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 Automotive
Brake
systems 7
Automotive brake systems
Classroom Manual

7
EDITION

Ken Pickerill

SE/Author/Author, Title, 5th Edition   ISBN -978-X-XXX-XXXXX-X ©2014 Designer: XXX

Text & Cover printer: Transcon-Beauceville   Binding: PB   Trim: 8.5" x 10.875"   CMYK
 CLASSROOM
MANUAL
For Automotive Brake Systems

64533_fm_hr_i-xx.indd 1 02/02/18 3:54 pm

64533_fm_hr_i-xx.indd 2 02/02/18 3:54 pm
 Classroom
Manual
For Automotive Brake Systems

SEVENTH EDITION

Ken Pickerill

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

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 Today’s Technician: Automotive Brake © 2019, 2015 Cengage Learning, Inc.
­Systems, Seventh Edition Unless otherwise noted, all content is © Cengage
Ken Pickerill
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Publisher does not warrant or guarantee any of the products described herein or perform any independent analysis in connection with
any of the product information contained herein. Publisher does not assume, and expressly disclaims, any obligation to obtain and include
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Printed in the United States of America

Print Number: 01    Print Year: 2018

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 Contents

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Chapter 1 Brake System Fundamentals . . . . . . . . . . . . . . . . . . . . . . . 1

Introduction 1 • Brake System Overview 2 • Trailer Brakes 13 • Summary 18 • Review
Questions 18

Chapter 2 Principles and Theories of Operation . . . . . . . . . . . . . . . 20

Introduction 20 • Brake Operation/Conventional System 21 • Brake System Energy 22 •
Braking Dynamics 24 • Friction Principles 25 • Energy and Work 31 • Newton’s Laws of
Motion 32 • Hydraulic Principles 33 • Vacuum and Air Pressure Principles 39 • Electrical
Principles 39 • Summary 41 • Review Questions 42

Chapter 3 Related Systems: Tires, Wheels, Bearings, and

­Suspensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Introduction 44 • Tire Fundamentals 45 • Run-Flat Tires 51 • Tire Pressure Monitoring
System 53 • Wheel Fundamentals 54 • Wheel Bearings 56 • Wheel Alignment
Fundamentals 58 • Effects on Braking Performance 62 • Performance Tires, Wheels, and
Alignment 63 • Summary 66 • Review Questions 66

Chapter 4 Master Cylinders and Brake Fluid . . . . . . . . . . . . . . . . . . 68

Introduction 68 • Hydraulic Brake Fluid 68 • Brake Pedal and Pushrod 74 • Split Hydraulic
Systems 75 • Dual-Piston Master Cylinder Construction and Operation 78 • Fast-Fill and
Quick Take-Up Master Cylinders 88 • Central-Valve Master Cylinders 91 • Summary 92 •
Review Questions 93

Chapter 5 Hydraulic Lines, Valves, and Switches . . . . . . . . . . . . . . . 95

Introduction 95 • Brake Lines and Hoses 95 • Brake Electrical Warning System 112 •
Summary 120 • Review Questions 120

Chapter 6 Power Brake Systems . . . . . . . . . . . . . . . . . . . . . . . . . . 122

Introduction 122 • Increasing Brake Force Input 122 • Vacuum Principles 123 • Vacuum and
Air Systems for Power Boosters 125 • Vacuum Power Boosters 128 • Hydraulically Assisted
Power Brakes 137 • Summary 145 • Review Questions 146

Chapter 7 Disc Brakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Introduction 148 • Disc Brake Advantages and Disadvantages 149 • Disc Brake Construction
154 • Caliper Construction and Operation 167 • Types of Disc Brakes 172 • Rear-Wheel
Disc Brakes 177 • Performance Disc Brakes 177 • Summary 179 • Review Questions 179

Chapter 8 Drum Brakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182

Introduction 182 • Drum Brake Construction and Operation 186 • Drum Brake
Designs 202 • Summary 208 • Review Questions 208

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 vi

Chapter 9 Parking Brakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210

Introduction 210 • Parking Brake Operation 210 • Parking Brake Controls—Levers and
Pedals 212 • Warning Lamps 214 • Parking Brake Linkage 215 • Electrical Parking Brake
Systems 220 • Rear Disc Parking Brakes 221 • Summary 224 • Review Questions 224

Chapter 10 Electrical Braking Systems . . . . . . . . . . . . . . . . . . . . . 227

Introduction 227 • Common Components and Terms 227 • Antilock Brake System and
Vehicle Control 232 • Abs Types and General Operations 232 • Abs Brands 234 • Abs
Components 235 • Communications 240 • Traction Control System 241 • Delphi Dbc-7
Abs 242 • Summary 247 • Review Questions 247

Chapter 11 Advanced Braking Systems . . . . . . . . . . . . . . . . . . . . . 250

Introduction 250 • Stability Control Systems 250 • Stability Control Hardware 257
• Active Braking Systems 262 • Regenerative Braking Systems 263 • Summary 264 •
Review Questions 264

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287

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 PREFACE

The Today’s Technician™ series features textbooks and digital learning solutions that cover
all mechanical and electrical systems of automobiles and light trucks. The content cor-
responds to the 2017 ASE Education Foundation program accreditation requirements.
They are specifically correlated to the Task Lists contained in each level of program
accreditation; Maintenance and Light Repair (MLR), Automotive Service Technology
(AST), and Master Service Technology (MAST).
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 ASE Education Foundation.
The purpose of the ASE Education Foundation program accreditation is to evaluate
technician training programs against standards developed by the automotive industry and
recommend qualifying programs for accreditation. Programs can earn accreditation upon
the recommendation of ASE Education Foundation. These national standards reflect the
skills that students must master. ASE Education Foundation accreditation ensures that
certified training programs meet or exceed industry-recognized, uniform standards of
excellence.

HIGHLIGHTS OF THIS NEW EDITION—CLASSROOM MANUAL

The text and figures of this edition are updated to show modern brake technology and its
applications, including the integration of stability control and active braking systems. The
Classroom Manual covers the complete mechanical-hydraulic automotive braking theo-
ries. It introduces the reader to basic brake systems as well as advanced electronics utilized
in stability control systems. The following chapters cover basic brake physics theories:
discussion of newer components and materials, including a section on electric parking
brakes, and any braking functions required for passenger cars and light trucks. The reader
is introduced to fundamental information on trailer brakes, DOT requirements for trailer
brakes, and a brief introduction to air brakes. Chapter 10, Electrical Braking Systems
(EBS), simplifies the discussion on traditional antilock brake systems (ABS) while retaining
the information for a complete understanding of ABS. Included in this chapter is a detailed
discussion of electro-hydraulic brakes including the Teves Mk60/70, Delphi DBC-7, and
the newer Bosch 9.0 are introduced in chapter 11, Advanced Braking Systems goes more
into depth on stability control and its relationship to traction control and ABS systems.
This chapter also explains some of the ancillary systems that make stability control work
more effectively, such as electro-hydraulic and fully electric steering and tire pressure
monitoring systems. The very latest technologies, such as active braking and intelligent
cruise control systems, are introduced. Lastly, the chapter examines regenerative braking
systems in use on the latest hybrid vehicles in production today. The Classroom Manual
guides the reader from traditional hydraulic brake to the brake system of the future.

vii

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 viii

HIGHLIGHTS OF THIS NEW EDITION—SHOP MANUAL

Safety information remains in the first chapter of the Shop Manual, placing this critical
subject next to the tasks to be accomplished. Chapter 2, Brake Service Tools and
Equipment, covers basic tools with more information on brake special tools and equip-
ment. Figures and technical information have been added to cover the use of common
shop tools such as on-car brake lathes. Some of the safety information that is pertinent to
a particular piece of equipment is still in the chapter, so safety issues are presented just
prior to the operation of the equipment. In keeping with typical shop diagnostic proce-
dures and curriculum sequence, Chapter 3 retains the information on related systems that
may have a direct impact on the braking system. Updated information on diagnosing
electric parking brakes and electric braking systems has been added to this edition. To
clarify the diagnosis and repair procedures for electric braking, three major ABS/TCS
brands, Delphi DBC-7 and Bosch ABS 9.0 and Teves Mk 60/70, are retained for discussion
instead of an individual discussion on all industry ABS offerings. This helps the reader
better understand the technical diagnosing and repairing for all ABS/ TCS. This edition
of the Shop Manual will guide the student/technician through all the basic tasks in brake
system repair and presents a look into the near-term future of electric brakes and vehicle
stability systems. The Shop Manual has several additions in the Advanced Braking Systems
chapter, Chapter 11. This chapter deals with the diagnosis and repair of stability control
systems and the surrounding technologies, such as electric steering, tire pressure monitor-
ing systems, active braking, and intelligent cruise control.

64533_fm_hr_i-xx.indd 8 02/02/18 3:54 pm

 ix

CLASSROOM MANUAL
Features of the Classroom Manual include the following:

C h a pT eR 1
BRake SyST
em FUNDam
eNTalS

Cognitive Objectives Upon comple

tion and review of
this chapter, you
■List and descr should be able
These objectives outline the basic parts of
ibe the opera
a brake system
tion of the
■ Descr
to:
. ibe the use of
chapter’s contents and identify ■ Descr
ibe the opera
system during tion of the bra
ke
to dir
fluid.
ec t
valves
and control the and lines
hydraulic
and after peda
what students should know and application.
■ Discus
l ■ Discus
s the pu rpo se of brake po
s the increasin boosters and
be able to do upon completion of brakes instea g use of disc the parking bra wer
d of drum bra ■ Discus ke.
kes. s the general
operation of ele
the chapter. Each topic is divided ■ Descr
system.
ibe a typical bra
ke hydraulic
tronic and act
■ Discus
ive braking sys
tem s.
c-
s the general
into small units to promote easier Terms To know
brakes and air
brakes.
op era tio n of trailer

understanding and learning. Active braking

Actuators Friction
Fulcrum Service brakes
Air brakes
Terms to Know List Antilock brake
system (ABS)
Lateral acccel
Leverage
erometer
Steering whee
sensor
l position
Automatic rid
e control Stroke sensor
A list of key terms appears in (ARC) Lockup
Stroke simula
Bulkhead Master cylind tor
the beginning of the chapter. Caliper Negative whee
er
Traction-contro
l system (TCS)
l slip
Students will see these terms Disc brake Parking brakes Vehicle stability
(VSC)
control
Positive whee
discussed in the chapter. Drum brake
Force Pressure
l spin Wheel cylinder

Definitions can also be found in Regenerative

braking
Wheel speed
sensors
Yaw
the Glossary at the end of the INTRODUCT
ION
age
manual. The brake system
is one of the mo eel. The sa
les of lever
me princip pad applied
ake
functiteonr 1s: st importawo nt -spoked wh d the force of the br ph and little
entem
ap e on a odsys s oncrea se to 20 m
llations in a vehicle. 10 mph
Ch
4 a solid tir s fou meant that early
1. It must slow to the outside ofodern brake pedal instaed well with speeds ofeuItmha atic tiresr basic
a mo vin
wo rkg in m
veh icle. ese br ak es wo rk nd ) an d pn
r
2. It must bringthat tire. Th and beyo using eithe
a veh
the solid ce (30 mph iles were
3. It must hold to ffic.icle to a sto s.
gher p. rman ived on automobiletie
perfo
th centur
y, automob es. A few internal-
veh Hista
a tra re short-l drum brak ontracting brakes
4. It allows dir wagoicle n braktio wery
es na whenst sto ca
de pp de of the twen
xp an din g l-c
ectional con of the fir ed internal-e les. Externa driveline
By thetro enlddu
rinngg ma
band brakes . or e early motor vehic um located on the
xim um m dr tighten
If the brake sys external-contracti brakes we
re tri ed onbrasokin
lg.wrapped
around a and linkage
nter; levers famous Model T
tem do es nd ate ria e ce
expand nolin
injured or killed ing ba t op ctio n m at th Ford’s
era
wi te
th fri
pro pe on e end or es on
in anhaaccveide
ed
nt.ndTechnic rlych, or ed at
the drice rvice br ak
forver
a ba is an anedsepa mission.
skilled expforc The basnd . Th ssethnge ers
transcou er braking
erte sthabe
tion is the wee
t
causeorthe the wheels. eian
on wo whforo ser
brak vicing
e the a drke um inside ectiven eslds whbeen highni
ofFric rk the th drum applied to bra sys eir eff cal servo
lose thtem
und do
e band aro ynt
bet n
resthe bra
ists mo tionke
sys tem canng sav
baendlive s. must be hig the mecha
t hly nd
es of two by th
pre sentingle co
g the ra cti In
ex thi
ter na l,
s chapter,u will lea rn ab ou
internal ba
the surfac s of matter. were a sin bas r incep ternal or brakes, yo wesesta n with an brake tends
objects or form es, eitichecon tsdyandrdum par rvrt outio
o ac r stu dy
Band brak hen yo u stu ts of de
to velop
all brake sys an exter nal band
associ-
ed ed. W ry dif fic ult ac tio n tem
on s. ob lem s
force is ne s. It is ve ed. Servo d. Other pr ternal
ke is a bra
ke brake shoe e force is thus need drum spee on with ex too
A drum bra action of and high s of fricti
tion is higher brak at high brake forces e and los ated and expanded d
in which fric brake brake, and ter damag
Margin Notes duce
by br ak e gr ab t an d wa um ov erhe an d re
generated g against e dir k if the dr
shoes rub bin to make th nd brakes include akes to loc nd and drum ov
erheating
surface of
a
ated with
ba of these br ba
the stan- 1
64533_ch01_h the inside
attached to an d th e tendency als o su ffer from be ca m e
r_001-019.ind
d 1 brake drum bands brakes rum brak
es 50s,
The most important terms to know are the wheel. much. In
ternal band
rce. ernal-exp
oe-and-d
anding sh parking brakes until
the late 19
braking fo brakes evolved, int es were used 1920s.
as
highlighted and defined in the margin. Common As dr um
nal-contra
dard. Exter as service brakes
cting ba nd br ak
were over
by the lat
e
nal-expan
s were the
ding shoe linkage
ys with inter lev ers and 1/31/18 10:3
9 AM
trade jargon also appears in the margin and but th eir da
ak es .
1920s, dr
um br ak
By the mid- akes were operate 21 Duesenberg M
es
d mecha
nica lly by re among
odel A we lower-
pe ar on
Drum Br drum br the 19 d to ap rd
gives some of the common terms used for le. Ea rly
general ru . Expensive luxury brakes . Hydraulic
3)
cars su ch as
brak es sta
, which be
rte
came the
Plymou
odel year.
th . Fo

(Figure 1- aulic drum r’s Light Six e 1938 m

have hydr th Chrysle l brakes through th
components. This helps students understand the first to the mid-1920s wi
in ed mec ha ni ca
priced cars wever, us
mpany, ho
and speak the language of the trade, especially Motor Co
asons for
the increa
sed use of
) The four
tw o major re lly-applied ones: (1 e same time
when conversing with an experienced technician. aUThOR
’S NOTe
pli ed
Ther
br
e we re
the mecha
nica
akes over me amount of brak -adjustment to m
ing force
at th
ake the
ally ap ply the sa constant
re s the
hydraulic emed to ap s required almost actical wa
ne ve r se ge ak es we re ever pr
brakes e br ak e linka m ec ha nical br gh sp ee ds.
) th on at hi
because (2 e only reas be traveled
rk at all. Th ugh and couldn't
brake wo ro
ads were e flexible
fact that ro ger than th
made stron rred with greater
es could be occu hydrau-
ed wi th drum brak kage problems that ter. W ith
s us
brake shoe ns. This eliminated
brea and fas most cars
powerful
The rigid ake de sig m ob iles got more br ak ing system for andards
rlier br as auto ndard y St
hicle Safet ade front
bands of ea s that were required es remained the sta Motor Ve
ce
braking for four-wheel drum br
ak of Federal rmance tests that m ntury,
e coming ce
lic actuati
on,
lat e 19 60 s. With th pa ss specific perfo of the twenty-first
iddle and d to g s.
into the m systems ha Even at the beginnin cars and light truck
in 19 67, brake 19 70 s. m any of
(FMVSS)
10 5
rule in th e eels of aft brakes
the general the rear wh from aircr g pressure
disc brakes still used on developed in
r, dr um brakes are di sc br akes were akes work by apply wheel hub
howe ve ive c br e
: A braking n automot “spot” brakes, dis hed to th
Disc Brakes forces two es. Moder lly as rotor attac
Disc Brak n origina a spinning
ar II. Know e sides of
t
system tha
on opposite World W e pads on opposit
brake pads nning rotor
ak
sides of a spi
vehicle to two br
to stop the 10:39 AM
1/31/18

9.indd 4
1_hr_001-01
64533_ch0

64533_fm_hr_i-xx.indd 9 02/02/18 3:54 pm

 x

ons 45
ings, and Suspensi
Tires, Wheels, Bear
Related Systems:
in proper
lems if they are not
create braking prob e systems and the
e components can ionships between brak
springs. Any of thes ines the key relat
chapter outl
working order. This
related systems of whe
els, tires, wheel bear
ings, and suspensions.
Cross-References to the
tIre Fundamen
talS
of weight, size, and
per- Shop Manual
Shop Manual
many vehicle factors
neered in relation to tread design of the
tires page 98
Brake systems are engi
formance . Amo ng thes e factors are the cons
ion
truction, size, and
expected to be avai lable betw een the tires and the
shou ld be
References to the appropriate page
tract ion or frict at all four whe els
and the amount of
road. For the best and
most reliable brake
performance, tires
and tread pattern.
in the Shop Manual appear whenever
truc tion , size,
identical in cons
mendations on
necessary. Although the chapters of the
carmakers’ recom information placard
since 1968 have a tire
Most passenger cars
and light trucks built
or insid e the glove compart
ment (Figure 3-1).
The tire informa-
any recommended
two manuals are synchronized, material
door pilla r, tire size and
a door, on a inal equipment
tion placard lists the
manufacturer’s orig
lists the recommende
d cold front and rear
inflation pressures,
and
are engi- Gross vehicle weight covered in other chapters of the Shop
optional sizes. It also WR). Brake systems rating (GVWR) is the
cle weight rating (GV
maximum front and
rear gros
t efficiently
s vehi
with the tire sizes and pressure s liste d
the front and
on the plac
rear
ard.
of som e
total weight of a vehicl
plus its maximum rated
e
Manual may be fundamental to the topic
neered to work mos rent sized whe els and tires at
ance sports payload, including pas-
A few carm aker s insta ll diffe
tice is reserved for
a small percenta ge of high -per form
on the road are orig
inally senge rs and full fuel
discussed in the Classroom Manual.
vehicles, but this prac percent of the vehicles
tank.
911. More than 99 turers may
cars like the Porsche Although manufac
tires of the sam e size at each corner. r than the fron t orig inal
fitted with wheels and tire sizes at the rear that are large to brak ing
two optional tion can lead
recommend one or aker’s recommenda
variation from the carm systems.
equipment size, a large with other vehicle uce
ter 2lems, as well as problems
approb diam eters from front to rear may prod
Ch e in tire than thos e t
22
For example, an extr sTeM
eme differenc eR GY s much largerysi andalsthe concep
sY eleN
spee d sensors of ABSs. Tireor “laspee ws ” of phnsor cs,sign s in
unequal speeBR aK
d sign alse from the whe
ucea inac
few ncipl
cura
pri es
te vehi cle d-se
y to do rk anrd come l
wolarge
er may prod
ing to ab ilit are ctr ica
the vehi cles mak
work accord if all four tires
y is sthe energy, and
ele
recommendedl by brake systemrol mod ule.phThis
ysical scieen
sam ce. En
prob lem ergexist
energy, heat
to the PCM of
Al
or the ABS cont basic par’s rt of
energtion y, mes. chanical s.
y is aufac
ergman recomml enda otive system To slow and stop a
or smaller than
enthe
ilia r for ms : chemica us forms in all autom
ture
an oth er.
many fam most obvio energy to y through
among the of physical to heat energ er, they
energy are s one form y of motion anoth
A brake sys
tem convert
an ge the kinetic energ e form of energy to
kes ch change on
g veh icle, the bra ytion. When the brakes or resis energ y.
amoBItvinoF hIStor lot of using tance by drivers to using
is the
Kinetic energy ical ion of fric of rel easaing
was
Author’s Notes
plicat
the apwere uced in theres 70s, ultthere have enough
han
energy of mec . When radial tiresdo ing
firstrk.
wo Work is the
introd
“feels funny when driving” to “they don’t le
work or motion the new desig aren. Complaints ranged from from a brand-new vehic energy.
to remove radial tires stroy
resis-
rs even went so far as e toame ate or
crethis deard
die-h
air in them.” Some drive r chara cteristics ssiof the
ble
radia
at
tire overc
thil s timfile e ma
have ste r cylinder is
also
aUTh
tance: a much smoo
OR
ther
Two
and to install bias tires. 's and
majo
ride NOTe increIt
ased
co nv
is im
ert
po
fuel mileamge.onLowe
ed fro
“app earin g unde y of
tires
r-proto anoth
e formrinfla ted.
the
of
er.today
Th
” brake pedal is co mechani-
nverted int
to
o
This feature includes simple
of the
we ver
comm ents be
, it can tires
about the mechanical en erg
co nv erted back
eliminated most Ho
s happens:
one place thi y in the master cylind
erg
the
er bore. It is
later
explanations, stories, or examples of
hydraulic en
the wheels.
cal energy at complex topics. These are included
starts,
ergy, Mas
s, Weight
, and spee
d
rk or motio
n. When an
automobile
of kinetic en
ergy to help students understand difficult
Kinetic en chanical wo
y of me The amount e at the rat
y is at work.
Kinetic energ
y is the energ
decelerates
, and stops,
kinetic energ
vehicle’s ma
ss (weight),
speed, and concepts.
accelerates, nt is de ter mined by a ibe objects on
y mome ly to descr
at work at an changinisg.located on the driver door interchangeab same. Mass is a me
and lists a-
ed is
spe3-1 This placard can be used
on pressure. are not technically
eight” the asurement
which Figure
ass ” an d “winflati
cold ht is a me
ject. Weig
ed “m and
terms
The mend
recom tire size
, bu t the two terms up an ob ke sho e to a
of the Earth s that make m a steel bra
the surface of molecule l objects have mass, fro ing too deeply into the
measure of the number ss. Al out go t and
surement of
Mass is the Related Sys
an object y on that ma ressor. With springs.lec s in an objec re tems: Tires,
the inertia of the effect of gravit air in an air comp mb er of mo Anule y of these commo Wheels, Be
arings, and
ject and the
tter or its of to the nu ponents can1/31/18 9:44 AM
ma
draulic fluid
the working
or form of the greater ss of thaord t ober. create brakin Suspensions
resistance to also is quart of hy cs, it can be said that gre ate r the marel ate d sys jec t’s
Thigh
we is cha
t. pter outlines
the
g problems if 45
acceleration;
it
en ce of physi ule s are, the t is that ob tems ofthi wh of the key relationsh they are not
of sci mo lec an ob jec nk ing
eel s, tire s, ips bet in proper
molecu
ther_044-0 lar 45
67.indd
den sity
mo re co mplex the vit y on the mass of be un de rstood by the Ea rth .wheel bearings, and ween brake sys
tem
64533_ch03_h the gra d weight can the launch pad, on suspensions. s and the
an object. The effect of een mass an 2-2). Its
dense it is. ference betw out 1,000,000 pounds tIre
on
ss (Figure
The basic dif ighs ab y, it is weFu ightle
nd amentalS
shu ttle , which we tsi de the Earth’s gravit ha s a
spa ce it, ou Brake system but spe ed
ttle is in orb etic ensergarey,eng -
When the shu same, however. speed const ma
forte kin
itu nce. Am obgject canere
ine bedcal incurelation to ma
mass stays
the weight and y movingon these ny vehicle fac
mb ine d effects of e kin etic energy
of an
and the amount of tra factors are the construct tors of weigh
t, size, and per
Th e co n weigh t. Th road. For the ctio n or friction ion, size, and -
r effect tha simple: bes expected to be tread design
much greate formula, which is quite identical in con t and most reliable brake available bet
ween the tire
of the tires Shop Manual
wi th thi s struction, siz performance s and the page 98
lated e, and tread pat , tire s at all four wh
carmakers’ ter n. eel s should be
2
mv 5 Ek recommen
Most passen dations
29.9 ger cars and
light trucks bu
a door, on a do ilt since 1968
or pillar, or ins have a tire inf
wh ere tio n placard lists ide the glove com ormation pla
in po unds optional sizes. the manufacturer’s origin partment (Fi
gure 3-1). Th card on
eight) It also lists the al equipment e tire inform
m 5 mass (w miles pe r ho ur ma xim um front and rea rec om me nded cold fro tire size and
any recomme a-
(sp eed ) in neered to wo r gro ss vehicle we nt and nded
v 5 velocity rear inflation
foot-pound
s rk most
A few carma pheffi ciently wit 2,000 ight rating (GVWR).
ighhs the
pressures, and
c energy in ). One we Brake system
Ek 5 kineti veh icle pe r ho ur ker
(m s ins tall dif fer
tire sizes and
pre ssu res s are eng i-
30 miles s, but this practic ent sized wh listed on the Gross vehicle
traveling at car e is reserved eels and placard. weight
o cars, both pounds (Figu like).the Porsch
res 2-3 for a small per tires at the front and rea rating (GVWR)
Consider tw e 911. More r of some is the
igh s 4,0 00 fitt ed wit tha n centage of hig total weight of
other we h wheels and 99 percent of h-performanc a
plus its maximu vehicle
pounds; the recommend tire s of the veh icles on the roa e spo rts
one or two opt the same size at each cor
m rated
d are payload, inclu
equipment siz ional tire sizes ner. Although originally ding
sengers and full pas-
e, a large variati at the rear tha manufacturers fuel
problems, as on from the car areAMlarger tha
1/31/18 t9:42 may tank.
well as proble n the front ori
For example, ms with other maker’s recommendation ginal
veh icle systems. can lead to brakin
unequal speed an extreme difference in g
sig tire diameter
recommended nals from the wheel speed s from front
to rea
by the vehicle sensors of AB
to the PCM or ma Ss. Tires much r may produce
the ABS contro ker may produce inaccu
d 22
r_020-043.ind
64533_ch02_h larger than tho
or smaller tha l module. Th rate vehicle spe se
n the manufac is same proble ed-sensor sig
turer’s recom m exists if all nals
A Bit of History mendations. four tires are
larger

a BIt oF
This feature gives the student a sense of the evolution When radial tire
s
hIStory
the new design. were first introduced in the
70s, there was
of the automobile. This feature not only contains and to install
Com
air in them.” Som plaints ranged from “fee
e drivers even
went so far as
ls funny when
a lot of resista
driving” to “the
nce by drivers
to
y don’t have eno using
bias tires. Two
major characteri to remove radial tires from
nice-to-know information, but also should spark some tance: a much
eliminated mo
smoother ride
and
stics of the rad
st of the comme increased fuel mileage. Low
ial tire overcame
a brand-new veh
ugh
icle
this die-hard resi
nts about the er-profile tires s-
interest in the subject matter. tires “appearing of
underinflated.” today have also

Figure 3-1 This

recommended placard is located on the driv
tire size and cold er doo
inflation pressure r and lists
.

64533_ch03_h
r_044-067.ind
d 45

1/31/18 9:44
AM

64533_fm_hr_i-xx.indd 10 02/02/18 3:54 pm

 xi

92 Chapter 4

In most instances, only one dual-piston cylinder is used with some type of split sys-
tem. However, some race crews opt for two identical single-piston master cylinders. The
two master cylinders act like a split hydraulic system in that one master cylinder serves
the front wheels, whereas the other serves the rear wheels. The master cylinders are
applied by one brake pedal acting through a balance bar between the pedal lever and the
two push-rods. Some race units are equipped with a brake power booster, and others are
not. In this case, it is more an issue of weight than of driver endurance.
Of primary importance to race vehicle braking is the type of brake fluid used. On short
tracks with a lot of braking, the boiling point of the fluid can be reached quickly and may
be sustained for long periods. Brake fluids developed for racing purposes generally have
the same chemical properties as conventional fluids, but they have much higher boiling
points. Castrol offers a blend of polyglycol ester of dimethyl silane, ethylene polyglycols,
and oxidation inhibitors. This blend has a dry boiling point of 4508F(2328C) and helps
prevent fluid contamination during operation. Another brand, GS610, offers a fluid with
a dry boiling point of 6108F(3218C). There are several manufacturers and suppliers of rac-
ing brake components. Brembo is one of the larger manufacturers of racing components,
and some of its products are now being installed on some production performance
vehicles.

Summary
sUMMARY
Each chapter concludes with summary statements ■Brake fluid specifications are defined by SAE hydraulic systems. Each of the two pistons in the
that contain the important topics of the chapter. ■
Standard J1703 and FMVSS 116.
Fluids are assigned DOT numbers: DOT 3, DOT 4,
master cylinder has a cup, a return spring, and a
seal.
These are designed to help the reader review the DOT 5, DOT 3/4, and DOT 5.1. ■ During application, the piston and cup force fluid
■ Always use fluid with the DOT number recom- ahead of the piston to activate the brakes.
contents. mended by the specific carmaker. ■ During release, the return spring returns the
■ Never use DOT 5 fluid in an ABS or mix with any piston.
other brake fluid. ■ Fluid from the reservoir flows from the reservoir
■ HSMO fluids are very rare and should never be through the replenishing port around the piston
used in brake systems designed for DOT fluids. cup.
■ The brake pedal assembly is a lever that increases ■ Excess fluid in front of the piston flows back into
pedal force to the master cylinder. the reservoir through the vent 93
uid ports.
Brake Fl
■ The brake pedal lever is attached to a pushrod, ■ Quickyltake-up inders an ordfast-fill master cylinders have a
M aster C
which transmits force to the master cylinder pistons. step bore, which is a larger diameter bore for the
■ A front-to-rear split hydraulic system has two mas- rear section of the primary piston.
ter cylinder circuits. One is connected to the front ■ Quick take-up master cylinders have a valve that
s: a
partlow-pressure
brakes and the other to the rear brakes. provides rapid o maiofn the
filling spool area
■ A diagonally split hydraulic system is one in which r cythe der has tw
linprimary ______ _.
T IO N s T he masteof d a __piston
______from the reservoir.
s
Review Questions REVIE W Q oneU Emaster cylinder circuit is connected to the left ____
front and right rear brakes and the other circuit is
8.
__ __
■ __ _
the headsr of
an
____ ABS master cylinders
Some
caps
ar e
coversto reduce
theorpistons
have
ve nt ed
______piston
to valves in
check
_ as and pedal
ter cylinde and ________
_____ wear.
connected to the right front m- rear brakes.
and left
is not reco 9. All mas vibration ________ cup rvoir.
Short-answer essay, fill in the blank, and Essay ■ The master T 5 br ak e
cylinder flu id
has two main parts: a reser- prev ■ Portless en t a __
level drop
master th e re se
s in cylinders do not use der aisreplenish-
n why DO aancylinder ufacturebody. r. the fluid ing or vent port. e cylin
thflow
1. Explai voiranand id is rear of
theFluid can between the reser-
multiple-choice questions follow each by y m
mende■d The reservoir
the bo ili ngcanpobe brake flu
int aofseparate piece or cast as one pist voir
on semthe
asand bly at areast ahead
on , an thethe
d of
at the
onemaster
___ piston
.
cylinder
ai n w hy 5 10. The __ __ __ __ _ pi
__ __ __ __
chapter. These questions are designed 2. Expl piece
import ■ an
with the cylinder.
At.dual-piston a go od
master ea to mix
idcylinder
DOT
has two separate pis- of
pistons by means of a valve machined into the
the ______ cylinder is the ____
e
master
th cylinder pistons when the master cylinder
is not front
n why it DOT 4. for two independent
to accurately assess the student’s 3. Explai tonsDproviding
s w ith OT 3 and
pressure
e flu id contamin
ation is at rest.
fluid gn of brak
competence in the stated objectives at e a sure si ch an ge s
4. Describ eral oil. free-play
is Choice cy lin de r
with min dal linkage Multiple e m as te r da l to
brake pe A says th l fo rce on th e pe
the beginning of the chapter. 5. Expl ai n w hy
1. Te ch ni ci an
m echa ni
ca
ni ci an B to
says th is
ne ce ssar y. dr au lic system. th e dr iv er ’s re . Te ch
92hy
n the split site master cylinde d how it is
r. pres su d ba ck
hy dr au lic es su re is ch an ge br akes . W ho is
64533_ch04_hr_068-094.indd 1/31/18 9:48 AM
6. Explai an
e a compo cup seal pr
hy dr au lic l fo rce at th e w he
el
7. Describ a master cylinder ca
8. Describ
e
of the m echa ni and B
. bo tto m ec t? C . Both A
used rts in the do co rr
er A nor
B
W ha t are the po servoir, and what A on ly D . N ei th
9. linder re A.
master cy -u p m aster on ly t flu id for a
ke B ng the ri gh
they do? a quick ta B.
ys choosi the simple idea th
at if
ntage of cian A sa
n the adva 2. Techni d on d DOT
10. Explai c ve hi cle is base t be better, an man-
cylin de r. spec ifi T4 m us hicle
good, DO ys most ve
DOT 3 is . Technician B sa Who is correct?
5 better still mmend DOT 4.
e Bla nk s
cylinder
is reco A and B
Fill in th p master sa ufacturers C. Both rB
ill or qu ick take-u design that create A on ly . N ei ther A no
-f al bore . D
1. A fast by the du _______
A
of brake
identified _____ or ________ B. B on ly
y boiling
po in t
con-
__
________ _____ of the castin
g.
cian A sa
ys the dr of new, un -
ng point glycol flu
________
__
e
ne-
polyalkyle ___ for 3. Techni e minimum boili says poly
id s ar __ id is th ni ci an B do
4 flu ____ flu
fluid. Tech they
and DOT d ______ eans that
2. DOT 3 er mixtures, calle taminated oscopic, which m e air. Who is
glycol-eth gr r from th
ids are hy at er va po
ids rb w
short. DOT 4 flu air, not abso A and B
OT 3 and from the correct? C. Both
e both D _______
3. Becaus _______ ________ ed . er A nor
B
________ containers tightly
ca pp
A . A only D. Neith
ke ep tly un de r ly bo ili ng
always _____ sligh ake B. B on ture
-tempera ake fluid
________ slightly spongy br ys a high
e fluid __ a cian A sa ent that br id also
4. Silicon which can cause 4. Techni e only requirem br ak e flu
re , th ys
pressu point is cian B sa d must
pedal feel
. ________
_ t. Techni oration an
a ve ry ______ must mee freezing and evap w temperatures.
flu id s ha ve us t re sist te st s at lo
yc ol m ity
5. Polygl ific viscos
________
___ pass spec ect?
shelf life. -to- ____ rr C. Both
A and B
__ _______ st split Who is co rB
__ __
6. The __ split system is th
e ol de
. A on ly D . N ei ther A no
A
hydraulic __ _ B on ly
____ __ B.
system. a ______
cars have
te-model
7. Most la aulic system.
split hydr

9:48 AM
1/31/18

93
094.indd
4_hr_068-
64533_ch0

64533_fm_hr_i-xx.indd 11 02/02/18 3:54 pm

 xii

Shop Manual
To stress the importance of safe work habits, the Shop Manual also dedicates one full
chapter to safety. Other important features of this manual include:

1
C h a p Te R
feTy
BRake Sa

Basic Tools Lists

Basic Too ls
s chapter, you
should be ab
le to:
ts for workin
g s or
Each chapter begins with
Performance-Based Upon comple
tio n
ne
and
ed
review of thi
an d methods
■ Lis t the
with brake
saf ety requiremen
fluid.
asb est os
Safety glasse

Res
goggles
pira tor
a list of the basic tools
the of
Objectives ■ Explain
for maintain
area.
ing a safe
working ■ Describe
materials.
the hazards

ety concerns
with sol-
Vacuum with
filter
HEPA
needed to perform the
ety issues saf sys tem
These objectives define the ■ List and
discuss som
h vehicle op
e saf
eration in the
■ Expla in
vents and oth
the
er chemical
s.
ns of the
We t-cl ean
Carbon monox
ide tasks included in the
dealing wit ge neral functio of ven t system
contents of the chapter and shop.
e of the co
mmon sen se ■ Expla in
safety and
the
en viro nm en tal agen
Canada.
cie s
Fire exti ngu ish er(s) chapter.
■ Explain som wer States and
rking with po the United hazardous
rules for wo of
define what the student should equipment.
and equipme
nt in ■ Discuss the
pri nci
tions.
ple s
Master Cy
per clothing communica rns linder an
safety conce d Brake
have learned on completion of ■ Wear pro
a shop. p to remove
■ Dis cus
oc
s some of the ck brake and air
iat ed with antilo
Fluid Se
rvice
135
first aid ste ass
the chapter. ■ Ex pla in
chemical
the
s fro m the eyes.
governmen
t
bag sys tem s.
hnician tra inin g an d
purpose for ■ Discuss tec
■ Explain the
and .
rformance certification
of brake pe
regulations
standards.
tion (OSHA)
ow Administra
Terms To kn tal Canada
Environmen n Ph osgene
Asbestos tal Protectio tal inflatable
Environmen Supplemen
Agency (EP
A) tem (SIRS)
Asbestosis restraint sys
r for
Figure 4-2
n Pro
Ch ced ures (EP) roe thylene
nte ctio eck
Tetrachlo
Canadian Ce Health Extra ing stop lamp
al BR tor Vehic le op era tion. roethane
Occupation AK Federal Mo 1,1,1-Trichlo
(CCOHS) E pEDAl Mndards (FMVSS)
and Safety Safety Sta EChAniC et Trichloroethy
lene
Ch
mo noxide ecking the brak ial safety data she Al Ch E zardous
WoC
Ca rbo n shooting. Maeterpedal mec rkpKlac e Ha
hydroc arb on W hether(M ha nical oper ormation
Chlorinated test, check th yoSD S)
u do Materials Inf
ts ese points ation it as pa
al Sa and ation is an im
fetofy th
rt t po
sol ven ■ Ch Occupof pedal op e brake sy Sh ee rta nt part of Classroom
ec k fo eration: ste m road test brake tro Manual
t of (w r frictio Health page 74
Departmen T)e engi n and noise by pr
ith th
(DO
or during
a system
uble-
ort ati on ne running es sin leak
Transp return s with no for powe g and re
Move lag or no r brakes). leasing the brake
■
the brake ise Be da bu pe t also Special To
peda ov l, severaan
. sure the is wearing
peCT
INTRO■DU
Chec
IO
dal m N peda
ounting pa l from side ttoonsid
rts. olves no
k stop lam injpury
lye.wh
inv Exce
an
at the technici is lifmon
e here
eestec ooici
smhn
ld adssvan
l times
thly and
side mov keeping the shop
ivetag
Coworker
ols
Special Tools
Htectioancofrom operataiosaf e. The twofo d
uipment anement ce
Personal pro avepin
eakee g therkwo
making and ch tim
sto
tin g him
pligh
wo er rk
e fitby
sel is re we ari
are n by
check th
ng pe rso
at
leased (F ployee
ig
thna
e
depr
lams ps
or
singtioanndeq
estec
l pro
vishtitoears
lig
re
sta nd
lea sinag go
theme
uip br ntetha
ak
indicaavo
od chan of s wo
te iding
t will provid
rn
e Lists
is protec ha t. It is im
all the po oth er emure 4-2), in practices tim ch andeeqth e
pedal seve
ral times
vee,tothe n 4 rtantdis s tho se clu ding the pe da l is presse
clean and saf
Aorpinj E R
ha
T ury. This chignition in ru
ve th e apt
R er tocunosse
te th at som th ird or center d an d go off
.
1 Whenever a special
accCideh
linDE viCE
n before e vehicles equipp
nts —high
. ed with lig -mounted—
ER CY luiD SER
rsonal safety the brake
overallpand pe T lamps wi hting mod
tool is required to
M A
EDA S l TRAv E F
ll operate. ules
R A K E l A
n the B
Air inD nD FOR
A
us ually
hydraulic
solves th system
CE TEST 1/31/18 10:3
1 AM
complete a task, it is
e problem causes most low-
tem, inco
rrec
brake shoe t pushrod length
s, or a dr
s. Low pe
dal als
pedal prob
adjustmen o can be caused by and bleeding
lems, listed in the margin
um brake t, a service a aseic Tool thse syste
64540_ch01_h
r_00 1-04 4.ind d 1
exceed a
When a
sp
gi ven amou
nt of
sh oe
force is
adjuster
th at is
brake that leak inBth
not woan is out of technihy cidr
m
an’saulic sys- next to the procedure.
about 2.5 ecified maximum able to: applied to leak s rkding. Basic adsejut stment, wo
inches (6 be di sta fo th
r e peda tool l rn
fications 4 shou ld nc e. Th d er l, brake pe n shop to we
can ter, you mm) when ter cy linis m
m0aspo aximum da
Fath is chapbe found inInth ect a10 unds (445 etra
anve d l sp Cleal tratve wrlenmchust
Special To
ols
d revim ew of ilu re to exha ■ spe ve tshi
. cle service er fo rN le)akofagfo eed ecifiFlca tionun is no not
are-
pl etion an easurem teenst ust brakdefe ec
bo os r cy lindinformmatine nerc ed is appl
ied . The exac
rmally Brake peda
l effort
co m st em t. Us t pr
e a brake st a m essut re
as te et er io n.
Upon b ra kethsyes e fiv e Tepe an dd
wi ll re su t speci- gauge
safe procedur ■ dal ef mrt
apfo en lt in an in der
■ Perf
orm a pedal :
es air entr gauge to lincorrect pe Tape meas
1. Tuernbra ofke Aeden pairs.
meaas
am suterer cy da
rcdeerapplied l travel or force
ure
drive. ms in rese ssarfy.th
th justgi
ne. On re place cyfolin Service ma
proble as ne cerve vacu ve hi and re the master
ovse wi
to the pe
da
nual
g no se r r’s um Re m cle le ed l with
■ Dia d repai 2. an Inufstaaclltuthre is exha■us
te b en chthb vacun. um
e an m e brake pe dd
an from th tio as sist, .pum
linkag lay to3. Hook e instale labooster.cylinder p the nc
free p the lip dofrag, dal effort befgaorug peeda
pedal .
brake th e tape m e l a th
auon mas ter g seque in l until all
cations the digsta
pin , ncte ea vererhov e brakice b leedin hicle
specifi r stop
e fro
r cymlin-
th ■ Osu ereth hyedto raul peda l ifi
(Fcigve ur
p oo ya rd sti m as e pe da th p sp ec e 4- 3).
gnose al caused b ck on
y l to caeteste foed a
r ge of th
■ Dia need som ede
vehicles■inLoth erct
stru iniog ns
wh een.l rim (F br
e ake pe
ped erform d einof
plac atio ulic dal an
or hard lems and p an
e in tarm
a fo pe ke ighyur dra e 4-4). Yo d measure
p ro b rv ic m ea esu b ra u can use
der id leve i-
l se sh th re.
airs. der flu ed and flu a
rep r cylin lyze the cond ■ Ble
maste .
Terms To Know ■ Che
64540_ch0 ck the cessary. Ana id from its
4_hr_133-
l as
and fil vehi
a
ned
198.ind
cl135e’s b
rake flu
system

er
tion of nce. tomet
List appea
ra
l ABS
Refrac
Specifi
c gravi
ed
ty
ing
To Know Integra ing Surge
b le
Term s l bleed ing
bleed
Terms in this list are Ben ch b leedin
w
g Manua
Non-in
tegral
ABS
ing
Vacuum 1/31/18
10:33 AM
sc re ed
er re ble
also defined in the Bleed
Brake
bleed
ing Pres su
system
ed in g a brake pres-
ble nents of
Glossary at the end of Gravity
O A D TEST aulic compo b the system r and
of
TEM R r hydr e lines can ro de
d othe ter cylin ged or
E SYS der an r or brak the mas
the manual. BRAK
ly, th e m aster cylin aster cylinde which is why linings are correcte d
the m conditions, ds or be
chan

ate safe eaks in g brake pa s must

To oper k properly. L us operatin henever the ny problem
or ro w A ce:
must w cause dange be inspected or braking. rforman
d t p o e pe
sure an system mus plains of or brak use
lic m cause po tires ca
hydrau customer co ca n -i n fl ated
a ons that or over If the
when tely. in g conditi r- in flated, in g power.
immed
ia follo w de ak one
for the ched, un more br pull to
Check or n , mismat cl e re quires may grab or
le m s. W ad ed vehi e br akes
e pr ob lo , th
■ Tir
l brakin
g. heavily to side
ing. A back or side
unequa vehicle load 133
qual front to
■ Une
un eq ual from
load is
side. AM
8 10:33
1/31/1

133
8.indd
r_133-19
ch04_h
64540_

64533_fm_hr_i-xx.indd 12 02/02/18 3:54 pm

 xiii

138 Chapter 4

SERviCE Tip The vehicle’s brake light switch must be activated any time the
brake pedal is moved downward any amount. There is “no free play” allowed with
regard to the brake light switch.

Author’s Notes AuThOR’S nOTE The following procedure is based on a Honda S2000. Other
vehicles have similar procedures. Many vehicles do not have an adjustment for

This feature includes simple pedal height.

explanations, stories, or
Adjusting pedal height
examples of complex topics. 252 One
Cha ptemethod
r6 to adjust the brake pedal height and free play follows. Disconnect and loosen

These are included to help PhOTO SEqUEN

the brake pedal position switch until it is no longer touching the brake pedal lever
(Figure 4-7, A and B). Gain clear access to the floorboard by lifting the carpet and the
insulator
CE(Figure
10 4-8C). Measure the pedal height, (Figure 4-8), from the right center of
students understand difficult Caution
Typical Pro
theced
brake
urepad to the
For vaccleared
uum
floorboard. In the case of this Honda, the pedal height should
be 179 mm or 7 ¹/₆ inches). IfBo oster Tes
necessary to adjust
ting the pedal height, loosen the locknuts, and
concepts. If the switch is not
adjusted correctly, turn the pushrod to obtain the correct measurement (Figure 4-9). With the correct height
obtained, hold the pushrod in place while tightening the locknut to 15 Nm (11 ft. lb.).
the brakes will drag.
This may cause heat Install the brake pedal position switch until its plunger is against the pedal lever and
problems with the
friction materials and
completely pushed into the switch (Figure 4-10). Unscrew the switch until there is
0.3 mm (0.01 inch) between the switch’s threaded end and the mounting pad. Connect
Photo Sequences
poor braking the switch to its electrical harness. Have an assistant check the brake lights as the brake
performance.
pedal is depressed and released. Many procedures are
Adjusting pedal Free play
Using the same Honda vehicle as the example, the pedal free play is checked and adjusted
illustrated in detailed
P10-1 With the engin
gauge to an intake in ethe
below 14 in. Hg of
idling, attach a vacu
manifoldfollowing manner.
port. Any reading
vacuum may indic
um The
P10- engine should be off. Push on the brake by hand while
2 Disconnect the
from the intake mani vacuum hose that runs
Photo Sequences. These
engine problem. ate an fold to the booster P10-3 If you do not
quickly place your
engine stalls. You
should feel strong the
vacuum.
and see if it is colla
feel a
thumb over it befor andPushrod step 2, shut off the engin strong vacuum in
e e, remove the hose
psed, crimped, or ,
photographs show the
Replace it ifLocknut clogged.
needed.
students what to expect
(A)
Brake
switch
Lift floor
mat when they perform particular
(C)
Measuring
procedures. They also
point
familiarize students with a
system or type of equipment
(B)
Pedal (E)
bracket Pedal
height
P10-4 To test the
check valve, shut
operation of the vacu
off the engine and um P10-5 Remove the
that the school might not
check valve from the Standard pedal height
5 minutes. Apply the

there is no power
least one pedal strok
wait for
power assist on at brakes. There should be
e.
Figure If
4-7
booster.

Remove the pedal

(with carpet
179 mm
P10-removed):
6 Test the check
intak(7e mani
in.)
fold end of
valve by blowing into
the
have.
the check valve is
assist on the first
appli catio be a complete block the valve. There should
leaking. position switch
n, or stop lamp Figure 4-8 Remove the floor mat and a portion
age ofof airflow.
switch from the pedal bracket. the carpet to gain clear access to the floorboard.

replace th
e
the wiring parking brake sw Hydrau
harness itch. If th lic Line,
between e
the body lamp is still off,
64540_ch04_hr_133-198.indd 138 1/31/18 10:33 AM
Valve, an
control co find and d Switc
Brake Fl mputer repair th h Service
uid leve an d the sw e op en circui 223
With the l Switch itch. t in
ig Test
to alert th nition on and th
e driver e brake flu
into the of a low-f id level sw
reservoi
for both r body; ot luid condition in itch clos
ed, the br
hers are
Begin by
types. attached the master cylin ake warni
ng lam
to the re de
P10-7 Apply vacu th um to tio en
the boostersu ring that servoir ca r. Some switche p lights
the valve. Vacuume igni th p. Test pr s are built
should be nblock e flu8idChec
end
on and ob of
at th se
P10- le ve
k l
theis at or inciples
not get the state resule switc ed. If you do rve thperfo boos ter air control valve are simila
replace the chec finkdvalvets in h.
step 6 If
and th e la7,mp th of the
step
e w ar
rming
ni a brake
ng lamdrag ne ar th e fu
test. With the
by P10- 9 Turn the front whee r
an.d repa en vehic p. If ll m
whee ls ar k on ls by hand and note
ir the sh go out, d off the floor,
le raise it is , discthe the th
ort circ brake es
amount
To verif pedal to exhareplace th litpump onnect th e reseofrvdrag oir.that is
Turnpresent.
the switc y that the warni ui thet be twter.een th ust resid
boos
e switch
e sw
ual vacu
itc
um from
h. If the e w iri ng connec
h ng
lamp do float or remove lamp will light and the
lamp.
lamp do
es not go tor
es not lig th w
and the ht with th e cap with an hen the fluid leve out,
lamp. If e switch integral l is low, m
ci rc uit contin cl osed, ch sw itc an
As a fin eck for an h and let the flo ually depress
wire betw al check, discon uity is good, re open circ at drop.
ee ne pl ace the sw uit betw If the
If it does n the two term ct the wiring ha itch. een the
not, find inal rness fro switch
64540_ch06_hr_2 compute
252 r.
and repa s in the harness m the sw
itch, and
47-284.indd
ir the op co
en circui nnector. The w connect
a
t betwee ar ju
electric n the sw ning lamp shou mper
itch and ld
al wirin
g Repai the body light.
Wire siz r control 1/31/18 8:57
AM
e is determ
drop allo ined by th
w e amount
or in met ed. Wire size is of cu rrent, th
ric cross- specified e leng
tor. A 20 se in
gauge is ctional area. Th either the Amer th of the circuit,
When much sm e higher ican Wir and the
alle the e voltage
wiring di replacing a wire r than a 12 gaug number in AWG Gauge (AWG)
agrams or , the corr e. the smal syst
ler the co em
prevent
to splice
chafing or in parts books.
aw
damage
to
wires. Ro ire, and use insu the insulation du or wire must be
ect size
Each ha
rness
wire mus
t be used
as show
n on appl
nduc- An America
gauge (A
WG
system for ) is a
n wire Margin Notes
sin flux la tin g tape e to vi br he ld se cure ic ab le specifying
does acid clea atio
The most important terms to know
wire size
-based flu ns the connectio or heat-shrink n. Always use ro ly in place to cross-secti
(conductor
complet x. Apply n during tubing to sin flux
ely ing heat solderin cover all sold on
by a serie al area)
seal unde seal the wiring to shrin g withou splices or er
Many el
rground an
supp
k
electrical d connections. U tubing causes th eroding the mat bare
tility com
t
e tu er ia the
s
numbers; of gauge
the lower are highlighted and defined in the
make th ectrical
system re ly cables. panies us bing to contra l as number,
the wire cro the larger
ese
shorts or repairs in a way pairs require re
gr
with man ounds in the re
that does
no
placing
damaged
ed heat-s
hrink tu and
ct
bing to
ss section
. margin. Common trade jargon also
y pa t in crea w
accessib factors influenci ired area. Severa se the resistanc ires. It is import
requirem
ility of th
ew
ng the ch
oice
l methods
are used
e in the
circuit or an t to
Caution appears in the margins and gives
ents. Th iring, the type of . These factors to lead to Never rep
lace a wi
include th repair damag
1. Wrapp
ing
e three m
ost com conductor and
mon repa siz e type of
ir metho e of wire needed pair required
re
ed wire with one
of
size. Using a smaller
re
some of the common terms used
is damag the damaged insu ds are: rect size the incor-
2. Crimpi
3. Solder
ed an d th la tio nw
ng the co e wiring is unha ith electrical tape
nnections rmed)
, and the
ci rcuit repeated
damage
co uld cause
failure an
d
for components. This feature helps
ing splic (in cases to
When de
ciding w
es with a so
lder-less
connecto
r
where th
e insulatio
n
cle electr the vehi-
ical syste
m. students understand and speak the
connectio here to
ns
of each ot . As a rule, do
her. Use not
cut a da
a wire of have two splices
maged w
ire, avoi
d points
Rosin flu
solder us
x solder
is
language of the trade, especially
Crimping ed
tors . So .
me man
A solder
le ss co
the sam
e size or or connections
la rg er than the w
close to
ith in 1.
other sp
lic es or
trical rep for elec-
airs. when conversing with an experienced
repairs. ufacture nnection uses a wire bein 5 inches (40 mm
Crimping rs re
g solder
com
selfsealin quire the use of pressed junction
se
less conn lf-sealing sold
g replaced
to connec
.
) Heat-shrin
k
plastic tub tubing is
technician.
ections er t two co ing that
is an acce less connections nduc- shrinks in
diameter
ptable w on al l wh en exposed
ay to splic to
64540_
e wire, heat.
ch05_h
r_199-246
.indd 223

1/31/18
8:57 AM

64533_fm_hr_i-xx.indd 13 02/02/18 3:54 pm

 xiv

139
d Service
ake Flui
r and Br
Cylinde
Master

Pedal
Lower lever
l
the peda

(A)
)
(0.01 in.
0.3 mm
knut
hin its loc
switch wit ned. The clear-
0 Turn the tai
Pushrod Figure 4-1 per clearance is ob mm (0.01
Raise 0.3
pedal
until the pros switch should be
the
d turn ance on thi int A.
locknut an or inch) at po
Loosen the longer
Figure 4-9 to make the rod
pu sh rod the mo vement
the
pending on
shorter de (C)
needed.
Locknuts

dal
Brake pe
pad

y
Pedal pla Power Brake Service 271
1–5 mm

Vacuum Check valve

booster
free
the pedal n C
1 Check tur
Figure 4-1 tment is needed, ved.
jus hie
play. If ad per free play is ac n.
until the pro opera tio
rement
stop lamp’s is measu
Check the e is felt. Th to 3/16 inch)
iff resistanc in ch
before a st mm (1 /6 e brake
l travels mm to 5 the locknut on th is cor-
the peda ould be 1
Service Tips measu rin g th e distance l foot pad and sh play by loosen
at the br
ake peda e fre e
adjust th e appropriate di ent is made and
ing
rectio n un til the free
play
recheck
the l free play
Brake peda table on
is not adjus
is taken 11). If necessar y, h in th ju st m
e 4- g the sw
itc the ad itch all vehicles
.
(Figur nut after , check sw
Whenever a shortcut or special Figure 6-26
Honda ispe
The booster
daofl sw
part itch
a VSA
d turnin
on this
an
system.
fo rget
the lock
to tighten htened. th e br
l linkage
ake peda Vacuum
not tig h on .source hose
rect. Do ter the locknut is l stop lamp switc g pedal free play
procedure is appropriate, it is free play
af hanica
has a mec necessar y after
adjustin Figure 6-28 Do not remove the check valve from this
If the car
type of booster. Remove the hose from the check valve
st it if
described in the text. Generally, op er at io n and ad ju
lamp Sw
ch Electrical
it connectors
instead.

300 Serie
s
the Stop Chrysler
these tips describe common Adjusting Figure 6-27 Before removing the booster
fasteners, disconnect g pr
all oc
of the
is based
ureelectrical
edESP
on 2010
win
llothe
The foon
procedures used by experienced R’S nO
AuThO m vehicle.
TEconnectors booster and master cylinder.

its
negative cableanfrom d Mag nubattery. Remove the windshield wiper module
the warping
and justed by usually
adcomponents
technicians. to gain access to the booster.
p lam
could be
p switch p lamp switches
are
nt ac ts
Disconnect the electrical connections at the sto
e, a booster y’s sto the master
and remove s or co
cylinder.
one tim ever, toda switche rms the
Move the master cylinder E Tip At thelin up. H ownot internalthe brake that info dal
SERviCback from ger ed
booster. Do bend re
five diffe
orntdamage
a sensor lines.
Disconnect the vacuum hose
nt to ge
plunthe
t thefrom ithcheck
up four orbut
to valve, dohinot
cle are usingthe check
s remove ) of e brake pe
thvalve
m ou w m e ve CM PP)
from the booster Figure ional units ter systems. So
ct6-28).
(E
Module Pedal Position (B
multifun pu Control e
any com or Engine named the Brak itch.
th at serve m Module (BCM) ns or is
se steering column, in g to th e BPP sw
WARNiNG Before working
Cont rol in or around l. Thethe ps accord ensure that the
air bag system has Body nt of trave Failure
totedischarge. brake lam
had and ex
iontime erate the to properly disarm the air bag
system could result positin serious M will op
e BCinjury.
Switch. Th
10:33 AM
Tape measure 1/31/18
Move inside the passenger compartment, and, if sufficient time has elapsed for the air

Cautions and
bags to disarm, disconnect and remove the stop lamp switch (Figure 6-29). The switch
Ch apter 4 will be replaced with a new one upon installation of the booster. Use a screwdriver to
136 Caution
remove the retaining clip from the booster pushrod, and slide the pushrod from the pedal
pin (refer back to Figure 6-29). Remove the booster’s four mounting nuts, and remove the
booster from the engine
33-198 .ind d 139compartment.
pedal ga
ug
Before even begin-
Brake eff e ning to work on a
ort
hybrid or electric
Warnings
ch04_hr_1
Before
64540_ installing the new booster, ensure that a new booster seal is present on the vehicle, make certain
bulkhead side of the booster (Figure 6-30). Slide the booster into place ap
head and tighten the four mounting nuts to specifications. Position the
Un through
plied
da l
the bulk- that you are aware of Cautions appear throughout
pe
brakebooster pushrod or the procedure to dis-
measure able the high
over the pedal pin and install a new retaining clip. Install and adjust the4-4
switch. Under the hood, install the master cylinder onto the booster
Figure new
a tapelamp
Usestop
dstick reconnect
a yarand
ce
the distan l.
to measure ering wheepower
voltage
supply system
the text to alert the reader
l to the ste all
to potentially hazardous
electrical connections. Install the wiper module and other removed components.
the pe da according to service
from Connect
the battery and road test the vehicle. Brake pedal information.
e ug
effort ga

ke pedal effort
gauge on
the brake
pedal.
materials or unsafe conditions.
SERviCiNG tall the bra
ANInsELECTROhYDRAULiC
Figure 4-3
POWER BOOSTER SYSTEM Warnings advise the student
Hybrid vehicles, as well as some conventional gasoline vehicles, use an electric brake
booster pump (often referred to as a hydraulic power unit Figure 6-31) used to pressurize
of things that can go wrong if
brake fluid for use in a hydraulic booster system, which has the master cylinder
instructions are not followed
or if an incorrect part or tool is
used.
References to the
64540_ch06_hr_247-284.indd 271
1/31/18 8:57 AM

Classroom Manual Apply the

specified
amount of
pedal force.

the brak
e pedal
Figure 4-5
force re gisters on
ified test
References to the appropriate e pedal un
til the sp
ec
the brak .
4. Apply uge (Figure 4-5) s-
page in the Classroom Manual effort ga
fer to the
vehicle’s
service hi
for exam
-
nosis, re ir order,
any diag ning to this repa quick, accurate
appear whenever necessary. E Ti p Be fore st ar tin
cent hi
g
st or y pe rtai
ay point
th e w ay to a
SERviC ote any re repair m
Although the chapters of the tory if av
ailable. N A recent brake
e pedal lo
w.
d
ple, brak e increase
two manuals are synchronized, diagnosis
.
e
sure or ya
rdstick. Th cle service
hi
tape mea n listed in the ve rod adjust-
n on th tio sh
l positio
material covered in other the chan
ge in peda the maximum aulic system and
t exceed the hydr
specifica check pu e also can
rking brak
5. Note should no ok for a leak in justed pa
poorly ad
chapters of the Classroom distance
man ua l. If it does , lo
s, ba d sh oe adjust er s, or a

orn shoe l travel.

ment. W
Manual may be fundamental to cause ex
cessive pe
da
EnT
DJuSTM
AnD A d the
the topic discussed in the Shop p lAY in S p ECTiOn
ake pe da l or bo oster pu
shrod an at
so th
must exist pedal
F R E E the br e pl ay
pEDAl
n
e betwee ific amount of fre ased and so that
Manual. ay is the
clearanc
r. A spec dal is rele
dal free pl e master cylinde ied when the pe
Brake pe on in th ia lly appl
pi st rt
Manual primar y y piston is not pa
Classroom ar
the prim 10:33 AM
page 75 1/31/18

d 136
33-198.ind
ch04_hr_1
64540_

64533_fm_hr_i-xx.indd 14 02/02/18 3:54 pm

 xv

140 Chapter 4

Stoplamp
switch

Stoplamp
switch mou
nting
bracket

Brake pedal
Figure 4-12 lever
Pull
before installa the switch plunger all the
tion way out
and not release . The pedal should be lock
d until the swit ed
ch is installed. down
Use a brake
pedal
for a depressor depressor to hold the
). Rotate the brake pedal
and pull rea stop lamp sw down (check
rward on the itch approxim the alig
ately 30 degree nment machine
hand force
should be hea
rd as the plu
sw
only, pull the itch. It should separate
switch plung
er out to its
from its mo
ful
s counterclock
unt (Figure wise
4-12). Using
Customer Care
Ensure the bra ng er ratchets out. ly ext ended positi
ke ped on. Low clic
switch’s index
switch about
key to the no
30 deg
al is down as
far as it will
tch in the bra
cket and pu
go and is firm
ly held in pla
ks
This feature highlights those little things
Apply foot for rees clockwise until it loc sh the switc ce. Align the
to gently ris ce to the brake
e until it sto pedal and rem
ks. h int o pla ce. Rotate the a technician can do or say to enhance
stops movin ps. Using gen ove the pedal
adjustment
g. This will
is initially che
ratchet the
tle hand for
switch plung
ce, pull up on
er to the cor
depressor. All
the brake ped
ow the pedal customer relations.
pedal is dep cke al until it
ressed and rel d by having an assistant rect position
. The switch
where the cru eased. Howe obser ve the
ise ver, the final brake lights
at a safe speed. control can be safely use check requir
es
as the brake
Once the sys d. During the roa a road test on
should turn tem is stabilize d test, engage a roa
off. If not, the
n the switch d, depress the the cruise con d
Caution must be che brake slightl trol
cked and rea y. The cruise
Do not release
the djusted as nee control
brake pedal by ded.
pul CuSTOMER
ing the depress l- CARE A cus
or
and letting the out his or her car tomer’s only
is contact, lite
slam up to its
pedal mance by “pe through the brake pedal. rally, with the
brake
dal feel.” It is Customers ten
The stop lamp p.
sto brake pedal
before startin
always a goo
d idea to eva d to judge bra system in
switch g any brake luate the fee ke perfor-
will not adjust pedal feel sho job. Then wh l and action
prop- uld be notic en you delive of the
erly and may brake pedal eably impro r the
be action is air ved
damaged. lot to ensure in the system . The biggest cause of spo finished job,
customer con , so careful ble ngy or low
fidence. eding of the
system will do
a

Brake peda
l positionSwitch
Many late-m
odel vehicle
the brake ped s use a BPP sen
al sor to inform
supplies a 5-v position (Figure 4-13). the body con
trol module
olt reference Th
signal and gro e BPP sensor is a poten (BCM) of
und to the sen tiometer. Th
sor and the e BC
sensor suppli M
es an
Name ______
64540_ch04_h
r_133-198.ind ____________
d 140 ____________ Drum Brake
________ Service
425
DIAGNOSIN Date ______
G DRUm BR ___________
Upon comple AkE PROB
tio
ing, grabbing, n of this job sheet, you
LEmS JO
1/31B
/18 Sh

ASE Educa
dragging or
tion Founda
pedal pulsat
tion Correlat
will be able
to
ion problems diagnose poor stopping,
. noise, pull- 36
10:33 EE
AM T
Job Sheets
This job she ion
et addresses
C.4.
Inspect wheel
the following
MLR task: Located at the end of each chapter, the
needed. (P-2) cylinders for leaks and
This job she
et addresses
the following
proper operat
ion; remove
and replace
as
Job Sheets provide a format for students
C.1. AST/MAST
Diagnose po
or
pulsation con stopping, noise, vibrat
cerns; determ
tasks:
ion, pulling,
to perform procedures covered in the
C.5. ine necessary grabbi
Inspect wheel
and replace cylinders for leaks and
as needed. (P-
action. (P-1) ng, dragging or pedal
proper operat
chapter. A reference to the ASE Education
2) ion; remove
Tools and Ma
terials
Foundation task addressed by the
• Basic hand
Protective
tools
Clo
procedure is included on the Job Sheet.
Goggles or saf thing
ety glasses wit
Describe the h side shield
s
vehicle being
Year ______ worked on:
________ Ma
ke _________
Engine type _____ Model
and size ___ ____________
____________ __ VIN ______
Procedure ____________ ________
____________
____________
1. Begin the _________
inspec
unusual wear tion of the drum brake
or improper sys
inflation. Wh tem by checking the tire
at did you fin s for excessive
d? or

2. Wheels for
bent or warped rim
s. What did
you find?

3. Wheel bea
rin gs for loosen
ess or wear.
What did you
find?

4. Suspensio
n system for wo
rn or broken
components.
Wh at did you fin
d?
5. Brake flu
id lev el in the ma
ster cylinder.
What did you
find?

6. Signs of
leakag
at each wheel e at the master cylinder,
. What did you in brake line
find? s or hoses, at
all con nections, and

64540_ch08_h
r_373-434.ind
d 425

02/02/18 1:15
pm

64533_fm_hr_i-xx.indd 15 02/02/18 3:54 pm

 xvi

424 Chapter 8
S can be used
LENG E qUESTION n A says a tire
depth gauge
B says
ASE ChAL a lath e, 4. Technicia
re lini ng thickness
. Technician
lining thick-
m on to me asu um
cus sin g mo unting a dru unt s to ma ker s spe cify a minim ) above the
1. While dis ece drum mo most car or 0.75 mm
Ase Challenge Questions Technician A
the lath e arb
says a two-pi
or with tapere
d or spherical
ece dru m is cen
cones.
ter ed
ness of 1/32
sho e tab le or
inch (0.030 in. t rivet head. Who is
above the clo
ses
says a one-pi d cone and
Technician B spring-loade correct? C. Both A and
B
arbor with a
Each technical chapter ends with five ASE on the lathe
clamp ed in pla ce by two large
cup-shaped
adapt-
A. A only D. Neither A
nor B
onl y
rec t? B. B . Tec ician
challenge questions. These are not mere review ers. Who is
A. A only
cor
C. Both A and
B
nor B 5. Wheel cyl
inders are bei
ng discussed
inder may4cau
hn
se
D. Neither A t a lea king wheel cyl say99s that
tha rvic n B
questions; rather, they test the students’ ability to B. B only
ng dis cus sed. Technicia
nA
ke
A say
the
s
wheel to gra ng Sysfou
ki
Braseepag
b or loctek.mTec
e nd
s Sehn
ins
iciae
ide the wheel
cyl-
ms are bei may cause bra ssl or d a cause for
2. Brake dru ts in the drums
pneca
Electri t boot is not considere
dam
apply general knowledge to the contents of the says tha t har d spo
hnician B say
s that cha tter ing
Who
is
inder dus
wheel cylind
er. Wh o is cor rec t?
chattering. Tec fluid-soaked brake pads. replacing the C. Both A and
B
chapter. usually caused
t?
by
B
A. A onl
ve ra l years m-
y is not
D. Neither A
nor B
is correc C. Both A and th e lastB.se B onl an yother co y
ilt wBit
hin ome ispla
A. A only D. Nehith er Aunor ly bec ld to d
icles b has actual actually to strument
y of ve e
B. Bponl
am s e ority
mkeajlath cut menbits
ting t p,anel d lights ar ch. Most in ster that
in g l n th
g bra e st ru ge s an
uld sw it a cl u
Warn 3.mWh ile dis er osin p. The inthe cut
stcus e gabitu sho sor or es er is
ent cluciapnicAalsay shsothe tipetofwork. Th mhtly
ting
y sende n d any tim hile a clust or
stru o anrou ps. M
The in bleTec
hni ty
in theor esha tom
rp. Tec otihnive cian n B saysgafrslig
adin dru retpwilairl sho own time w rogrammed
t re meltha ce d e rep
ea
servic odube
razn th au spi
le ocan t a d ir
gro ecove
o ral y instru ration.
into mthe
en t pan
s re
is d u d to b
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read th e source
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pe rfo rm
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1/31/1
8 9:03 AM

and re ian B doesC. und inolt ag rr ec t? ther A

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B. B o ys th at th
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:16 AM
8 10
1/31/1

3
d 42
434.ind
r_373-
ch08_h
64540_

64533_fm_hr_i-xx.indd 16 02/02/18 3:54 pm

 xvii

Disc Brake Service 355

Name ___________________________________
___ Date _________________
JOB ShEE T Job Sheets
DIAGNOSING DISC BRAkE PROBLEMS
30 Located at the end of each chapter, the
be able to diagnose poor stopping, noise,
Upon completion of this job sheet, you will
pulling, grabbing, dragging, or pedal pulsatio
n problems. Job Sheets provide a format for students to
ASE Education Foundation Correlation perform procedures covered in the chapter.
AST task:
This job sheet addresses the following AST/M
Diagnose poor stopping, noise, vibration,
pulling, grabbing, dragging, A reference to the ASE Education Foundation
D.1. y action. (P-1)
or pulsation concerns; determine necessar task addressed by the procedure is included
Tools and Materials on the Job Sheet.
Basic hand tools
Protective Clothing
Goggles or safety glasses with side shields
Describe the vehicle being worked on:
_
Model ______________ VIN ______________
Year _______________ Make ______________
Engine type and size _______________
Procedure
e or
system by checking the tires for excessiv
1. Begin the inspection of the disc brake
did you find?
unusual wear or improper inflation. What ___
___________________________________
___________________________________
did you find?
2. Wheels for bent or warped wheels. What ___
___________________________________
___________________________________
ss or wear. What did you find?
3. Wheel bearings for loosene ___
___________________________________
___________________________________
components. What did you find?
4. Suspension system for worn or broken ___
___________________________________
___________________________________
. What did you find?
5. Brake fluid level in the master cylinder ___
___________________________________
___________________________________
hoses, at all connect ions, and
, in brake lines or
6. Signs of leakage at the master cylinder
at each wheel. What did you Ap pe nd ix
find?
___
___________________________________
Ase Practice Examination
______________ _______ _______ _______
As e pr Ac tic e ex
7. Road test the vehicle. As you apply the
brake pedal, check forAm in At io n
excessiv e travel and

sponginess. What did you find?

______________ _______ _______ _______ _______ _______________________________ A 50-question ASE practice exam, located in
1. Technicia
8. Listen n A says
for noises, justifthe
notthat obvious sounds of grinding pads or pad linings,
the master cylin
but the Appendix, is included to test students on
pushrod icalisclanks, clunks, and rattles. Whatder did you find? 6. A vehi
mechan
not be able
_______
adjusted
to fully
_______
too long, the brakes migh
appl_______
_______ ______________t ______________
y. Technicia
cle drift
Tech_______
s to the
_______ ___right while driving.
nician A says that a crim
the content of the complete Shop Manual.
the master cylinder push n B says that if ped line to the left
rod applied, whefor
check el coul
a bad
d caliper
be the caus
vehicle pulls to one side when is adjuthe brakes
sted are
too short, e. Technician B says that
9. If the
thebrak es migh
caliper
t drag
at one . Who Also
wheel. is check
corr ect? for signs of grease orthe inter
brake fluid that
ior of themay
righ t brak e hose could be dam-
or loose d brake pads.
A. A only
have contaminated the pads and rotor. Check for distorted oraged
C. Both
damage. Who is corr ect?
A and B
B. B only A. A only
D. Neither A nor B C. Both A and B
2. While discussing mas B. B only
ter cylinders, Technicia D. Neither A nor B
says normal brake linin nA 7. Technician A says serv
g wear causes a slight ice information circuit
in fluid level. Technicia drop grams or schematics mak dia-
n B says a sure sign of e it easy to identify com
brake fluid contamination mon circuit problems -
with mineral oil is the . Technician B says if seve
swelling of the master circu its fail at the same time ral
02/02/18 12:45 pm
cylinder cover diaphrag , check for a common
Who
64540_ch07_hr_285-372.indd 355 is correct? m. power or ground conn
ection. Who is correct?
A. A only A. A only
C. Both A and B C. Both A and B
B. B only B. B only
D. Neither A nor B D. Neither A nor B
3. Technician A says that 8. Tech nician A says that ther
master cylinder leaks e is a vacuum check
be internal or external can valve in line between man
. Technician B says that ifold vacuum source
leaking master cylinder a and the booster. Technicia
will remove paint from n B says this check
the area below the mas valve is to allow air pres
ter cylinder. Who is sure into the booster dur-
correct? ing wide-open throttle
operation of the engine.
A. A only Who is correct?
C. Both A and B
B. B only A. A only
D. Neither A nor B C. Both A and B
4. While discussing brak B. B only
e lines, Technician A says D. Neither A nor B
that copper tubing can 9. Dru m brak es are being discussed. Tech
be used for brake lines
Technician B says that . says that a grabbing brak nician A
brake lines can use doub e could be traced to a
flare or an ISO flare fittin le- leaking axle seal. Tech
gs. Who is correct? nician B says that a leak
A. A only wheel cylinder can also ing
C. Both A and B cause drum brake grab
bing. Who is correct? -
B. B only
D. Neither A nor B A. A only
5. Technician A says to C. Both A and B
replace a double-flare B. B only
with an ISO-type fittin fitting D. Neither A nor B
g as new brake lines are
required. Technician B 10. Befo re tryin g to remove a brake drum
says that flexible brake
hoses allow movement Technician A uses the for service,
of components. Who self-adjuster to back off
correct? is brake shoes. Technicia the
n B adjusts the parking
A. A only brake cable to remove
C. Both A and B the slack . Who is corr
A. A only ect?
B. B only
D. Neither A nor B C. Both A and B
B. B only
D. Neither A nor B

539

64540_em_app_hr_5
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1/31/18 3:28 PM

64533_fm_hr_i-xx.indd 17 02/02/18 3:54 pm

 xviii

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 provides lecture outlines, teaching tips, and complete answers
to end-of-chapter questions.
■■ Power Point presentations include images, videos, and animations that coincide with
each chapter’s content coverage.
■■ Cengage Learning Testing Powered by Cognero® delivers 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 also provided in Word format, with a separate
set of text rejoinders available for instructors’ reference.
■■ To complete this powerful suite of planning tools, a pair of correlation guides map
this edition’s content to the NATEF tasks and to the previous edition.
MindTap for Today’s Technician: Automotive Brake Systems, 7e
MindTap is a personalized teaching experience with relevant assignments that guide stu-
dents to analyze, apply, and improve thinking, allowing you to measure skills and out-
comes with ease.
■■ Personalized Teaching: Becomes yours with a Learning Path that is built with key stu-
dent objectives. Control what students see and when they see it. Use it as-is or match
to your syllabus exactly—hide, rearrange, add, and create your own content.
■■ Guide Students: A unique learning path of relevant readings, multimedia, and activi-
ties that move students up the learning taxonomy from basic knowledge and compre-
hension to analysis and application.
■■ Promote Better Outcomes: Empower instructors and motivate students with analyt-
ics and reports that provide a snapshot of class progress, time in course, engagement
and completion rates.

64533_fm_hr_i-xx.indd 18 02/02/18 3:54 pm

 xix

REVIEWERS
The author and publisher would like to extend special thanks to the following instructors
for reviewing the draft manuscript:

Rodney Batch Larry Stanley

University of Northwestern Ohio Arizona Western College
Lima, OH Yuma, AZ

Christopher J. Marker Claude F. Townsend

University of Northwestern Ohio Oakland Community College
Lima, OH Bloomfield Hills, MI

Tim Pifer
Midlands Technical College
Columbia, SC

64533_fm_hr_i-xx.indd 19 02/02/18 3:54 pm

64533_fm_hr_i-xx.indd 20 02/02/18 3:54 pm
 Chapter 1
Brake System Fundamentals

Upon completion and review of this chapter, you should be able to:
■■ List and describe the operation of the
basic parts of a brake system.
■■ Describe the operation of the brake
system during and after pedal
application.
■■ Discuss the increasing use of disc
brakes instead of drum brakes.
■■ Describe a typical brake hydraulic
system.
■■ Describe the use of valves and lines
to direct and control the hydraulic
fluid.
■■ Discuss the purpose of brake power
boosters and the parking brake.
■■ Discuss the general operation of elec-
tronic and active braking systems.
■■ Discuss the general operation of trailer
brakes and air brakes.

Terms To Know
Active braking Friction Service brakes
Actuators Fulcrum Steering wheel position
Air brakes Lateral acccelerometer sensor
Antilock brake system (ABS) Leverage Stroke sensor
Automatic ride control Lockup Stroke simulator
(ARC) Master cylinder Traction-control system (TCS)
Bulkhead Negative wheel slip Vehicle stability control
Caliper Parking brakes (VSC)
Disc brake Positive wheel spin Wheel cylinder
Drum brake Pressure Wheel speed sensors
Force Regenerative braking Yaw

INTRODUCTION
The brake system is one of the most important systems on a vehicle. It has four basic
functions:
1. It must slow a moving vehicle.
2. It must bring a vehicle to a stop.
3. It must hold a vehicle stationary when stopped.
4. It allows directional control during maximum braking.
If the brake system does not operate properly, the driver and passengers could be
injured or killed in an accident. Technicians who service the brake system must be highly
skilled experts because the work they do can save lives. In this chapter, we start our study
of the brake system by presenting the basic concepts and parts of all brake systems.

64533_ch01_hr_001-019.indd 1 02/02/18 6:06 pm

 2 Chapter 1
Anti-lock brake system
(ABS) is a braking
system that is designed
to prevent the brakes
from locking up on hard
stops so that the driver
can maintain control of
the vehicle.
Service brakes: The
brakes that are used to
stop the vehicle.
Parking brakes: The
braking system that is
used to hold the vehicle
stationary while parked.
Regenerative braking
recapture some of the
lost energy during
­braking on hybrid
vehicles.
ABS wiring
harness
Figure 1-1 A typical automotive brake system comprises these major components and subsystems.
64533_ch01_hr_001-019.indd 2
This chapter also highlights some of the dynamics associated with braking and con-
trolling a vehicle. If all the various dynamics are not considered during the design stage,
most braking systems will under brake or over brake. When the brake system is not
designed or operating correctly, it will be up to the driver to compensate, usually with
poor results. In many cases, the human response is either too slow or too quick to react
to a braking situation. In both cases, a loss of vehicle control is probably unavoidable. To
prevent this, antilock brake system (ABS) and stability control have been added to help
the driver maintain control.
BRAKE SYSTEM OVERVIEW
The complete brake system consists of the major components shown in Figure 1-1. These
are the service brakes, which slow and stop the moving vehicle, and the parking brakes,
which hold the vehicle stationary. On late-model vehicles, the ABS is a third major sub-
system; and new cars now also include traction control and stability control as part of the
brake system functions. Hybrid and electric vehicles make use of regenerative braking,
which captures some of the energy normally lost as heat on the pads and rotors while
stopping. Regenerative braking systems use electrical generators to help slow the vehicle
during gradual stops and help recharge the electric batteries. Electric and hybrid vehicles
still have conventional hydraulic brakes to stop the vehicle quickly when necessary.
Regenerative brakes are a blending of the generators’ ability to help slow the vehicle and
conserve energy and the hydraulic systems’ ability to stop the vehicle quickly.
Leverage and the Brake Pedal Design
Author’s Note A fulcrum is the point at which one lever pivots or sits to
apply force to another lever or device. A seesaw pivots on a fulcrum.
Hydraulic power
brake booster
Rear disc or drum
Master cylinder brakes
and ABS
hydraulic unit
ABS
computer
Parking
brake lever
Brake
pedal
Front disc brakes
1/31/18 10:39 AM
 Brake System Fundamentals 3

Brake pedal
pivot (fulcrum)

2 inches
250
pounds
of force

10 inches
Master
cylinder

Lever
50
pounds Bulkhead
of force

Brake
pedal

Figure 1-2 The brake pedal assembly uses leverage to increase force applied to the
master cylinder.

Braking action on an automobile begins with the driver’s foot on the brake pedal. The
driver applies force to the pedal (which we learn more about later), and the pedal transfers
that force to the master cylinder pistons. The brake pedal also multiplies the force of the
driver’s foot through leverage.
The brake pedal is mounted on a lever with a pivot near the top of the lever. The
movement of the pedal causes a pushrod to move against a master cylinder. The master
cylinder is mounted inside the engine compartment on the rear bulkhead. The master The bulkhead separates
the engine compartment
cylinder is a hydraulic pump that is operated by the driver through the brake pedal. from the passenger
Most brake pedal installations are an example of what is called a second-class lever. compartment.
In the science of physics, a second-class lever has a pivot point (or fulcrum) at one end
and force applied to the other end. A second-class lever transfers the output force in the
The fulcrum is the
same direction as the input force, and multiplies the input force, depending on where the support for a lever to
output load is placed. The brake pedal installation shown in Figure 1-2 has a 10-inch pivot on.
lever, and the load (the master cylinder pushrod) is 2 inches from the fulcrum (8 inches
from the pedal). The pedal ratio, or the force multiplying factor, is the length of the lever
divided by the distance of the load from the fulcrum. In this case, it is:

10
5 5 :1
2

If the driver applies 50 pounds of force to the pedal, the lever increases the force to
250 pounds at the master cylinder. When the driver applies 50 pounds of input force, the
pedal may travel about 2.5 inches. When the lever applies 250 pounds of output force, the
pushrod moves only 0.5 inch. Thus, as leverage in a second-class lever increases force, it Leverage is the use of a
reduces distance by the same factor: lever and fulcrum to
create a mechanical
advantage, usually to
2.5 inches increase force applied
5 0.5 inch to an object.
5

Service Brake History and Design

Modern automobile brakes evolved from the relatively crude brakes of horse-drawn vehi-
cles. The earliest motor vehicle brakes were pads or blocks applied by levers and linkage

64533_ch01_hr_001-019.indd 3 1/31/18 10:39 AM

 4 Chapter 1
Friction is the force that
resists motion between
the surfaces of two
objects or forms of matter.
A drum brake is a brake
in which friction is
generated by brake
shoes rubbing against
the inside surface of a
brake drum attached to
the wheel.
Disc Brakes: A braking
system that forces two
brake pads on opposite
sides of a spinning rotor
to stop the vehicle
64533_ch01_hr_001-019.indd 4
to the outside of a solid tire on a wooden-spoked wheel. The same principles of leverage
that work in modern brake pedal installations increased the force of the brake pad applied
to the solid tire. These brakes worked well with speeds of 10 mph to 20 mph and little
traffic. Higher performance (30 mph and beyond) and pneumatic tires meant that early
wagon brakes were short-lived on automobiles.
By the end of the first decade of the twentieth century, automobiles were using either
external-contracting band brakes or internal-expanding drum brakes. A few internal-
expanding band brakes were tried on some early motor vehicles. External-contracting brakes
have a band lined with friction material wrapped around a drum located on the driveline
or on the wheels. The band is anchored at one end or at the center; levers and linkage tighten
the band around the drum for braking force. The service brakes on Ford’s famous Model T
were a single contracting band applied to a drum inside the transmission.
Band brakes, either internal or external, lose their effectiveness when higher braking
force is needed. When you study drum brakes, you will learn about the mechanical servo
action of brake shoes. It is very difficult to develop servo action with an internal band
brake, and higher brake force is thus needed. Servo action on an external band brake tends
to make the brake grab at high brake forces and high drum speed. Other problems associ-
ated with band brakes include dirt and water damage and loss of friction with external
bands and the tendency of these brakes to lock if the drum overheated and expanded too
much. Internal band brakes also suffer from band and drum overheating and reduced
braking force.
As drum brakes evolved, internal-expanding shoe-and-drum brakes became the stan-
dard. External-contracting band brakes were used as parking brakes until the late 1950s,
but their days as service brakes were over by the late 1920s.
Drum Brakes. By the mid-1920s, drum brakes with internal-expanding shoes were the
general rule. Early drum brakes were operated mechanically by levers and linkage
(Figure 1-3). Expensive luxury cars such as the 1921 Duesenberg Model A were among
the first to have hydraulic drum brakes. Hydraulic brakes started to appear on lower-
priced cars in the mid-1920s with Chrysler’s Light Six, which became the Plymouth. Ford
Motor Company, however, used mechanical brakes through the 1938 model year.
Author’s Note There were two major reasons for the increased use of
hydraulically applied brakes over the mechanically-applied ones: (1) The four
brakes never seemed to apply the same amount of braking force at the same time
because (2) the brake linkages required almost constant re-adjustment to make the
brake work at all. The only reason mechanical brakes were ever practical was the
fact that roads were rough and couldn't be traveled at high speeds.
The rigid brake shoes used with drum brakes could be made stronger than the flexible
bands of earlier brake designs. This eliminated breakage problems that occurred with greater
braking forces that were required as automobiles got more powerful and faster. With hydrau-
lic actuation, four-wheel drum brakes remained the standard braking system for most cars
into the middle and late 1960s. With the coming of Federal Motor Vehicle Safety Standards
(FMVSS) 105 in 1967, brake systems had to pass specific performance tests that made front
disc brakes the general rule in the 1970s. Even at the beginning of the twenty-first century,
however, drum brakes are still used on the rear wheels of many cars and light trucks.
Disc Brakes. Modern automotive disc brakes were developed from aircraft brakes of
World War II. Known originally as “spot” brakes, disc brakes work by applying pressure
to two brake pads on opposite sides of a spinning rotor attached to the wheel hub
1/31/18 10:39 AM
 Brake System Fundamentals 5

Brake pedal Brake pedal rod

Brake pedal
pivot

Cam

Brake shoes

Drum
Figure 1-3 A simple mechanical expanding drum brake.

(Figure 1-4). Disc brake pads are mounted in a caliper that sits above the spinning rotor. A caliper is a major
The caliper is either fixed or movable on its mounting. With a fixed caliper, hydraulic component of a disc
pressure is applied to pistons on both sides to force the pads against the rotor (Figure 1-5). brake system that
houses the piston(s)
With a movable caliper, pressure is applied to a piston on the inboard side only. This forces and supports the brake
the inboard pad against the rotor, and the reaction force moves the outboard side of the pads.
caliper inward so that both pads grip the rotor (Figure 1-6).
All the friction components of a disc brake are exposed to the airstream, which helps
to cool the brake parts and maintain braking effectiveness during repeated hard stops from
high speeds. This, in turn, leads to longer pad life and faster recovery from brake fade.
Disc brakes do not develop the mechanical servo action that you will learn about as you
study drum brakes. Therefore, disc brakes require higher hydraulic pressure and greater
force to achieve the same stopping power as a comparable drum brake. These pressure
and force requirements for disc brakes are met easily, however, with large caliper pistons

Caliper
Boot

Seal

Caliper
Hydraulic Hydraulic
Hydraulic pressure pressure
pressure

Piston

Piston

Hydraulic
pressure
Rotor

Figure 1-4 Hydraulic pressure in the caliper

forces the disc brake pads against the spin- Figure 1-5 Hydraulic pressure is applied equally to pistons on both sides
ning motor. of a fixed caliper.

64533_ch01_hr_001-019.indd 5 1/31/18 10:39 AM

 6 Chapter 1

Reaction
Caliper

Action
Piston

Hydraulic
pressure

Figure 1-6 Hydraulic pressure in a movable

caliper forces the piston in one direction and
the caliper body in the other. The resulting
action and reaction force the pads against
the rotor.

A BIT OF HISTORY
Hydraulic brakes were invented in 1918 in the California shop of Malcolm Loughead. He later
changed the spelling of his name to Lockheed, and he and his brother founded the aircraft c­ ompany
of that name. The Lockheed hydraulic brake first appeared on the 1921 Duesenberg Model A.

and power brake boosters. Because their advantages far outweigh any disadvantage, disc
brakes have become the universal choice as the front brakes on all cars and light trucks
built since the 1970s. Additionally, four-wheel disc brakes became standard equipment
on high-performance automobiles, SUVs, and some trucks.

Brake Hydraulic Systems

Although brake systems have been changing recently, hydraulic operation of service
The master cylinder is
the liquid-filled cylinder brakes has been the universal design for more than 70 years. The complete hydraulic
in the hydraulic brake system consists of the master cylinder, steel lines, rubber hoses, various pressure-control
system in which valves, and brake apply devices at each wheel.
hydraulic pressure is
developed when the Master Cylinder. The master cylinder is the start of the brake hydraulic system. It actu-
driver depresses a foot ally is a cylindrical pump. The cylinder is sealed at one end, and the movable pushrod
pedal.
extends from the other end (Figure 1-7). The pushrod moves a pair of in-line pistons that

Secondary output port Primary output port

Secondary Primary
reservoir reservoir

Pushrod

Piston
return
spring
Seal
Spring
Seal
Seal Seal
Seal
Figure 1-7 The master cylinder is a cylindrical pump with two pistons that develop
pressure in the hydraulic lines to the front and rear brakes.

64533_ch01_hr_001-019.indd 6 1/31/18 10:39 AM

 Brake System Fundamentals 7

Right front Right rear

Master
cylinder

Secondary
piston

Primary
piston

Left front Left rear

Figure 1-8 Each master cylinder piston feeds one system of a split hydraulic
brake system. Shown is a diagonally split system.

produce the pumping action. When the brake pedal lever moves the pushrod, it moves
the pistons to draw fluid from a reservoir on top of the master cylinder. Piston action then
forces the fluid under pressure through outlet ports to the brake lines. Pressure is the force
All master cylinders for vehicles built since 1967 have two pistons and pumping cham- exerted on a given unit
of surface area—force
bers, as shown in Figure 1-7. Motor vehicle safety standards require this dual-brake divided by area—
system to provide hydraulic system operation in case one hose, line, or wheel brake assem- measured in pounds per
bly loses fluid. Because the brake hydraulic system is sealed, all the lines and cylinders are square inch (psi) or
kilopascals (kPa).
full of fluid at all times. When the master cylinder develops system pressure, the amount
of fluid moved is only a few ounces.
Split Systems. Modern-day vehicles have split brake systems. The pre-1970s vehicle had
a single hydraulic system serving all four wheels. A leak anywhere in the system resulted
in a complete braking failure. The split system was designed to prevent a total system fail-
ure. This required the use of a dual-piston master cylinder and the inclusion of various
valves. A split system is fed by one piston in the master cylinder and feeds two wheel brakes
of the vehicle. There are two types of split systems: diagonal and front/rear. The diagonal
has one system feeding a front-wheel brake and the rear, opposing-side-wheel brake, that
is, left front and right rear (Figure 1-8). The second diagonal split is to the other wheel
brakes. The front/rear split is exactly as it sounds. One side or split feeds the rear-wheel
brakes, and the other feeds the front wheels (Figure 1-9). Both types of split have advan-
tages and disadvantages, but each prevents complete system failure from a single leak.

Hybrid Master Cylinders

Hybrid vehicles braking systems have some significant differences as compared to most
conventional automobiles. One reason for this is regenerative braking used during light
to moderate braking. Regenerative braking can slow the vehicle and recover much of the
energy used by using the drive motor as a generator. Another reason is that the engine
Stroke sensor informs
may not be running to provide vacuum to the conventional brake booster. These two fac- the brake controller how
tors produce a master cylinder used somewhat conventionally to produce pressure, but fast and how much
this pressure is amplified by the brake actuator (Figure 1-10) to apply the appropriate pressure the driver
applied to the brakes.
pressure to the wheel calipers. The brake stroke sensor ( Figure 1-11) informs the brake

64533_ch01_hr_001-019.indd 7 1/31/18 10:39 AM

 8 Chapter 1

Right front Right rear

Master
cylinder

Secondary
piston

Primary
piston

Left front Left rear

Figure 1-9 A front/rear split dual hydraulic brake system.

Stroke sensor

Figure 1-10 A hybrid brake actuator for a Toyota Figure 1-11 A brake pedal stroke sensor tells the braking
Camry contains a pump to boost brake pressure system how far and how fast the brake pedal is being
instead of using a vacuum booster. depressed.

controller how fast and how much pressure the driver applied to the brakes; the brake
controller then decides on what ratio of regenerative braking to hydraulic braking needs
to be applied. If the braking is light, then the controller may decide to use only the regen-
erative braking system to stop the vehicle. If the stop is moderate, the controller may
command regenerative and hydraulic braking. If the stop is panic in nature, then the
hydraulic braking system will be the dominant choice. In these systems, the stroke
­simulator (Figure 1-12) provides appropriate brake pedal feedback to the driver; in other
Stroke simulator words, the brakes should feel normal to the driver.
provides brake pedal Brake Lines and Hoses. The rigid lines or pipes of a brake hydraulic system are
feedback to the driver.
made of double-walled steel tubing for system safety. Flexible rubber hoses connect

64533_ch01_hr_001-019.indd 8 1/31/18 10:39 AM

Another random document with
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broke ranks and in wild enthusiasm greeted each other as long lost
friends. The song they sang is probably seven hundred years old or
older.
 (1) Songs of Childhood, Games and Cradle Songs

From the day of the obelisk to the day of the radio, every baby that
has ever been born has been put to sleep to the soothing sound of the
mother’s song. The Greek mother sang to her baby,
Come, Sleep! come, Sleep! Take him away.
Come, Sleep, and make him slumber.
Carry him to the vineyard of the Aga,
To the Garden of the Aga,
The Aga will give him grapes; his wife, roses; his servant, pancakes.

Many early lullabies were sung in honor of the infant Jesus, which
really gives them a very blesséd beginning. It is related by a Sicilian
poet “When the Madunazza (mother) was mending St. Joseph’s
clothes, the Bambineddu (Bambino—the Infant Jesus) cried in his
cradle, because no one was attending to Him. So the Archangel
Raphael came and rocked Him and said these sweet little words to
Him, ‘Lullaby, Jesus, Son of Mary.’”
The Indians, too, sang lullabies, for you know the squaw is a gentle
soul and takes beautiful care of her papoose. The Chippewas think of
sleep as a big insect and they have named him Weeng. Weeng comes
down from the top of a tree where he is busy making a buzzing noise
with his wings and puts you to sleep by sending many little fairies to
you who beat your head with tiny clubs!
We all know our own Bye, Baby Bunting, Father’s Gone a
Hunting, etc., and Rockabye Baby on the Tree Top.
The Germans, whose children songs and lullabies are so lovely,
have the familiar Schlaf, Kindlein, Schlaf! It is a sweet name the
Italians give their lullaby, the ninne-nanne! And the mothers in
Lyons, France, call sleep souin-souin and have a charming little
song:
Le Poupon voudrait bien do(r)mir;
Le souin-souin ne peu pas venir.
Souin-souin, vené, vené, vené;
Souin-souin, vené, vené, vené!
The infant wants to go to sleep;
Sleep does not wish to come.
Sleep come, come, come;
Sleep come, come, come!
 Games

We all have sung The Farmer in the Dell, London Bridge is Falling
Down, Ring Around the Rosy and many other game-songs. We have
told you of the Indian moccasin game, and we know that in all the
other nations the children have had their game-songs.
 (2) Songs for Religious Ceremonies, Holidays, and
Christmas Carols, etc., May Songs and Spring Festivals

Spring is so full of the beginnings of life, and people can see the
flowers begin to bloom and take on color and glory. Even as you and
I, they have never been able to see them without rejoicing and every
one’s rejoicing sooner or later is a cause for music. In many countries
this renewal of life is celebrated by rites and ceremonies that have
been the source of much folk-lore and music.
The Greeks, as early as the 6th Century B.C., celebrated the coming
of the spring with a religious festival named after the god Dionysus.
Many songs and dances accompanied these festivals. On the evening
before the festival, which lasted five days, there was an impressive
procession by torch-light in which an image of the god Dionysus was
carried to the theatre where the festival was held, accompanied by
many handsome youths and a very splendid bull which was
sacrificed.
In the excavations of Crete this ancient hymn has been found,—a
spring song and a young man-song in one:

Ho! Kouros (young man), most Great, I give thee hail, Lord of all that is wet and
gleaming; thou art come at the head of thy Daemones. To Dickte for the year, Oh,
march and rejoice in the dance and song.

In Germany, it was thought that on Walpurgis-nacht (May night)

witches rode on the tails of magpies and danced away the winter
snows on the Brocken, one of the highest peaks of the Hartz
Mountains. In Germany too, it was the custom for children to set
May-flies (Maikäfer) free and to sing this song:
Maikäferchen fliege,
Dein Vater ist in Kriege
Dein Mutter ist in Pommerland
Pommerland ist abgebrannt
Maikäferchen fliege.

or
May-fly, fly away,
Your father is at war,
Your mother is in Pommerland.
Pommerland is all burned up!
May-fly, fly away.

Don’t you think it is like our rhyme?

Lady-bug, lady-bug,
Fly away home.
Your house is on fire
Your children will burn.

And here is the French:

Avril, tu t’en vas!
Car Mai vient la-bas
Pour balayer ta figure
De pluie, aussi de froidure.
Hanneton, vole!
Hanneton, vole!

Au firmament bleu,
Ton nid est en feu,
Les Turcs avec leur èpée
Viennent tuer ta couvée.
Hanneton, vole!
Hanneton, vole!

or:
April, away!
For here cometh May
With sunshine again
To banish the rain.
May-beetle, fly!
May-beetle, fly!

Afar in the sky,

With flames leaping high,
The Turks with swords rude
Have slaughtered your brood.
May-beetle, fly!
May-beetle, fly!
 The first comic opera, a pastourale six hundred years old, Le Jeu
de Robin et de Marion by Adam de la Hale, is full of May songs.
The King and Queen of the May and May Pole dancers and the
English Jack-in-the-Green, the Thuringian Little Leaf Man and the
Russian tree dressed up are only a few of the many examples of the
rites of spring. And we have seen how the Druids and the Aztecs
celebrated spring.
One of the most modern composers, Igor Stravinsky, has written a
ballet called Le Sacre du Printemps (Rites of Spring) in which he has
used the ancient Russian pagan rites of celebrating the spring. The
music is wild and the rhythms primitive.
 Religious Ceremonies

From legends, we know that songs and dances of the Polish people
accompanied their religious ceremonies before Christianity. When
they exchanged their pagan gods for the teachings of the early
Christian fathers, many of these songs were lost, but some of them
were handed down merely by changing the pagan name to the
Christian. These songs have been traced by the fact that many of
them are based on the old pentatonic scale. The Slavs, the
Lithuanians and the Germanic races have kept this scale in Eastern
and Middle Europe, and the Greeks, the ancient Italians and the
Celts brought it into Western and Southern Europe. These scales are
supposed to have come from Indo-China, for it must not be forgotten
that the Polish along with all Slavs migrated from Asia, the cradle of
the human race.
Two festivals,—St. John’s Eve and Christmas, came down from the
pagan era in Poland and the manner of celebration has changed little
throughout the centuries.
 Christmas Carols

The Polish Christmas Carol was also handed down from the days
before Christ. The word “carol” comes from the old French carole
which was a dance, and gave its name to the song by which it was
accompanied. In the pagan time there were summer carols, winter
carols, Easter carols and carols that celebrated a religious winter
festival. As the winter festival occurred about the same time of the
year as the Nativity or birthday of the Saviour, it was celebrated in
the Christian Church as Christmas. In England, the old Yule-tide of
the Druids has influenced the present celebration of Christmas with
its fun, festivities and Christmas trees!
Throughout Germany, Christmas Carols are still sung early every
Christmas morning, and many of the old hymns have thus been
preserved.
The Christmas Carol in France is called Noël and the old English
word was Nowell.
 (3) Love Songs

It is safe to say that there are more love songs than any other kind
of folk music, and among them is some of the most beautiful music
in the world. You will find charming folk love songs of every
nationality on earth.
Different countries have different marriage customs which give an
intimate picture of the life in different periods, of countries and
tribes far apart. Again we can trace forgotten relationships in like
customs of bygone days. Singing and dancing are very important in
all marriage celebrations, and some wedding music is of great age.
In Russia, for example, the marriage customs and wedding music
are very beautiful and impressive. At the same time no folk dancing
is wilder or gayer than that celebrating a peasant marriage.
Before going to a wedding ceremony, the Polish bride sings one
particular song built on the pentatonic scale, that has probably been
sung for more than two thousand years! There are other wedding
ceremony songs that can be traced back almost as far.
In Brittany, during the 11th and 12th centuries, the priest
demanded a “nuptial song” from the newly-weds on the Sunday
following the wedding, as a wedding tax!
In another place the feudal lord demanded that every new bride
should dance and sing before him and in return he decorated her
with a bonnet of flowers.
You haven’t forgotten the Indian and his love music played on the
flute, have you?
 (4) Patriotic Songs

In the recent World War, we had examples of how folk songs were
made. There were popular songs like Over There (George Cohan),
The Long, Long Trail (by Zo Elliot), Tipperary, Madelon, that were
sung by millions. They were songs of the people, by the people and
for the people, and no one cared who wrote them.
Most of the national hymns and patriotic songs were born in a
time of storm and stress. Words inspired by some special happening
were written on the spur of the moment, and often set to some
familiar tune. America was first sung to the tune of God Save the
King on July 4, 1832. The words of Star Spangled Banner were
written by Francis Scott Key during the War of 1812 as he watched
the bombardment of Fort McHenry in Chesapeake Bay, and was set
to an English drinking song, Anacreon in Heaven. Yankee Doodle, a
song first sung to make fun of the young colonists, became the
patriotic hymn of the Revolution! Where the tune came from is a
mystery, but it shows a family likeness to a little Dutch nursery song,
a German street song, an old English country dance, a folk tune from
the Pyrenees and one from Hungary! But we love our old Yankee
Doodle anyhow! Hail Columbia was adapted to a tune, The
President’s March, which had accompanied Washington when he
was inaugurated, in New York, as our first president.
England’s God Save the King was composed, words and music, by
Henry Carey, and it was used first in 1743 during the Jacobite
uprising. It has since served America, Germany, Denmark and
Switzerland. Auld Lang Syne of Scotland was written by “Bobby”
Burns and set to an old Scotch tune. St. Patrick’s Day was originally
a jig, and The Wearing of the Green was a street ballad of the Irish
rebellion of 1798 mourning the fact that the Irish were forbidden to
wear their national emblem, the shamrock. The Welsh song Men of
Harlech, a stirring tune, dates from 1468.
The French have several thrilling national songs. If you heard
Malbrouk s’en va-t-en guerre (Malbrouk to war is going) you would
say, “Why! that’s For He’s a Jolly Good Fellow.” So it is, and it has
had a long and chequered career. It is supposed to have been brought
into Europe by one of the Crusaders, and was lost for five centuries;
it cropped up again in 1781 when Marie Antoinette sang it to put the
little Dauphin (the French prince) to sleep. Paris picked up the tune
and it was heard in every café and on every street corner. Napoleon
who had no ear for music hummed it. It crossed the English channel.
Even the Arabs sing a popular song like it which they call Mabrooka.
Beethoven used the air in a Battle Symphony (1813).
The stirring hymn of France, is the Marseillaise written by Rouget
de l’Isle (1792) on the eve of the Revolution. It became the marching
song of the French Army and was sung during the attack on the
Tuileries (Paris), the king’s palace. It has always been the Republican
song of France.
In almost every book you read about the French Revolution, La
Carmagnole and Ça Ira are mentioned. They accompanied
thousands of victims to the guillotine. Ça Ira (It will go!) was a
popular dance which Marie Antoinette played on her clavecin. Little
did she know that the same tune would be shouted by the infuriated
mobs as she was driven through the streets of Paris in the tumbril to
the guillotine!
The Italians show their natural love for opera by the fact that their
national hymn is adopted from Bellini’s opera Somnambula.
The Rakoczy March of which you will hear later in the chapter is
the Hungarian national hymn.
We could write an entire book on this subject, but this is only to
give you a suggestion of how these songs grew and where they came
from.
 (5) Songs of Work and Labor and Trades

We have shown you the American Indians singing their songs as

they fish and pound the corn; the boatmen rowing to the rhythm of
their songs; and we have tried to show you that everybody loved
songs as much when they worked as when they danced. Haven’t you,
too, hummed or sung while working? People who accompany dish
cloths and dusters with songs work better!
American negroes have used song to ease their work in the hot
sunny fields. They not only sang, but men were hired to sing and act
as song leaders in the slave days, to set the pace for workers, for
more work was done when the slaves moved to the rhythm of music.
In modern factories today, music is used to relieve the drudgery.
In Southern States the stevedores sing as they unload and load
ships. And haven’t you often heard a rhythmic sound uttered by men
hauling ropes on ships or buildings?
The world over, sailors have their songs and dances, farmers their
reaping and planting songs, spinners and weavers their songs,
boatmen songs like those on the Nile and the Volga boat song.
While few Greek folk songs have come down to our time, we know
that they had songs for reaping the harvest, for grinding the barley,
for threshing the wheat, for pressing the grapes, for spinning wool,
and for weaving. They also had the songs of the shoemaker, the dyer,
of the bath-master, the water carrier, of the shepherd, etc.
There are innumerable spinning songs of all nationalities, and
shepherds’ songs,—you probably know the French Il etait une
Bergère.
In Africa, we hear that the workers when cleaning rice were led by
singers, who clapped their hands and stamped their feet to
accompany the song. One man reports that he heard the negro
women singing a national song in chorus, while pounding wheat
always in time with the music.
Charles Peabody tells of a leader in a band of slaves in America
who was besought by his companions not to sing a certain song
because it made them work too hard!
 The difference between the negro songs and the labor songs of
other peoples and places is, that the negroes had no special labor
songs but sang their religious songs, which they adapted to all
purposes and occasions, while the true labor song was composed to
fit the occasion.
In old England we hear of the “Labor-lilts” which were all work
songs of spinners, milk-maids and shepherds. And we must not
neglect the old night-watchman whom we meet in Wagner’s Die
Meistersinger. Neither can we let go by unnoticed the “town-crier”
who told the news, good and bad. The street calls and cries of the
Middle Ages were labor songs, later, in England and in France made
into real compositions.
We, in America, have the old Cow-boy songs, the Mining songs of
California, and the Lumberjack songs of Maine. These are not exactly
labor songs but are first cousins to them.
The stage coach postillons with their fascinating horn calls are
really music of trades or occupations, too. Isn’t it too bad that the
inartistic jangle of the tram-car and the “honk-honk” of the
automobile tear our ears instead of the tuneful hunting horns and
postillon horns which are still occasionally heard in European
forests!
The world’s workers sing to make work slip along easily, so you see
song is a great lubricant.
 (6) Drinking Songs

In the great dining halls of the Middle Ages, when hunting parties
gathered, and guests were received from near and far, or at
Christmas time, when in old Britain the Wassail-bowl flowed freely,
drinking songs were an important part of the banquet. At the
splendid feasts in Rome, drinking songs were popular. In fact, all
over the world there are thousands of this kind of folk song.
The name Wassail dates back to the day when Vortigern, King of
the Britons, visited Hengist, the Saxon. Rowena, Hengist’s daughter
greeted him with, “Was hail hla, ond cyning!” which mean in plain
English, “Be of health, Lord King!” to which the king replied, “Drink
heil” (Drink health).
 The Word Vaudeville

In the second half of the 15th century, two men named Basselin
and Jean de Houx wrote many drinking songs. As they lived in the
little valleys (in French called vaux) near Vire in Normandy, drinking
songs came to be called vaux-de-vire. At the same time, songs that
were sung in the streets, in fact, any folk songs with gay melodies and
light words, were called voix-de-ville, (or voices of the city). So, in
some way, these two terms became mixed, and the familiar word,
vaudeville is the result!
 (7) Dancing Songs

In the folk dance, man shows the feelings and dispositions of his
race. From this dance of the people, all music gradually took a
measured form, a rhythmic thing that is lacking in the song of
primitive people. In primitive times, all dances were sung,
particularly was this the case with the Slav race. As instruments were
perfected, they took the place of primitive drums and singing as
accompaniment to the dance.
The plain chant, and in fact all music of the church, lacked the
element we call rhythm. It followed a metre or measure needed by
the words, but this was much more like talking than like singing.
Even the ornamented chant of the soloists in the churches had no
definiteness of time or of phrase.
Rhythm as we feel it today, occurs in two ways,—through the
singing of verses and through dancing. We must not forget that early
peoples were much like children, and took pleasure in jingles, and in
moving their feet and bodies in repeated motions which became
dances.
It is most fascinating to see that the people who have the saddest
songs, have the gayest and wildest dances! Maybe it is because the
sadder the nation the more need it has for some gay way of forgetting
its woes. The Russians, the Poles, the Norwegians and the people of
all north countries where the songs are minor and tragic, have the
wildest dances. The clothes, too, of the folk in these countries are
decked in colored embroideries, and the decorations of the houses
giddy and jolly. When the Russians get together they forget their
sorrows in wild and almost frenzied dances, and directly after they
will sing songs of deepest gloom.
 Polish Dances

The Poles have several folk dances that are easily recognized by
their rhythm and style. The great Polish composer Chopin used these
folk dances in some of the loveliest piano music ever written. For
more than six centuries they have been used by Polish composers,
yet there are people who say that folk song has no influence on
musical art.
The Polonaise, in ¾ time, a stately dance of the aristocracy and
nobles rather than of the people, began as a folk dance, and is
supposed to have come from the Christmas Carol. The rhythm of the

Polonaise , is easily recognized and followed.

In the early times, these polonaises had no composer’s tag, but were
often named for some Polish hero, and thus show the date in which
they were born.
One Polish writer dates the “courtly” polonaise from 1573. The
year following the election of Henry III of Anjou, a great reception
took place at Cracow, in which all the ladies of high rank marched in
procession past the throne to the sound of a stately dance. This was
the beginning of the stately polonaise, in which old and young took
part, marching all through the great drawing rooms and gardens.
The Mazurka, another very popular Polish dance, is also in ¾
time, but faster than the polonaise, and slower than the waltz. It is
performed by a few couples at a time, two to eight but rarely more.
The accent of the measure falls on the third beat, which distinguishes
it from a waltz.
Other well known Polish dances are the Krakowiak in ²⁄₄ time, the
Kujawiak in ¾ time, the Obertass in ¾ time, the dance of the
mountaineers, called the Kolomyjka in ²⁄₄ time, and the Kosah in ²⁄₄
time. All these dances are fast, and all of them come directly from
folk songs.
 Spanish Dance-Songs

It is very hard to tell which of the Spanish folk pieces are dances
and which at first were songs, because the favorite songs of Spain are
nearly all sung as accompaniments to dancing. Spain had almost as
rich troubadour music as France, because the influence of the
troubadours and of the jongleurs was very strong, Provence being
Spain’s neighbor. In Catalonia the Provençal language has been used
since the 9th century, and the folk music differs from that of other
parts of Spain.
The songs of Spain divide themselves into four groups. The
Basque, the music of Biscay and Navarre, unlike any music of which
we have told you, is irregular in rhythm, melody, and scale, and the
jota is one of its characteristic dances. Galicia and Castile have gay,
bright, strong marked dance rhythms as may be seen from their
characteristic boleros and seguidillas. Andalusian music and that of
Southern Spain is perhaps the most beautiful of all, for here we find
the influence of the Oriental music to a marked degree, in the use of
the scale, in florid ornament, and in the richness of the rhythm; the
dances fandangos, rondeñas and malagueñas are thought to be
finer than the songs. The guitar is the king of instruments in
Andalusia and how Spanish it is! The fourth group of songs is from
Catalonia of French influence and less Spanish than the others.
 The Ballad and the Ballet

In the English language we have the word ballad, which means a

long poem in which a story is told. We also use the French word
ballet, for a dance on the stage. These two words come from the same
root, and show that at one time ballads and dance tunes were
practically the same thing.
The English dance song, the “round” or the same dance in France
called the ronde, was a popular dance for many centuries, some of
which are most amusing and curious. One dance tune from the 12th
century has Latin words; there is also a well known tune, Sellenger’s
Round, from the collection called the Fitzwilliam Virginal Book.
Another famous ballad (dance) was Trenchmore, a good sample of
English folk dance at the end of the 16th century:

Trenchmore

An English writer (how childlike was his fun!) in 1621 says of

Trenchmore, “Who can withstand it? be we young or old, though our
teeth shake in our heads like virginal jacks (see page 310), or stand
parallel asunder like the arches of a bridge, there is no remedy; we
must dance Trenchmore over tables, chairs, and stools!”