| Determine the extent of direct and indirect/hidden damage and direction of impact; develop and document a repair plan.
Lesson Plan for
CRT 130-1
NON-STRUCTURAL ANALYSIS AND DAMAGE REPAIR SECTION I
Course HS Title:
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Non-Structural Analysis and Damage Repair
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Program:
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KCTCS Courses included in HS Title: (Lesson is prepared for course highlighted.)
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KCTCS Course No.
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KCTCS Course Title
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Introduction/Context
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This lesson will instruct the student on how to determine the extent of direct and indirect/hidden damage and direction of impact, and develop and document a repair plan. Knowledge of these techniques and the skills required to correct problems associated with this task are necessary for a student to acquire if they wish to compete for high paying, high skilled jobs in an Automotive Repair Facility. Entry level technicians need to be able to perform this task to 100% accuracy. Incorrectly performing this task can lead to an automobile accident or create customer satisfaction issues.
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Prepared By
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School
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Date:
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Grade Level
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No. Students
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No.IEP's:
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Lesson Length:
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Task
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Determine the extent of direct and indirect/hidden damage and direction of impact; develop and document a repair plan
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No.
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Objective
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1
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Given the proper tools and instruction, the student will be able to determine the extent of direct and indirect/hidden damage and direction of impact, develop and document a repair plan, and pass a written test covering the task with 100% accuracy.
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Connections:
New Common Core:
RST 11-12-2
RST 11-12-3
A-CED-4
New Common Core Technical
TD-SYS-1
TD-OPS-3
New Science Standards
HS-PS2-3.
Skills Standards:
AA001
EG011
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INSTRUCTIONAL MATERIALS/TECHNOLOGY
Teacher Designed Materials and Other Handouts
Textbooks and Workbooks
Author
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Title/ISBN No.
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Edition
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Publisher
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Pages
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Various
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ASE Test Prep Non-Structural Analysis and Damage Repair
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Third
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Delmar
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17-18
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Equipment
Quantity
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Item
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Source
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As Needed
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Hammer/Dolly
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Various
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As Needed
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Heat Crayon
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Various
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Content/Presentation/Demonstration Outline
Instruct students that the first step in auto body repair is analyzing the damaged area. A number of conditions that the collision repair technician must recognize are present in any damaged panel. Tell the student that they must look for direct damage, indirect damage, and work hardening, whether normal or impact related.
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Explain that direct damage is the damaged portion of the panel that came in direct contact with the object that caused the impact. Indirect damage is caused by the shock of collision forces traveling through the body and of inertial forces acting on the rest of the unibody. Let students know that indirect damage, which may be found anywhere on the vehicle, can be more difficult to identify and analyze completely. Explain that work hardening is in all sheet metal panels of a vehicle to varying degrees, and it is important to know where the metal was the hardest and softest before it was damaged.
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Tell students that many times it may be best to draw the repair plan prior to pulling the vehicle. Let them know that this drawing should show original equipment manufacturer (OEM) actual dimensions, and anchoring and pulling locations. Before attempting any repair work, tell students that they should determine exactly the collision procedure that should be taken.
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Instruct students that when it is determined how far the damage traveled in the unibody structure and when the damage is fully identified, the damaged area can be pulled and straightened. Tell students to repair the damage in the reverse (first in, last-out) sequence to which it occurred during the collision. Have them plan the pulling sequence with the pulls in the opposite direction from those that caused the damage.
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Instruct students that some of the signs of stress/deformation on unibody cars are:
*Misaligned door, hood, trunk, and roof openings
*Dents and buckles in aprons and rails
*Misaligned suspension and motor mounts
*Damaged floor pans and rack and pinion mounts
*Cracked paint and undercoating Pulled or broken spot welds
*Split seams and seam sealer
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Tell students that stress relieving uses hammer blows and sometimes carefully controlled heat to help return damaged metal to its original shape and state. Let them know that a dolly or large wood block and hammer will work out a lot of stress. Explain that most of the stress relieving will be “cold work;” that is, not much heat will be used. If, however, heat is needed, tell students to control the heat carefully to prevent part damage and warpage.
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Explain to students that the best way to monitor heat application is with a heat crayon. Tell them to stroke or mark the cold piece with the crayon. Let them know that when the stated temperature has been reached, the crayon mark will liquefy. Let students know that manufacturers specifications puts limits to duration of heat application, so tell them that not only must they monitor temperature, but they must also monitor cumulative time for the heated material.
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Applications/Practice
Evaluation and feedback Prior to Testing or Lab Work
1
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Objective 1. / Formative assessment / Instructor will observe students as they practice the procedure to assure correct procedure and safety practices are being followed. A checklist will be utilized to chart student progress on the task. Questioning techniques will be utilized as necessary to demonstrate student comprehension / Adaptations and/or accommodations for special needs students will be added if required.
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STUDENT ASSESSMENT: (Assess student progress with performance criteria.)
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Objective 1 / Summative assessment / written test questions on stated objective / adaptation and / or accommodations for special needs students will be added if required
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IMPACT--Reflection/Analysis of Teaching and Learning: (How did students’ progress in relation to the state objectives? Was the instruction successful? Analyze samples of student work particularly that which is unsatisfactory, for the purpose of planning further instruction.)
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REFINEMENT--Lesson Extension and Follow-up: (To be filled in as the lesson is modified during initial planning and/or during the teaching learning process.)
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