibration use the plates to sh short-
ed Cross-References
ter y (Figu and help
re 5-30). ns, many
vehicles ma increase th their
temperat This heat e life of
to the Shop Manual

ures from shield is y have a he
damaging usua at sh
the battery. lly made of plasti ield surrounding
c and prev the
ents unde bat- Shop Manu
al
AUTHOR rhood Chapter 5,
’S
to preven NOTE It is impo
t early ba
ttery failur
e.
rtant that
all holddow
ns and he
pages 214,
221 Reference to the appropriate
at shields
be installed
page in the Shop Manual is given
whenever necessary. Although the
chapters of the two manuals are
synchronized, material covered
in other chapters of the Shop
Manual may be fundamental
J-bolts
to the topic discussed in the
Holddow
n
Classroom Manual.
bolt
Insulation
Airflow
Figure 5-2
9 Different
types of battery
holddowns Battery hea
. t shield
Figure 5-3
0
with a hea Some vehicles are
t shi equipped
from excess eld to protect the
ive heat. battery
19004_ch0
5_hr_11
3-139.in
dd 135
8/12/17
Chapter 12
12:03 PM
Summary
374
ar
digital and line
clusters use tem
instrument monitored sys
SUMMARY the ■ Digital
the driver of
ind icator lights, dis plays to notify
Each chapter concludes with ■ Through
able of monit
ges and
the use of gau oring several engine and conditions.
st common
ys used on
types of displa t-emitting
driver is cap ■ The mo
ment panels
are: ligh
ing systems.
a summary of key points from vehicle operat edo me ter, odo
ges include spe charging indicator, fue
meter,
l
ele ctronic instru id crystal displays (LCDs s-
diodes (LEDs
), liqu
(VFDs), and
),
a pho
■ The gau
pre ssu re, flu ore scent displays
the chapter. The key points are tachomete r,
level, and coo
oil re.
lant temperatu ctromechanical
types of ele
vac uum
een that is the
phorescent scr y system displays visual
ano de.
images
st common coil, and ■ A head-u
p displa the driver’s
ee coil, two windshield in
designed to help the reader ■ The mo
gauges are the d’Arsonval, thr
are
ont o the inside of the
. engine and
air core. dle displays field of vision , important
rtz swing nee ence of gauges ored by warning lamps.
review the chapter contents. ■ Compute
in
r-driven qua
des ign to the air-cor
e electromagn
ins tru me
etic
nt
■ In the abs
veh icle fun ctions are mo
nit
an on/ off switch–type
similar nal analog s generally use be the use of voltage-
in conventio These circuit
gauges used nce e exc ept ion would
principle of
panels. le resista sensor. Th that use the
use of a variab lude rning lights
■ All gau
ges require the ts inc controlled wa
uni t. Sty les of sending uni me cha nic al
tag e dro p.
sending e sensors, and vol
piezoresistiv
thermistors,
rs.
variable resisto
Review Questions
t
el sending uni
le of fuel lev
ESTIONS common sty
REVIEW QU 3. The most
______ variab
le resistor.
is _________ by
r Essays t is activated
Short-answer essays, fill in the Short-Answe
the most com
mon types of
electromag- 4. The brake
warning ligh
___ pressure
in the brake
hydraulic
1. What are ____________

blanks, and multiple-choice netic gauges
?
of the piezor
esistive sensor
. system.
coil gauge, the
____________ d that
___
the operation 5. In a three- ___ produces a magnetic
fiel
2. Describe
questions are found at the end 3. What is a
the rm isto r use d for?
cal ?
___ _________
ks or opp oses the low -re adi ng coil.
___ ___ coil and
omechani buc ___
______ ______
of each chapter. These questions 4. What is me
ant by electr
ope rat ion of the air-
core gauge. The _________ are wound together, but
the bucking coil
in
the
5. Describe ventional ections. l is
are designed to accurately 6. What is the
basic differe
nce bet
puter-driven
we en con
analog instru
ment
opp osi te dir
______ ______
The _________ 8 angle to the low-readi
___ ___ ___ coi
ng and
analog and com a 90
positioned at
assess the student’s competence clusters?
principles of
the digital bucking coils.
_________ circ
uit
the operating ______ ______ ground
in the objectives stated at the 7. Describe
spe edo me ter.
chi p– typ e odome ter s.
6. A _________ warning light circuit to
completes the
itio n sw itch when it is in
the
IC ign
operation of through the
beginning of the chapter. 8. Explain the
the operation
of the electroni
c fuel gauge.
START positio
n.
____________
___
9. Describe clusters use the driver
of qua rtz analog 7. Dig ital instrument ys to notify
De scr ibe the operation ___ ___ ___ ______ displa s.
10. and dition
speedometer
s. d system con
of monitore a calcula-
_________ is
nks ______ ______ io and the tire cir-
Fill in the Bla ind icate 8. _________ fin al dri ve rat
the tac hom eter is to
tio n using the ura te veh icle speed
e of to obtain acc
1. The purpos ___. cumference
____________ nitor signals.
is used to mo
stive sensor
2. A piezoresi ___ changes.
____________
PM
8/12/17 12:57
d 374
r_350-376.ind
19004_ch12_h
xi
SHOP MANUAL
To stress the importance of safe work habits, the Shop Manual dedicates one full chapter to safety. Other important features of this manual
include the following:
CH AP TE R 5
Performance-Based Objectives BATTERY DIAG

NOSIS AND SE
RVICE
These objectives define the contents of the chapter
and define what the student should have learned
upon completion of the chapter. These objectives
Upon completion
and review of this
chapter, you shou
■ Demonstrate all ld be able to:
safety precautions
and rules associate
also correspond with the list of required tasks for ASE
■ Test the
d with servicing capacity of the batte Basic Tools
battery. the deliver both curre ry to
nt and voltage and Basic mechanic’s tool
■ Perform
a visual inspection accurately interpret to
the results.
certification. Each ASE task is addressed. battery, cables, and of the ■ Perform
set
terminals. a 3-minute charg Service information
■ Correctly determine if the e test to
slow and fast charg batte ry is sulfa
e a battery, ted.
Although this textbook is not designed to simply
in or out of the vehic ■ Perform
le. a conductance test
■ Describe tery and accuratel of the bat-
the differences betw y interpret the resul
and fast charging een slow ■ Perform ts.
a battery drain test
prepare someone for the certification exams, it is
and determine when
either method shou rately determine and accu-
ld be used. the causes of batte
■ Perform
a battery terminal drains. ry
test and
organized around the ASE task list. These tasks are
accurately interpret ■ Remove,
Basic Tools
the results. clean, and reinstall
■ Perform properly. the battery
a battery leakage
determine the need test and ■ Jump-star
defined generically when the procedure is commonly ed corrections. t a vehicle by use

battery and jump of a booster
List
■ Test a conv
entional battery’s er cable s.
gravity. specific ■ Determin
e the cause of HV
followed and specifically when the procedure is ■ Perform system failures. battery
an open circuit test
accurately interpret and ■ Measure
the results. HV battery module
unique for specific vehicle models. Imported- and Terms To Know

with a DMM. voltages
Each chapter
domestic-model automobiles and light trucks are
Battery ECU
Battery leakage
test
Conductance
Refractometer
begins with a list
Fast charging
included in the procedures.

Battery terminal
Capacity test
test Hydrometer
Jump assist
Slow charging
Stabilize
of the basic tools
needed to perform
Charge State of charge
Open circuit volta
Charge rate ge test Sulfation
Parasitic drains
Three-minute charg
e test
the tasks included
Terms to Know List INTRODUCTION
ames, an
cigarett
d lighted may short
arks, fl y tools on. The e protec-
y
es
in the chapter.
battery can affect ent. Keep sp
A discharged or weak
la r ey
er y to ays wea welry is an
Terms in this list are also defined 216
Chapter
5 battery is the hear
t of the elect
looked when serviquire ho
to re cing most
sprical treatmmore than
ital syste mno
o, doprob
Alsrical
oftthe
thejust
usevehic
tter
batt the
ispl
le.yItex
startin
od ing
important
Alw
g. of
mose.t je
the engin
Also,
er y. that
The
rformin n-
g work
shou begh
ldou er y.elect
battever the ba
lems batt
usethofe its
it isnnot
peover-
en checked thewhen sultle in . Becaar we,he t co
in the Glossary at the end of the away
test serie fr om
s will show rm
e te thein als
state
an
of
th need clothing and outp
d
the
char
re
vehic
w he
ge n is
wor ng
no
ne
ki ght into the
brou
t w ea r an shop
impo
je
y for w el ry
rtanc
le ch
servi
ps wry,hiwhic rned
ar
ce.
the ng
gi batte
A batte
. Dryo no
across, is inpr ity. Duto voltaegeveofnt on. ry
if it is good
thecabatte
d oper rechargin tric
of ecor tuh determines
elg, e thced. charger is
manual. must beovrepla Classroom Manual
tion an conductor of o not rem the
s while
Chapter 5, page 113
excelle
nt y. D
ar th e batter charger lead
on or ne sconnect the
di site
nect or an oppo is 211
Y ttery in d
ATTER h the ba safest metho .
t throug
THE B
19011_ch05_hr_211-2
the er
ic curren be recharged, e, howev
64.indd 211
IN G ec tr hi cl
CHARG
el
Special Tools List in the ve puters
ns to pass an ry ne eds to ar ge d cl e co m
e ba tte ry mea e. If th e batte ry ca n be ch ec t an y vehi
ge th scharg he batte to prot
8/12/17 4:10 PM
To char than during di the vehicle. T portant ed off.

n e, it is im r is turn
Manual directio the battery from d in the vehicl e charge ing to charge
Whenever a special tool is Clas sr
Chapter
oo m
5, page
118 e ge
to remov ry is to be char battery cable.
e batte Chapeter e
y, make
su re th
e batter serving polarit age. For this
y. Attem
pt
reason,
If th34 ne2gativ charger to th m es are
ing th inals, ob ttery da the cabl
required to complete a task, l To ol s Whe n
bl e leads
e
by remov connecting th the battery term ill result in ba chnician that sure a good
to
e re versed
w
al ert th e te
rm inals to
as
Spec ia e ca bles ar stem to e te
th on th
it is listed in the margin Safety gla
sses
Connect while the ca
ry
the batte ry chargers ha ty. Rotate the
ve a war
ning sy
clamps
slightly
R1ailable,
av
the batt
er y can d
nt ages
an
be
arger tte lari of time

Battery ch many ba in reverse po it s adva
next to the procedure. Voltmete
r
vers
connec n.
ted
tio ements
e requir Each metho
ou
d
nt
and am of charging
ha s
Fender co connec ng on th eck the

R1 = 4 Ω
d. ther,6 ch
Dependi or fa st charge R2
Ω perature
cold wea Rer2 =te m
ei ther sl
ow
at ha s been in a hi ghR3 = 8 Ω ing
y th at Forc
Cautions and Warnings tages. ze
Caution disadvan a batter tter y will free ozen batter y. om
arging ba m at ro
ttery is to efore ch A discharged argeR3a fr llow it to war
If the ba d from the ING B . pt to ch A
ve
be remo connect WARN
r ic e cr ystals Do not attem it to explode.
yte fo tter y. cause
Throughout the text, warnings are given to dis
vehicle, e battery
tiv
the nega Lift the
st.
electrol lly charged ba batter y may ging.
than a
fu
rough a
frozen
urs befo
re char + –
cable fir t with a rrent th for a few ho od of
alert the reader to potentially hazardous battery ou
carrying 5).
tool
cu
tempera
ture 12 V
d 15
) for a lo
amps (A restore the ba ow
ng peri ry
tte
5- n 3A an way to ry. Sl
materials or unsafe conditions. Cautions (Figure
Slow C ha rging
the ch ar ge
adva
tw
Figure
be
rate is resista nt
ee
2-25
ag
ncesesin
it is th
parall
:each e
brancov
on
h.
ly
er ch ar gingntth
el circuit with differe e ba tte
the parallel circuit:
arging
means has two ances of
battery es the ch
are given to advise the student of things Slow ch charging the
ow
time. Sl charged statthe
Now e an fract
minimiz
d itions
can be added toge
ther Carrying
strap R T 5 R1 × R 2
R1 + R 2
(rem ember to add only
to a fully 1
that can go wrong if instructions are not 13 24
Carry ing too l
the numerator):
resistance of the circu
followed or if an unacceptable part or tool Since we are work
ing with reciprocals, the form
ula now looks like
2ohms + 10 ohm
it.
5
24 this:
is used. 1 ×
13
5 1.85 Ω
Often it is much
easier to calculate I5E R or
total current. Begi total resistance of I51
n by determining a parallel circuit
then add them toge the curr by using
ther to find total curr ent through each leg of the parallel
resistance. ent. Use basic Ohm circuit;
’s law to calculate
First, using the circu the total
branch: it illustrated in Figu
re 2-25, calculate
the current through
the batte
ry. each
1. Current through rrier to lift
R1 5 E R 5 12ry 4ca 5 3 amperes
2. Current through Alw a batte
5R 2 5aysEuse parallel circuit:
3. Current thro
Fig ur e 5- R 5 12 6 5 2 amperes
ugh R 3 5 E R 5
Margin Notes
4:10 PM
12 8 5 1.5 amperes 8/12/17
E5I
Add all of the curr R or E5
ent flow through the
branches together
Total amperage 5 to get the total curr
3 1 2 1 1.5 5 6.5 ent flow:
The most important Terms to Know are Since this is a 12-v
olt system and total
amperes
current is 6.5 amp
each parallel leg.
R T 5 12 volts 6.5 amp eres , total resistance is I5E R
highlighted and defined in the margins. ch05_h
r_211-
264.ind
d 216
This method can
s 5 1.85 Ω
be mathematically
or I52
expressed as follows:
Common trade jargon also appears in the
19011_
The equivalent series R T 5 VT AT
load, or equivalent 0.5 + 0.5 5 1.
resistance, is the
margins and gives some of the common equivalent resistance

of a parallel circuit plus
the resistance in series
Series-Parallel Circ
The series-paralle
uits
l circuit has some
terms used for components. This feature and is equal to the
equivalent resistance
a single load in series
of
that are in parallel
(Figure 2-26). To
calculate the equivale
loads that are in serie
calculate the total
s with each other
resistance in this type
and some
(6 × 3) (6 + 3) 5
tance; 2 + 2 5 4
18 9 5 2
nt series loads of
helps students understand and speak the with the voltage source
.
series resistance and
tion of the circuit
has two branches
the
add it to the equivalen parallel branches first. Next, calcu
t serie s load. For example,
of circuit,
late the
if the parallel por-
I 5 E R 5 12 4 5
3
with 4 Ω resistanc
language of the trade, especially when e each and the serie
s portion has
using E 5 I × R 5
3 × 2 5 6 vo
conversing with an experienced technician. 19004_ch02_hr_017-0
51.indd 34
8/12/17 11:42 AM
xii
Photo Sequences
22 Chapter 1
PHOTO SEQUENCE 1
Using a Dry Chemical Fire Extinguisher
Many procedures are illustrated
in detailed Photo Sequences.
These detailed photographs
show students what to expect
when they perform particular
procedures. They can also provide
P1-1 Multipurpose dry chemical fire P1-2 Hold the fire extinguisher in an upright P1-3 Pull the safety pin from the handle.
extinguisher. position.
the student a familiarity with a

system or type of equipment,
which the school may not have.
P1-4 Free the hose from its retainer and aim it P1-5 Stand 8 feet from the fire; do not P1-6 Squeeze the lever while sweeping the
at the base of the fire. approach any closer to the fire than this hose from side to side. Keep the hose aimed
distance. at the base of the fire.
HAZARDOUS MATERIALS
Cross-References
Hazardous materials are materials that can cause illness, injury, or death or pollute water,
starter dr
iv air, or land. Many solvents and other chemicals used in an automotive shop have warning
The deci e mecand hanism, labels that should be read and understood by everyone who uses them. Many
sion to re caution which m
ay requ Starting
to the Classroom
buildprocedures Syst
Service Tips
service or re acgenerate what
ireare
seknown
veraand
as hazardous wastes. Examples ofemhazardous
Diagnos
waste are used pl e thcleaning l ofother liquid cleaners. is and Se
r motor the following di
e startesolvents
or dirty
rvice
is based sassembl 285
SERVIC Right-to-Know Laws on severa ing steps.
Whenever a shortcut or special

of a clea
more clea
E TIP
rance beIn the Th
tw
rance protect
ee
e maj
United
nevery
the pi
employee
right-to-know
or cause
States,
of
laws concerning hazardous
l factors:
materials and wastes
drive ho The general intent of these laws is for employ- Chapter
nion anind a workplace.
Cl assroom
M an ua l
Manual
than using br 6,
ers to to
provide
o smala safe workingrinplace
g gearas it relates eahazardous
to kage is dumaterials. The right-to- pages 160,
procedure is appropriate, it is know laws state lthat clearanc have s.a right
of aemployees
e.
It is al
towknow
work are hazardous. The right-to-know laws started with tte
when the
ays be e to too smthey
materials
therHazard
all
to haveCommunication
use at 163
Reference to the
1. What a little
described in the text. These tips 2. Shop
is best fo Standard published by the Occupational Safety and Health Administration (OSHA)
po
r the cust
omer.
in 1983.
appropriate page in the
3. Cost. licies.
generally describe common 4. Time. Classroom Manual is
5. Type
procedures used by experienced of starte
19011_ch01_hr_001-046.indd 22
If the st
r. 8/14/17 7:47 PM
given whenever necessary.
informat arter is to be re
technicians. io
Always re n to become fam ilt, the technici
fe
bu
ili an Although the chapters
are worki r to the specific ar with the disass should study th
ng on. Th m
e disassem anufacturer’s se
bled view
embly pr
oc
rmation
e manuf
ac
rvice info edures for the pa turer’s service
rticular
of the two manuals are
of a Delco fo starte
Remy st r th
arter is sh e starter motor r.
own in Fi you synchronized, material
gure 6-18
.
covered in other chapters
5
3 of the Classroom Manual
may be fundamental to
2
1
1. Leve
r
the topic discussed in the

2. Plu
nger
s 167
cuit Diagram
3. Solen
36 Ciroid
35 34ir and Re
ading
4. Bushing
pa
Shop Manual.
40 g Re 5.
34 37 Wirin Spring
8. Coil
9
31 39 5 9. Arma D
11. Gr ture
C ommet
er 31.
Hinged cov 32 Housing
4 B . Drive
New wire 33. Br
us
A 34. W
hes
New wire 40 asher
34 35. Bo
36 45 35 lt
48 36. Sc
44 38 rew
5 33 37. Ri
ng
8 11 41 38. Ho
41 lder
39. Co
lla
46
46 38 40. Pin r
47 41. Fr
wir e Tab ame
Hot 44
er
Plastic cov . Nut the wires,
Hot wire
45. Le
ad nector around
46. nec close the con
4 con Ins ula(B)
tor,
position in the47. Shoe
tor
wire s in
Place 34
ther wire. (A) hinged cover.
48. Pla
47 splice in ano se the48 te
connector to ductors, and (D) clo38 40
Using the tap con 38
Figure 4-5 to force the tab into the 5
use plie rs 36 33 33
(C) 8 36 a vehicle
45 never have
you should ed on such things
technician
47
ofessional us
y repair is
46
46
As a pr shop.
temporar bring it to
the
Customer Care Figure 6-1
8 Delco
Re CUSTOM
my 10MT
vertethe
leasta r.
ER CARE
shop with
ll that
a temporar
all ow s yo
y repair. A
u get the ve
hicle driva
temporar y.
ble again to
as a road ca mp-type repairs are

This feature highlights those little Almost all
cri
r is an alloy
of tin and
wires. Solde g may be a splicing
sp lice copper lde rin
things a technician can do or say y to er. So s the
19011_
is the best
wa ds togeth 6 illustrate
ch06_h
the wire en o Sequence tor used along

r_267-310
Soldering
.indd 285
Soldering. lice to hold much practice. Phot ec

lte d over a sp tak es a sp ecial conn con-
to enhance customer relations. lead. It
procedure,
is me
but it is als
o an art tha t
e clip. A sp
lice cli p is
ferent from
using a splic n. The splice clip is dif have a hole provide
a so lde rle ss
d for
lde rin g pr ocess when co nn ec tio sp lice clips
so a go od me
r to assure ulation. So
with solde not have ins
that it does
nection in r (Figure 4-
6). 7/13/17
ing so lde 4:22 PM
apply
clips have a
Some splice
Splice clip.
Figure 4-6
lying solder.
hole for app
4:44 PM
8/14/17
xiii
184 Chapter 4
Case Studies CASE STUD

Y
Beginning with Chapter 3, each chapter ends The vehicle
ow
working. The ner complains that the
tec bra
and tests the hnician verifies the pro ke lights do not light.
with a case study describing a particular A study of
fusible links. ble
All are in goo m and then checks the
He also say
s the
batter y for goo dome light is not
the same fus the wiring diagram ind d condition. d connection
vehicle problem and the logical steps a these two circ
either. The tec
e. It is also
uits. A check
indicated tha
of the ignitio
icates that the
t the ignitio brake light and dome
n swi light
s
hnician che n switch illu tch illumination light circ circuits share
technician might use to solve the problem. replacement
the fuse blo
fuse is install
ws again.
cks the fuse
tha
mination ligh
ed, the dom t is identified in the wir
e and brake
lights work
t shows tha
t it
uit is shared with
ing diagram. is not operating
Upon further
testing of the properly for It is blown. When a
steering col shared circuits three tests,
umn in the , an intermi and then
to replace the ignition switch ttent sho
illu
operation of damaged section. After mination circuit. The tec rt to ground is located
Ase-Style Review
all circuits. all repairs are hnician solder in the
completed, s in a repair
a final test
indicates pro wire
per
Questions
ASE-STYL
E REVIEW
Each chapter contains ASE-style 1. Splicing
copper wire
QUEST IONS
is being dis
review questions that reflect the Technician
A
connection says it is acceptable to
s.
cussed.
use solderle 4. Repairs
to a twisted
ss
performance-based objectives listed Technician
used on co
B says acid
pper wires
core solde
r should not
discussed.
Technician
A
/shielded wi
re are being
Who is co . be high curre says a twisted/shielde
at the beginning of the chapter. These A. A only
rrect?
Technician
nt.
B says becau
d wire carrie
s
C. Both A carries low se a twisted
questions can be used to review the B. B only
2. Use of wi D. Ne ith
and B
er A nor B
not increa
se
current, an
the
y repairs to
resistance
/shielded wi
the wi re must
re
ring diagra Who is co of the circu
chapter as well as to prepare for the Technician
A
ms is being
determine says a wiring diagram
discussed. A. A only
rrect? it.
related cir is use d to help B. B only C. Bo

ASE certification exam. Technician
exact locati
B says the
on of the co
cuits.
wiring dia
gram will giv 5. Replacem
ent of fusibl
th A and B
D. Neither
A nor B
Who is co mponents e the Technician e links is be
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19011_ch03_hr_1
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xiv
SUPPLEMENTS
Instructor Resources
The Today’s Technician series offers a robust set of instructor resources, available online
at Cengage’s Instructor Resource Center and on DVD. The following tools have been
provided to meet any instructor’s classroom preparation needs:
■■ An Instructor’s Guide including lecture outlines, teaching tips, and complete answers
to end-of-chapter questions.
■■ PowerPoint presentations with images and animations that coincide with each chap-
ter’s content coverage.
■■ Cengage Learning Testing Powered by Cognero® provides hundreds of test questions
in a flexible, online system. You can choose to author, edit, and manage test bank
content from multiple Cengage Learning solutions and deliver tests from your LMS,
or you can simply download editable Word documents from the DVD or Instructor
Resource Center.
■■ An Image Gallery includes photos and illustrations from the text.
■■ The Job Sheets from the Shop Manual are provided in Word format.
■■ End-of-Chapter Review Questions are provided in Word format, with a separate set
of text rejoinders available for instructors’ reference.
■■ To complete this powerful suite of planning tools, correlation guides are provided to
the NATEF tasks and to the previous edition.
MINDTAP FOR AUTOMOTIVE ELECTRICITY

& ELECTRONICS, 7E
NEW! The MindTap for Automotive Electricity & Electronics, seventh edition, features an
integrated course offering a complete digital experience for the student and teacher. This
MindTap is highly customizable and combines an enhanced ebook with videos, simula-
tions, learning activities, quizzes, job sheets, and relevant DATO scenarios to help stu-
dents analyze and apply what they are learning and help teachers measure skills and
outcomes with ease.
■■ A Guide: Relevant activities combined with prescribed readings, featured multime-
dia, and quizzing to evaluate progress, will guide students from basic knowledge to
analysis and application.
■■ Personalized Teaching: Teachers are able to control course content by removing,
rearranging, or adding their own content to meet the needs of their specific program.
■■ Promote Better Outcomes: Through relevant and engaging content, assignments
and activities, students are able to build the confidence they need to succeed.
Likewise, teachers are able to view analytics and reports that provide a snapshot of
class progress, time in course, engagement, and completion rates.
REVIEWERS
The author and publisher would like to extend special thanks to the following instructors
for their contributions to this text:
Brett Baird Timothy Belt

Salt Lake Community College University of Northwestern Ohio
Riverton, UT Lima, OH
xv
Brian Brownfield William McGrath

Kirkwood Community College Moraine Valley College
Cedar Rapids, IA Warrenville, IL
Michael Cleveland Tim Mulready

Houston Community College University of Northwestern Ohio
Houston, TX Lima, OH
Jason Daniels Gary Norden

University of Northwestern Ohio Elgin Community College
Lima, OH Elk Grove Village, IL
Kevin Fletcher Michael Stiles

Asheville-Buncombe Technical Indian River State College
Community College Pierce, FL
Asheville, NC
David Tapley
Jose Gonzalez University of Northwestern Ohio
Automotive Training Center Lima, OH
Exton, PA
Omar Trinidad
Jack D. Larmor S. Illinois University Carbondale
Baker College Carbondale, IL
Flint, MI
Cardell Webster
Gary Looft Arapahoe Community College
Western Colorado Community College Littleton, CO
Grand Junction, CO
David Young
Stanley D. Martineau University of Northwestern Ohio
Utah State University Lima, OH
Price, UT
In addition, the author would like to extend a special thank-you and acknowledgment to
Jerome “Doc” Viola and Arapahoe Community College in Littleton, Colorado, along with
Phil Stiebler from Pro Chrysler Jeep Dodge Ram located in Denver, Colorado, for their
valuable assistance with this textbook.
CHAPTER 1
INTRODUCTION TO
AUTOMOTIVE ELECTRICAL AND
ELECTRONIC SYSTEMS
Upon completion and review of this chapter, you should be able to understand and describe:
■■ The importance of learning automotive ■■ The purpose of vehicle communication
electrical systems. networks.
■■ The role of electrical systems in today’s ■■ The purpose of various electronic
vehicles. accessory systems.
■■ The interaction of the electrical systems. ■■ The purpose of passive restraint
■■ The purpose of the starting system. systems.
■■ The purpose of the charging system. ■■ The purpose of alternate propulsion
systems.
■■ The role of the computer in today’s
vehicles.
Terms To Know
Air bag systems Electrical accessories Neutral safety switch
Antitheft system Fuel cell Passive restraint systems
Automatic door locks (ADL) Horn Power door locks
Bus Hybrid electric vehicle (HEV) Power mirrors
Charging system Ignition switch Power windows
Computer Keyless entry system Starting system
Cruise control Lighting system Vehicle instrumentation
Easy exit Memory seat systems
Electric defoggers Multiplexing Voltage regulator
Electric vehicle (EV) Network Windshield wipers
INTRODUCTION
You are probably reading this book for one of two reasons. Either you are preparing your-
self to enter the field of automotive service, or you are expanding your skills to include
automotive electrical systems. In either case, congratulations on selecting one of the most
fast-paced segments of the automotive industry. Working with electrical systems can be
challenging, yet very rewarding; however, it can also be very frustrating at times.
For many people, learning electrical systems can be a struggle. It is my hope that I
present the material to you in such a manner that you will not only understand electrical
systems but also excel at it. There are many ways the theory of electricity can be explained,
and many metaphors can be used. Some compare electricity to a water flow, while oth-
ers explain it in a purely scientific fashion. Everyone learns differently. I am presenting
1
2 Chapter 1
electrical theory in a manner that I hope will be clear and concise. If you do not fully com-
prehend a concept, then it is important to discuss it with your instructor. Your instruc-
tor may be able to use a slightly different method of instruction to help you completely
understand the concept. Electricity is somewhat abstract, so if you do have questions, be
sure to ask your instructor.
WHY BECOME AN ELECTRICAL SYSTEM TECHNICIAN?

In the past, it was possible for technicians to work their entire careers and be able to almost
completely avoid the vehicle’s electrical systems. They would specialize in engines, steering/
suspension, or brakes. Today there is not a system on the vehicle that is immune to the role
of electrical circuits. Engine controls, electronic suspension systems, and antilock brakes
are common on today’s vehicles. Even electrical systems that were once thought of as being
simple have evolved to computer controls. Headlights are now pulse-width modulated using
high-side drivers and will automatically brighten and dim based on the light intensity of
oncoming traffic. Today’s vehicles are equipped with 20 or more computers, laser-guided
cruise control, sonar park assist, infrared climate control, fiber optics, and radio frequency
transponders and decoders. Simple systems have become more computer reliant. For
example, the horn system on the 2010 Chrysler 300C uses three separate control modules
and two bus networks to function. Even the tire and wheel assemblies have computers
involved, with the addition of tire pressure monitoring systems!
Today’s technician must possess a full and complete electrical background to suc-
ceed. The future will provide great opportunities for those technicians who have prepared
themselves properly.
THE ROLE OF ELECTRICITY IN THE AUTOMOBILE

In the past, electrical systems were basically stand-alone. For example, the ignition system
was responsible only for supplying the voltage needed to fire the spark plugs. Ignition
timing was controlled by vacuum and mechanical advance systems. Today there are very
few electrical systems that are still independent.
A BIT OF HISTORY
Karl Benz of Mannheim, Germany, patented the world’s first automobile on January 29, 1886.
The vehicle was a three-wheeled automobile called the Benz Motorwagen. That same year
Gottlieb Daimler built a four-wheeled vehicle. It was powered by a 1.5-horsepower engine
that produced 50% more power than that of the Benz Motorwagen. The first automobile to be
produced for sale in the United States was the 1896 Duryea.
Today, most manufacturers network their electrical systems together through

computers. This means that information gathered by one system can be used by another.
The result may be that a faulty component may cause several symptoms. Consider the
following example. The wiper system can interact with the headlight system to turn on the
headlights whenever the wipers are turned on. The wipers can interact with the vehicle
speed sensor to provide for speed-sensitive wiper operation. The speed sensor may pro-
vide information to the antilock brake module. The antilock brake module can then share
this information with the transmission control module, and the instrument cluster can
Introduction to Automotive Electrical and Electronic Systems 3
receive vehicle speed information to operate the speedometer. If the vehicle speed sensor
should fail, this could result in no antilock brake operation and a warning light turned on
in the dash. But it could also result in the speedometer not functioning, the transmission
not shifting, and the wipers not operating properly.
INTRODUCTION TO THE ELECTRICAL SYSTEMS

The purpose of this section is to acquaint you with the electrical systems that will be
covered in this book. We will define the purpose of these systems.
AUTHOR’S NOTE The discussion of the systems in this section of the chapter
provides you with an understanding of their main purpose. Some systems have
secondary functions. These will be discussed in detail in later chapters.
The Starting System

The starting system is a combination of mechanical and electrical parts that work
together to start the engine. The starting system is designed to change the electrical
energy, which is being supplied by the battery, into mechanical energy. For this conver-
sion to be accomplished, a starter or cranking motor is used. The basic starting system
includes the following components (Figure 1-1):
1. Battery.
2. Cable and wires.
3. Ignition switch.
4. Starter solenoid or relay.
5. Starter motor.
6. Starter drive and flywheel ring gear.
7. Starting safety switch.
The starter motor (Figure 1-2) requires large amounts of current (up to 400 amps
[A]) to generate the torque needed to turn the engine. The conductors used to carry this
amount of current (battery cables) must be large enough to handle the current. These
cables may be close to 1/2 inch (12.7 mm) in diameter. It would be impractical to place a
conductor of this size into the wiring harness to the ignition switch. To provide control
Starter circuit
Battery
Solenoid
Ignition
switch
Control
Starter safety circuit Starter
switch motor
Figure 1-1 Major components of the starting system.
4 Chapter 1
Battery Contact
Winding Plunger
terminal disc
Pole shoe
with field coil
Shift lever
Drive
pinion
Overrunning
Commutator clutch
Armature
Brushes
Figure 1-2 Starter motor.
of the high current, all starting systems contain some type of magnetic switch. There are
two basic types of magnetic switches used: the solenoid and the relay.
The ignition switch is the power distribution point for most of the vehicle’s primary
electrical systems. The conventional ignition switch is spring loaded in the start position.
This momentary contact automatically moves the contacts to the RUN position when the
driver releases the key. All other ignition switch positions are detent positions.
The neutral safety switch is used on vehicles that are equipped with automatic
transmissions. It opens the starter control circuit when the transmission shift selector is
in any position except PARK or NEUTRAL. Vehicles that are equipped with automatic
transmissions require a means of preventing the engine from starting while the trans-
mission is in gear. Without this feature, the vehicle would lunge forward or backward
once it is started, causing personal injury or property damage. The safety switch is con-
nected into the starting system control circuit and is usually operated by the shift lever
(Figure 1-3). When in the PARK or NEUTRAL position, the switch allows current to
flow to the starter circuit. If the transmission is in a gear position, the switch prevents
current flow to the starter circuit.
Figure 1-3 The neutral safety switch is usually attached to the

transmission.
A BIT OF HISTORY
The Model T was called the first “people’s car.” Prior to its introduction by the Ford Motor Com-
pany in 1908, only the wealthy could afford to purchase an automobile. It was Henry Ford’s
desire to build a car for the masses. Although Henry Ford had no professional engineering edu-
cation, he did possess a natural inclination toward mechanics. To keep production costs down,
he used assembly-line production to manufacture the Model T. Henry Ford also introduced the
moving conveyor belt into the assembly process, further accelerating production. The Model T
was nicknamed Tin Lizzie because its body was made from lightweight sheet steel. The produc-
tion of the Model T continued until 1927, with more than 16.5 million vehicles being produced.
The electrical system was very simple and originally consisted of a flywheel magneto that pro-
duced low-voltage alternating current. This AC voltage was used to power a trembler coil that
created a high-voltage current for use by the ignition system. The ignition pulse was passed to
the timer (distributor) and directed to the proper cylinder. Ignition timing was adjusted manually
via the spark advance lever that was mounted on the steering column. Moving the lever rotated
the timer to advance or retard the ignition timing. Since the magneto may not produce sufficient
current when starting the engine with the hand crank, a battery could be used to provide the
required starting current. When electric headlights were introduced in 1915, the magneto was
used to supply power for the lights and the horn.
Many vehicles that are equipped with manual transmissions use a similar type of safety
switch. The start/clutch interlock switch is usually operated by movement of the clutch
pedal (Figure 1-4).
The Charging System

The automotive storage battery is not capable of supplying the demands of the electrical
systems for an extended period of time. Every vehicle must be equipped with a means of
replacing the energy that is being drawn from the battery. A charging system is used to
restore to the battery the electrical power that was used during engine starting. In addi-
tion, the charging system must be able to react quickly to high-load demands required
of the electrical system. It is the vehicle’s charging system that generates the current to
operate all electrical accessories while the engine is running.
Clutch start switch
Clutch Clutch
start mounting
switch bracket
return
bracket
Clutch pedal
Figure 1-4 Most vehicles with a manual transmission use a clutch

start switch.
6 Chapter 1
Relay
–
+
Battery
Ignition
switch Indicator
light
Field current
Sensing circuit
AC generator Output
with internal
voltage regulator
Figure 1-5 Components of the charging system.
The purpose of the charging system is to convert the mechanical energy of the engine
into electrical energy to recharge the battery and run the electrical accessories. When
the engine is first started, the battery supplies all the current required by the starting and
ignition systems.
As illustrated in Figure 1-5, the entire charging system consists of the following
components:
1. Battery.
2. Alternating current (AC) generator or direct current (DC) generator.
3. Drive belt.
4. Voltage regulator.
5. Charge indicator (lamp or gauge).
6. Ignition switch.
7. Cables and wiring harness.
8. Starter relay (some systems).
9. Fusible link (some systems).
A voltage regulator controls the output voltage of the AC generator, based on
c harging system demands, by controlling field current. The battery, and the rest of the
electrical system, must be protected from excessive voltages. To prevent early battery
and electrical system failure, regulation of the charging system is very important. Also,
the charging system must supply enough current to run the vehicle’s electrical accessories
when the engine is running.
The Lighting System

The lighting system consists of all the lights used on the vehicle (Figure 1-6). This
includes headlights, front and rear park lights, front and rear turn signals, side marker
lights, daytime running lights, cornering lights, brake lights, back-up lights, instrument
cluster backlighting, and interior lighting.
The lighting system of today’s vehicles can consist of more than 50 light bulbs and
hundreds of feet of wiring. Incorporated within these circuits are circuit protectors, relays,
switches, lamps, and connectors. In addition, more sophisticated lighting systems use
computers and sensors. Since the lighting circuits are largely regulated by federal laws,
the systems are similar among the various manufacturers. However, there are variations
that exist in these circuits.
Figure 1-6 Automotive lighting system.
With the addition of computer controls in the automobile, manufacturers have been
able to incorporate several different lighting circuits or modify the existing ones. Some
of the refinements that were made to the lighting system include automatic headlight
washers, automatic headlight dimming, automatic on/off with timed-delay headlights,
and illuminated entry systems. Some of these systems use sophisticated body computer–
controlled circuitry and fiber optics.
Some manufacturers have included such basic circuits as turn signals into their body
computer to provide for pulse-width dimming in place of a flasher unit. The body com-
puter can also be used to control instrument panel lighting based on inputs that include
if the side marker lights are on or off. By using the body computer to control many of the
lighting circuits, the amount of wiring has been reduced. In addition, the use of computer
control of these systems has provided a means of self-diagnosis in some applications.
Today, high-density discharge headlamps are becoming an increasingly popular
option on many vehicles. These headlights provide improved lighting over conventional
headlamps.
Vehicle Instrumentation Systems

Vehicle instrumentation systems (Figure 1-7) monitor the various vehicle operat-
ing systems and provide information to the driver about their correct operation. Warn-
ing devices also provide information to the driver; however, they are usually associated
with an audible signal. Some vehicles use a voice module to alert the driver to certain
conditions.
Electrical Accessories
Electrical accessories provide for additional safety and comfort. There are many electri-
cal accessories that can be installed into today’s vehicles. These include safety accessories
such as the horn, windshield wipers, and windshield washers. Comfort accessories include
the blower motor, electric defoggers, power mirrors, power windows, power seats, and
power door locks.
Horns. A horn is a device that produces an audible warning signal (Figure 1-8).
Automotive electrical horns operate by vibrating a diaphragm to produce a warning signal.
This vibration of the diaphragm is repeated several times per second. As the diaphragm
8 Chapter 1
Figure 1-7 The instrument panel displays various operating conditions.
Figure 1-8 Automotive horn.
vibrates, it causes a column of air that is in the horn to vibrate. The vibration of the column
of air produces the sound.
Windshield Wipers. Windshield wipers are mechanical arms that sweep back and
forth across the windshield to remove water, snow, or dirt (Figure 1-9). The operation of
the wiper arms is through the use of a wiper motor. Most windshield wiper motors use
permanent magnet fields, or electromagnetic field motors.
Electric Defoggers. Electric defoggers heat the rear window to remove ice and/or
condensation. Some vehicles use the same circuit to heat the outside mirrors. When
electrical current flows through a resistance, heat is generated. Rear window defoggers
use this principle of controlled resistance to heat the glass. The resistance is through a
grid that is baked on the inside of the glass (Figure 1-10). The system may incorporate a
timer circuit that controls the relay.
Power Mirrors. Power mirrors are outside mirrors that are electrically positioned from
the inside of the driver compartment. The electrically controlled mirror allows the driver
to position the outside mirrors by use of a switch. The mirror assembly will use built-in
motors.
Figure 1-9 Windshield wipers.
Figure 1-10 Rear window defogger grid.
Power Windows. Power windows are windows that are raised and lowered by use of
electrical motors. The motor used in the power window system is capable of operating
in forward and reverse rotations. The power window system usually consists of the fol-
lowing components:
1. Master control switch.
2. Individual control switches.
3. Individual window drive motors.
Power Door Locks. Electric power door locks use either a solenoid or a motor to lock
and unlock the door. Typically, power door lock systems provide for the locking or unlock-
ing of all doors with a single button push. This system may also incorporate automatic
door locking, as discussed later.
Computers
A computer is an electronic device that stores and processes data and is capable of oper-
ating other devices (Figure 1-11). The use of computers on automobiles has expanded
to include control and operation of several functions, including climate control, lighting
10 Chapter 1
Figure 1-11 A control module is used to process data and operate different automotive systems.
circuits, cruise control, antilock braking, electronic suspension systems, and electronic
shift transmissions. Some of these are functions of what is known as a body control
module (BCM). Some body computer–controlled systems include direction lights, rear
window defogger, illuminated entry, intermittent wipers, and other systems that were
once thought of as basic.
A computer processes the physical conditions that represent information (data). The
operation of the computer is divided into four basic functions:
1. Input.
2. Processing.
3. Storage.
4. Output.
Vehicle Communication Networks

All manufacturers now use a system of vehicle communications called multiplexing
(MUX) to allow control modules to share information (Figure 1-12). Multiplexing pro-
vides the ability to use a single circuit to distribute and share data between several control
modules throughout the vehicle. Because the data is transmitted through a single circuit,
bulky wiring harnesses are eliminated.
PCM ABS ACM IPC TCM
BCM
PCI DLC
bus bar
MHSMM ATC AUDIO OTIS SKIM
Figure 1-12 Automotive computers are networked together through multiplexing.
Vehicle manufacturers will use multiplexing systems to enable different control mod-
ules to share information. A MUX wiring system uses bus data links that connect each
module. The term bus refers to the transporting of data from one module to another.
Each module can transmit and receive digital codes over the bus data links. The signal
sent from a sensor can go to any one of the modules and can be shared by the other
modules.
Electronic Accessory Systems

With the growing use of computers, most systems can be controlled electronically.
This provides for improved monitoring of the systems for proper operation and the
ability to detect if a fault occurs. The systems that are covered in this book include
the following:
Electronic Cruise Control Systems. Cruise control is a system that allows the vehicle Cruise control systems
to maintain a preset speed with the driver’s foot off of the accelerator. Most cruise control are also referred to as
systems are a combination of electrical and mechanical components. speed control.
Memory Seats. The memory seat feature allows the driver to program different seat posi-
tions that can be recalled at the push of a button. The memory seat feature is an addition
to the basic power seat system. Most memory seat systems share the same basic operating
principles, the difference being in programming methods and the number of positions that
can be programmed. Most systems provide for two seat positions to be stored in memory.
An easy exit feature may be an additional function of the memory seat that provides
for easier entrance and exit of the vehicle by moving the seat all the way back and down.
Some systems also move the steering wheel up and to full retract.
Electronic Sunroofs. Some manufacturers have introduced electronic control of their
electric sunroofs. These systems incorporate a pair of relay circuits and a timer function
into the control module. Motor rotation is controlled by relays that are activated based
on signals received from the slide, tilt, and limit switches.
Antitheft Systems. The antitheft system is a deterrent system designed to scare off
would-be thieves by sounding alarms and/or disabling the ignition system. Figure 1-13
illustrates many of the common components that are used in an antitheft system. These
components include the following:
1. An electronic control module.
2. Door switches at all doors.
Front door
key cylinder
unlocks switches Trunk key cylinder
switch
Headlight relay
Starter inhibitor Ignition Deck lid
switch switch
Hood Horn relay
switch
Headlights
Alarm
horn Door
Electronic switches
Starter control module
Figure 1-13 Typical components of an antitheft system.
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Bonnie May nodded. “After all, I believe you’re right in not taking up
that sort of thing. Anyway, I wasn’t criticising. What I was saying was
just—just confederate stuff, you know.”
“Yes, I understand.”
“Would you.... Would you mind telling me what you think about
mostly? When you’re not thinking about Miss Flora?”
Mr. Addis smiled quite delightedly. “Not at all. I think of a nice home,
you know. A place out in the suburbs, with several acres of ground,
with a driveway, and—and chickens,” he concluded somewhat
lamely.
“Chickens!” echoed Bonnie May.
“Well, there would be fresh eggs, you know; and then the look of
them about the place—especially the little ones, and roosters
crowing in the morning.”
She shook her head dubiously. “What else?” she asked.
“Oh, such things as investments. Ground in the new additions, where
the values are going up fast. Such things.”
Bonnie May put up a restraining hand. “That will do,” she said. “Now
tell me what chance you have of seeing Flora when you—when you
haven’t got your pencil behind your ear.”
“Why, there’s church. I can always go to church. They make a real
to-do over me there. They like to come to me for subscriptions, you
know.”
At the word church she looked at him with quickened interest. “Did
they try to put over anything on you the first time you went there?”
she asked.
“Not a thing.”
“That’s funny.” She put her own experiences out of her mind. “Well,”
she resumed, “why don’t you go to church regularly and let them see
how nice and friendly you look when you haven’t got your make-up
on?”
“I’ve thought of that. But you see, it doesn’t seem quite honest. As I
understand it, church is mostly for singing, and I couldn’t carry a tune
any more than a bird could carry a bank-account. I’d feel like an
impostor if I went.”
Bonnie May, sitting bolt upright in her chair, put her hand on her
heart and moved her head, carefully erect, as far forward as
possible, without changing the attitude of her shoulders.
“I greet you,” she said. “I can’t sing, either.”
“And so going to church don’t seem to put me in Miss Flora’s class at
all.”
“Still,” observed Bonnie May thoughtfully, “Flora is not one of the
Original Songbird Sisters herself.”
“No, but she follows along. And I never could get the hang of the
thing at all.”
Bonnie May laughed swiftly, and then cast a cautious eye at the
ceiling, and checked herself. “After all,” she said, “we’re not getting
at the real trouble, whatever it is. You know the difference between
the old families and the—the others, is that the others talk about
making money, while the old families talk about spending it. You’re
not an old family, probably?”
“Well, I never talk about it, if I am. I like to work. I like to be interested
in things that everybody else is interested in. The objection to me, I
think, is that my business happens to be groceries. People think of
soap, I suppose, and a crate of eggs with here and there a broken
one in it. Ugly things, you know.”
Bonnie May shuddered. “Please don’t!” she implored. “You must
keep your mind off of it. Your suburban-home idea is nice. But put a
soft pedal on the chickens. Think of Chinese lanterns. Lawn-parties,
I mean. Talk about al fresco performances of Shakespeare and
house-parties. Don’t let anybody think about how you earn money.
Let them believe you’ve just got it. Really, it’s not a very nice subject.
If the word ‘money’ ever comes up, just yawn and say something
about not being able to decide whether you want to spend the
summer in the Yellowstone or in the Thousand Islands.”
Mr. Addis shook his head. “No,” he said. “I couldn’t put on airs. You
see, I think Miss Flora thinks enough of me as I am, and I couldn’t be
something different just to please her mother.”
“Had you thought of the old-fashioned way—of running away?”
Mr. Addis became quite serious. “Miss Flora’s not that kind,” he said
promptly. “No, I’ve got to fight it out with—with the mother.”
At this juncture Mrs. Baron, in her sitting-room, closed the anthology

with the flexible leather covers and inclined her head slightly.
“Flora,” she called, “I’m sure I hear voices down-stairs. Will you go
see?”
Flora appeared in the doorway. “I can’t hear anything,” she said.
“Where’s Bonnie May? I thought she was here with you.”
“I thought she was here, too, until just now. She may be ‘receiving’
to-night. Of course, she wouldn’t think it necessary to take us into
her confidence.”
Flora sighed softly. “I really don’t hear anybody,” she said. “I expect
she’s gone up to Victor’s room.” A smile came to her lips as she
went down-stairs. Her mother’s petulance had been of the sort she
might be expected to manifest if her own child had irritated her.
She was startled when she opened the drawing-room door and
confronted Mr. Addis and Bonnie May.
“Enter the heroine!” was the child’s greeting. “Exit the crowd.” She
would have left the room, then, but Miss Baron stood in her way.
“Enter the heroine!” was the child’s greeting.
“Bonnie May!” she cried with gentle severity, “I’m afraid you’re going
to get us all into trouble one of these days.” She turned with a flush
to Mr. Addis. “Good evening,” she said, with reproach in her tone.
She added, with gentle mischief: “You seem to have gained an ally.”
Mr. Addis was on his feet, shaking her hand vigorously. “I have,” he
confessed. “But please don’t blame her. I think I haven’t set her a
very good example.”
Flora turned to the child with a kind of forlorn fondness and made a
characteristic movement, as if she were pushing escaping strands of
hair into place. She appeared not to observe that Mr. Addis was still
holding her hand. Then with evident decision she moved away from
him.
“It won’t do,” she declared, meeting the visitor’s eyes. “It’s not the
right way to do things.”
“I’ve been trying to think of the right way,” replied Mr. Addis with
dignity.
“But doing things secretly ... I don’t believe anything is worth having
unless you can have it honestly—even a friendship. You know how
mother feels. And—and I can’t quarrel with her. I think a little
injustice is better than quarrelling.” Her voice held a note of sadness,
of discouragement.
Mr. Addis suddenly stood more erect. “Miss Flora, you’re right,” he
said. “I mustn’t try to hide anything. I won’t.”
“Bonnie May,” said Flora, “will you please go and ask mother to
come down?”
“That’s it,” agreed Mr. Addis. “The thing for me to do is to have a little
talk with her.” And then they waited, without looking at each other,
until Mrs. Baron descended the stairs and entered the room.
The poor old lady’s manner hardened the instant she appeared.
“Good evening, Mr. Addis,” she said in a tone of frank resentment. “I
don’t believe we were expecting you.”
“No, I wasn’t expected,” replied Mr. Addis. “I hope you’ll excuse me
for taking you by surprise.”
Flora was holding to a chair as if for support. She did not sit down.
“There’s no harm done,” said Mrs. Baron. “I dare say there won’t be.”
She seated herself with great firmness of purpose and looked from
Mr. Addis to Flora, and then back to Mr. Addis without winking.
This aloof form of bullying had a happy effect upon Mr. Addis. He
became ominously calm.
“No, no harm at all,” he said. “On the contrary. I think a little plain talk
may be the best thing for all of us. Maybe I haven’t come to the point
as I should have done, up to now. I think I’ve been a little timid, you
know. But here’s the fact. I think Miss Flora here is the finest girl I’ve
ever met. I’ve got great respect for you, too, Mrs. Baron. And for your
family. But—the plain truth is, I want Miss Flora. I don’t say she’s
mine for the asking. But I want the right and the chance to consult
her about it. If she tells me she’s quite sure I won’t do, that’ll settle it.
But you seem to have made up your mind beforehand that Flora
shall not have a mind of her own. One of the reasons why I think so
highly of her is that she is a good daughter. That isn’t such a
common thing nowadays, Mrs. Baron. She’s nice and high-minded.
She wouldn’t stoop to any tricks. She’s a young lady who tells the
truth. And that, if you will excuse me, is something I like to do myself.
What I want to point out is that I don’t believe you’ve thought what it
means for you to take advantage of her obedience and respect. You
don’t want her to pay a penalty for being a good girl. Give her a
chance. Give me a chance. I don’t mind your proving to her that I
wouldn’t make her a good husband—if you can. But you can trust to
her sense and to her honor. Be frank with her. Don’t treat her as if
she were a child. You know, ma’am, it’s her affair more than it is
yours, after all. Give her and me a chance to talk it over.”
Flora’s color came and went during this patient, rather labored
recital. The utterly prosaic course events were taking, as a result of
her mother’s prejudice, impressed her strangely. She could have
laughed—but also she could have wept.
Mrs. Baron had refused to meet Mr. Addis’s eyes while he spoke, but
now she compelled herself to regard him. Her eyebrows were at a
most formidable elevation. “I have tried to impress you with the fact,
Mr. Addis,” she said, “that I do not consider you a suitable person to
—to become associated in any way with my family.”
Mr. Addis flushed. “The loss would be mine, ma’am, if I were not
permitted to be friendly toward all the members of your family, but, if
you will pardon me, I can very easily console myself for the loss, if I
have Miss Flora.” These words Mr. Addis spoke with unmistakable
emphasis.
“Would you mind,” said Mrs. Baron, speaking very evenly, “would
you mind not speaking quite so loudly?”
She succeeded in conveying the idea that he had violated all the
laws of good taste, and that she had borne with him like a martyr.
Mr. Addis looked at her questioningly. When he spoke again his
voice was low, his words were measured.
“I beg your pardon,” he said. “I always tell my young men not to
become too spirited when they’re in earnest. If I have offended in
that way I ask you to excuse me.”
There was a lump in Flora’s throat. He had accepted a rebuke which
seemed to her needless, and even cruel, with just the kind of dignity
which her mother should have prized above all other qualities. And
he seemed so splendidly simple and earnest and strong.
She came forward with an obvious effort to speak and move easily.
“Mother,” she said, “Mr. Addis is only asking to be received here as a
visitor. He has paid us the compliment of wishing to become better
acquainted with us. Can you think of any good reason why he
shouldn’t?—because, really, I can’t think of any at all.”
“Oh, you can’t!” responded her mother. “Then I’ll make it plain to you.
For the present I must ask you to go up-stairs and let me have a
word with this—this gentleman, who appears to have his own
method of getting into houses where he isn’t invited.”
Flora was too deeply wounded to respond to this. Shame and grief
were in her glance. “Good night,” she said. She went out of the room
without glancing back. But there was something strangely eloquent
in her exit. She seemed to take with her beauty and light, and to
leave the room a prey to all manner of unloveliness.
Something in her bearing had dismayed Mrs. Baron. Something, too,
in the cold, steady glance of Mr. Addis dismayed her. She turned
nervously toward the hall. “Flora!” she called. “Flora!” And she
followed her daughter up the broad stairway.
They had all forgotten Bonnie May. When she had summoned Mrs.
Baron, at the behest of Flora and Mr. Addis, she had returned,
quietly and unobserved, and had taken her place inconspicuously in
a far corner of the room.
Now she came forward, a light of eagerness in her eyes.
“That was a great speech you made,” she said.
Mr. Addis, gazing toward the empty staircase, seemed unaware of
her presence.
“It was good stuff,” she added, and then Mr. Addis turned to her with
an almost unseeing glance.
“I think it’s time for you to go off-stage,” she added nervously. “But I’ll
bet you one thing. When the big climax comes, you and Flora will be
standing in the middle of the stage, close together, and the rest will
be grouped about just to fill out the picture.”
She let him out at the door. She did not seem to be at all disturbed
because he seemed scarcely conscious of her presence.
CHAPTER XV
A QUESTION OF RECONSTRUCTION
In keeping with the Baron manner, no mention of Mr. Addis’s name

was made openly in the mansion the next morning. The normal
atmosphere was changed only by a more pronounced reticence,
which doubtless hid varying degrees of sullenness or resentment.
But there was no lack of politeness. On the contrary, there was an
excess of it.
Of course it was realized that Mr. Addis had not been finally
disposed of. Mrs. Baron’s idea was to await developments—and so
was Flora’s.
Only Bonnie May violated the well-established tradition of the
household.
Early in the morning she encountered Flora, and made occasion to
engage her in a brief conversation. Flora was planning to go out with
the McKelvey girls after breakfast, and she held in her hands the
green-and-silver tailored skirt when Bonnie May came upon her. She
was regarding it with the care and heartache of a young woman in
love with pretty things who has very few of them, and she did not
seem quite responsive when the child began a somewhat
extraordinary commentary.
She scarcely heeded Bonnie May’s introductory words, but she did
begin to pay attention when she heard this:
“Of course I know I’ve got nothing to do with the giving out of parts,
but if I had, he’d strike me just right for the rôle of the husband.”
Miss Baron flushed. She knew just whom the child meant, but she
felt that she must pretend to some measure of doubt.
“What in the world are you talking about?” she asked. Her faint smile
robbed her words of sharpness.
“I think he’s just the kind that would look well to the people in the
gallery, and to the people down in the parquet, too. Mr. Addis.”
Flora sat down in an aimless fashion, holding the green-and-silver
skirt across her knees.
“Do you think,” she asked meditatively, “that he would look well—
anywhere?”
“Do you mean, do I think he would look—ridic’lous, anywhere?”
Miss Baron leaned back and looked with a sort of mournful
joyousness at the ceiling. “You do say such amazing things!” she
declared. “To use your word, You don’t think he would look ridiculous
anywhere?”
“Never in the world!” was the emphatic response.
“But you know he isn’t at all like—well, like the leading men in plays,
for example.”
“You mean what they call matinée idols?”
“Well, he’s entirely different from them, isn’t he?”
“But you wouldn’t want him to be like them, would you?”
Miss Baron shook her head slowly. “No, I wouldn’t....”
“I’ll tell you how he strikes me,” said Bonnie May. “If he came on the
stage, the audience would think it was the business manager, come
to make an announcement. You know the business manager is the
man who has the money—sometimes; who pays the hotel bills and
finds out about train-time, and sees that your baggage is there
ahead of you when you get to the end of a trip. He’s the real man
with the show. These fellas that look like fashion-plates are all right
as far as they go. But you know once in a while the walking gets bad,
and then the wise guys are the ones that stand in with the business
manager.”
She went away, nodding with emphasis, and left Miss Baron to
complete her toilet.
Beyond this brief interchange of words not a word about Mr. Addis
had been spoken when Baron, immediately after breakfast, went
away in response to a telephone call from a newspaper office. The
Sunday editor had an idea for a special article and, as it turned out,
Baron was employed down-town all day.
There was a “story” about an exhibit in one of the art-galleries to
write, and this he had done with one of those intervals of ardor which
characterized him.
He had also called on Thornburg. He wanted to know how the
mysterious quest of Bonnie May was progressing, and if the
manager had learned anything as a result of his response to the
advertisement in the Times.
But Thornburg had no information for him. He had replied to the
advertisement according to his promise, he said, but he had received
no response. He admitted quite frankly that he had permitted two
days to pass before doing this. He had been unusually busy. But he
had attended to the matter as soon as he had been able to find time
—and nothing had come of it.
However, as Baron was leaving the manager’s office, Thornburg
called him back. “By the way,” he said, “it is possible Mrs. Thornburg
may have something interesting to tell you. I just happened to
remember that she asked me to invite you up to the house when I
saw you. I believe she mentioned Bonnie May. Suppose you drop
around as soon as it’s convenient.”
On his way home that afternoon, Baron thought of the manager’s
message and his manner, and again he became suspicious. He
couldn’t help believing that Thornburg knew more than he admitted.
But then, he concluded, perhaps he was only innocently plotting to
get possession of the child for whom there now appeared to be no
lawful claimant.
When he reached home his mother was the first person he
encountered, and he surmised by her manner that this circumstance
was a result of her own design and management.
“Anything wrong, mother?” he asked. He had visions of kidnappers
watching the house from hidden points of vantage.
Mrs. Baron led the way into the dining-room and took a seat in the
bay window overlooking the anæmic grass-plot.
“Yes—entirely wrong,” she responded. “Do you know what this
country had after the Civil War?”
“Of course. It had peace.”
“It had reconstruction.”
“Oh!—reconstruction. Certainly.”
“That’s what I’m going to have in this household.”
“All in favor of reconstruction will signify—” began Baron lightly. But
his mother interrupted him quite sharply.
“I don’t intend to be annoyed any more by that man Addis,” she
declared, a flush mounting to her cheeks.
“Oh,” said Baron, for the first time comprehending. “And my part in
the—the new order of things is to begin snubbing him?”
“I don’t care if you look at it in that way. I don’t intend he shall come
here.”
Baron looked at her thoughtfully. “My difficulty is,” he said, “that I
understand your position, and his, too. And Flora’s. Addis is an
awfully decent chap. I think you don’t look at him quite right. He’s got
lots of friends of the right sort. Men friends. He doesn’t go in for the
—oh, the ladylike things. But he belongs to the hunting clubs, and
some of the best commercial clubs, and—well, I’m sure he’s every
inch a man.”
“So far as we’re concerned, he’s every inch a grocer.”
Baron winced. “Oh, mother!” he protested, and after an interval of
silence, “mother!” he exclaimed, “what are we? What am I? A loafer,
living off a woman’s money; depending on my parents; having no
prospects of my own making. There are times when I wish I had
learned how to be a grocer, or a blacksmith, or a carpenter, or
anything that would give me a place I could put a label on. Honestly,
I don’t see that I’ve got anything to make me look down on—on
anybody.”
Mrs. Baron was not at all impressed by this. “I won’t answer that sort
of nonsense,” she said. “And as for Mr. Addis——”
The door into the kitchen opened and Mrs. Shepard stood revealed.
Her brow was furrowed. She looked beseechingly at Mrs. Baron.
“Yes, right away,” said Mrs. Baron, rising. But she paused and looked
at her son again. “And that—that unruly child who’s been letting him
in. She’s to be taken in hand, too.”
“Yes, mother?”
“As long as she’s here you and Flora have got to quit treating her as
if she were a—a fairy queen. It’s absurd. She’s got to be restrained
and—and enlightened.”
“I’m quite willing to do my part. The trouble is I’ve been too busy
being enlightened by her to do very much enlightening on my part.”
“Well, she hasn’t enlightened me at all. And I’ll be able to attend to
her without a great deal of aid. She’s got to get down out of the
clouds, to real things.”
“She doesn’t seem to fit in with our kind of realities, does she?” he
conceded. And then he smiled. “If it were only right to regard even
children simply as human beings! They have to be themselves
sooner or later. If it were only possible to let them develop along that
line from the start!”
But the kitchen door had been opened by Mrs. Shepard again—this
time timorously and incompletely—and Mrs. Baron was gone.
Baron climbed two flights of stairs before he came upon the object of
his next search. Bonnie May was in the attic.
She was all eagerness when she saw him. “Do you know what
happened to-day?” she began.
Baron stopped abruptly. “Happened!” he echoed, unworded
speculations again flooding his mind.
“Oh, nothing wrong. It’s just—Mrs. Baron gave me my first music
lesson.”
“Music lesson!” he echoed, and then: “Was that all?”
“Isn’t it enough?” She came close to him and whispered: “I’m to be
‘cultivated.’”
He frowned. “I don’t like the word. Who said so?”
“I wouldn’t mind about a word. Honestly, it wasn’t so bad. I’ve often
thought I’d like to be able to hit a few high spots on the piano.
Sometimes a little thing like that means ever so much to you.
Imagine yourself having the lead in a play with a lot of love-making in
it. You have a line like this—to the leading man: ‘You’ll be like all the
rest. You’ll forget me among all those gay scenes.’ Don’t you see
how much it helps if you can say it sitting on a piano-stool, and
winding up by turning to the keyboard and trifling with it softly? You
don’t need to play well. It wouldn’t do to play really well. Just a little,
you know. Absent-mindedly, with your head down. That’s what I want
to be able to do.”
Baron had pulled a chair close to the window. “And so you took a
music lesson?” he asked. He was recalling the serenely inefficient
manner in which his mother played certain familiar hymns. It did not
occur to him that she would attempt to teach Bonnie May anything
but this class of music. Indeed, he felt sure she would not have been
able to recall any other kind. “I’m glad you don’t object to it,” he said.
Presently he added, without very much interest in the subject: “After
all, some of the old hymns are very pretty.”
“Yes; but you know I’m not going to play hymns.”
“Oh, you’re not! What does mother expect to teach you, then?”
“At first she thought hymns would do; but when I explained to her
that I wouldn’t care to play them she said we could take up
something else.”
Baron regarded her steadily. She was obviously withholding
something. “Bonnie May!” he remonstrated. “You didn’t have another
disagreement, did you?”
“It was more like an argument—and I must say she behaved
beautifully.”
“And did you behave ‘beautifully,’ too?”
She had drawn her chair close to the window and was looking out,
so that he saw, chiefly, a small shoulder and a profile which was
quite eloquent of independence and courage. “Yes, I think I did. Of
course, it was harder for me than for her. You see, I had to be It, as
the saying is. Yes, that’s how to express it. She had framed the
game up, and I had to be It.”
“What—what really happened?”
“She began in that innocent way of hers. She thought a little
knowledge of music would be good for me. I said yes to that. Yes,
she went on, it would be quite proper for me to learn to play some of
the simpler hymns. When she said ‘hymns’——”
She sat quite askew and laughed, and when Baron made no
response at all she became uneasy. “You know you’ve got to protect
yourself,” she insisted defiantly.
“Very well; and then what?”
“I told her it was so good of her to be willing to teach me, but that—
well, I told her hymns wouldn’t do.”
“Why wouldn’t they do? They’re music.”
“It’s like I told her. Hymns are all well enough for persons who don’t
understand very well—like raised letters for the blind. But when Mrs.
Shepard lets me set the table, how would it sound if I kept saying:
‘I’m helping Mrs. Shepard! I’m helping Mrs. Shepard!’ She might be
too polite to say anything, but she’d be thinking: ‘The gabby little
thing, why don’t she just do it and let it go at that?’ On the other
hand, if I just did the best I could without making out that I was the
whole show, she’d be apt to say: ‘Bless her heart, she’s really
helping.’ I think singing hymns is about the same thing. It’s as if you
kept saying: ‘I’m praising God! I’m praising God!’ It would be—oh,
bad taste. But if you sang ‘Annie Laurie,’ or something like that, you
can imagine they’d bend their ears up in the skies—if they can hear
that far—and say: ‘Isn’t that nice?’ That’s what I said to Mrs. Baron.
Some spiel, wasn’t it?”
Baron was glad that she turned to him for only the briefest scrutiny.
“And—what did mother say?” he wanted to know.
“I thought she was going to have the curtain let down for a minute.
She looked so funny. But you see, she knew I was right. Anybody
could see that. She stared at me. And I stared at her, too—only mine
was different. Mine was what you call a baby stare. Innocent, you
know.” She turned to him again, and something in his eyes checked
her. “Oh, I know how that sounded to you,” she said with quick
remonstrance. “You never put things like that into words. But you
know very well everybody does have special ways of looking when
they want to. As if they didn’t understand, or as if they were
surprised—or weren’t. You have to do things like that. That’s all I
meant.”
“I—think I understand,” said Baron.
They remained silent for a time, and through Baron’s mind a single
phrase kept running: “Like raised letters for the blind.” Wasn’t
cynicism, wherever it existed, merely a protest by people of refined
taste against the inartistic forms which goodness often assumed?
And hadn’t he and his family always paid far too little heed to the
golden legends of life, and too much to the desire to have them in
“raised letters”?
He was aroused by the voice of his companion; by her voice and by
the eagerness with which she gazed at a little drama which was
being enacted down in the street. An enormous, red-faced beer-
driver had stopped his dray at the curb to chat with a ruddy-cheeked,
buxom girl with glossy black hair, who was laughing up into his face.
The two powerful brewery horses stood patiently at rest, their eyes
harboring the placid expression of the weary draft-horse that comes
immediately when a stop is made.
“Aren’t they happy?” commented Bonnie May, speaking as if from
the indulgent summit of great age.
“I don’t know,” Baron argued. “I shouldn’t think it very probable.”
“But can’t you see that they are?”
“Because they are laughing?”
“That—and their eyes. The way they are looking at each other is just
as if they were patting each other on the cheeks—now, isn’t it? I
think they are both just beautiful. They look as if they were quite
happy, and didn’t care to be anything else.”
“Nonsense! Who ever heard of a beer-driver being beautiful? And
such an enormous creature, and the kind of work he does, and—and
such clothes!”
“They look as if they were quite happy—and didn’t care to
be anything else.”
Her brows contracted. “Aren’t you prejudiced against him just
because—well, maybe, because of the kind of work he does?”
“I think maybe I am. I should think anybody might be.”
“I see. You was thinking something ugly about him—so, of course,
he wouldn’t look nice to you. You see, I wasn’t. I think maybe he
does that kind of work because he was never taught to do anything
else. If your work isn’t lovely, I think you deserve all the more credit,
if you can be glad while you’re doing it.”
“But don’t you see—people choose their work—they choose to be
what they are.”
“Not at all. I didn’t. Did you?”
“And just see how—how loud he is! And notice the color of his face
and hands!”
“Yes,” she said. She continued to look critically, and her eyes were
filled with joy when the driver suddenly leaned back and laughed
until the sound reached them above the scores of other noises.
“That’s because he laughs so much, and is out in the sun and the
weather most of the time. I think he’s lovely—yes, I do. For my part,
I’d like to get up on the seat and ride with him. I’ll bet he would take
good care of you. And you can see that nice girl would, too.”
“With a beer-driver!” exclaimed Baron, really amazed.
She regarded him serenely. “Oh, a beer-driver,” she said. “I wouldn’t
think about that part of it at all. I would have to know something
about him that really counted, if it came down to an argument. You’re
only thinking of his make-up. And, my goodness! I’ve seen many a
Simon Legree go into his dressing-room and change his clothes—
and come out the nicest sort of a fellow. I’ve got a hunch that if there
is—” She paused, shamefaced, and then continued: “If there is
somebody up in the skies keeping tab—somebody managing the big
stage—the whole world, I mean—he knows just what we are, or
ought to be, if the make-up wasn’t there to make us seem ugly and
mean and hateful.”
“But, look here! That isn’t a make-up that fellow down there has on;
it’s himself!”
“Not at all! What’s the difference whether it is the wardrobe mistress
that hands you what you have to wear, or—or just accident? I mean
the way you happen to get started, and whatever it is you have to do.
You know what I mean.”
“I know what you mean, well enough. But what I mean is, why should
you suppose that chap down there didn’t get just what he studied for
—what he fitted himself for?”
“Because they give you a part and say: ‘This is your part,’ and that’s
all there is to it.”
“Oh, on the stage—possibly. But what can you see in that fellow that
makes you think there’s anything to him—that he’d be trustworthy,
for example?”
She leaned forward, wholly alert. “It’s easy,” she declared. “See how
he sits, with his feet square on the dashboard, and with his head
held up high that way. That means he knows what he’s about.”
Baron felt himself getting red in the face. He remembered his habit of
sitting with his legs tangled up when he was at his ease. Quite
cautiously he got himself into a more purposeful attitude. “Anything
else?” he asked.
The beer-driver was now driving away.
“Yes. Look at the way he is holding those reins—nice and straight
and firm. The horses know he’s there, all right. They trust him. They
know him. Look at him now! It’s just as if he were saying to them:
‘Take it easy, old fellows, we’re all here together.’”
Baron leaned forward and watched the disappearing dray. Yes, there
was a certain method in the man’s way of holding the reins, and in
his whole bearing, which suggested just what the child had put into
words.

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Today's Technician: Automotive Electricity and Electronics, Classroom and Shop Manual Pack, Spiral Bound Version 7th Edition Barry Hollembeak

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Today's Technician: Automotive

Electricity and Electronics, Classroom

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Senior Product Manager: Katie McGuire

Vice President, Marketing Services: Cengage

Marketing Manager: Andrew Ouimet Boston, MA 02210

Cover image(s): Umberto Shtanzman/

Notice to the Reader

Printed in the United States of America

CHAPTER 1 Introduction to Automotive Electrical

CHAPTER 2 Basic Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

CHAPTER 3 Electrical and Electronic Components . . . . . . . . . . . . . . 52

CHAPTER 4 Wiring and Circuit Diagrams . . . . . . . . . . . . . . . . . . . . . . 87

CHAPTER 5 Automotive Batteries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

CHAPTER 6 Starting Systems and Motor Designs . . . . . . . . . . . . . . . . . . . 140

CHAPTER 7 Charging Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178

CHAPTER 8 Introduction to the Body Computer . . . . . . . . . . . . . . . . . . . . 217

CHAPTER 9 Computer Inputs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238

CHAPTER 10 Vehicle Communication Networks . . . . . . . . . . . . . . . . . . . . 267

CHAPTER 11 Lighting Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291

CHAPTER 12 Instrumentation and Warning Lamps . . . . . . . . . . . . . . . . . . 350

CHAPTER 13 Accessories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377

CHAPTER 14 Radio Frequency and Infotainment Systems . . . . . . . . . . . . 439

CHAPTER 15 Passive Restraint and Vehicle Safety Systems . . . . . . . . . . . 469

CHAPTER 16 Vehicles with Alternative

HIGHLIGHTS OF THE NEW EDITION—

HIGHLIGHTS OF THE NEW EDITION—SHOP MANUAL

Terms to Know List

A list of key terms appears

immediately after the Objectives. Cold cranking

Definitions can also be found in

is released. Th g in the con ons electr are

information but also should spark Y DEFINED through a con end

speak the language of the trade,

especially when conversing with an d 20

experienced technician. 19004_ch02_h

Author’s Notes AUTHOR

to the Shop Manual

1. What are ____________

Performance-Based Objectives BATTERY DIAG

defined generically when the procedure is commonly ed corrections. t a vehicle by use

unique for specific vehicle models. Imported- and Terms To Know

included in the procedures.

To char than during di the vehicle. T portant ed off.

arger tte lari of time

Fender co connec ng on th eck the

margins and gives some of the common equivalent resistance

the student a familiarity with a

Whenever a shortcut or special

the topic discussed in the

as a road ca mp-type repairs are

the wire en o Sequence tor used along

Soldering. lice to hold much practice. Phot ec

Case Studies CASE STUD

related cir is use d to help B. B only C. Bo

MINDTAP FOR AUTOMOTIVE ELECTRICITY

Brett Baird Timothy Belt

Brian Brownfield William McGrath

Michael Cleveland Tim Mulready

Jason Daniels Gary Norden

Kevin Fletcher Michael Stiles

WHY BECOME AN ELECTRICAL SYSTEM TECHNICIAN?

THE ROLE OF ELECTRICITY IN THE AUTOMOBILE