Rough sand body filler to contour; finish sand

Lesson Plan for

CRT 130-2

NON-STRUCTURAL ANALYSIS AND DAMAGE REPAIR SECTION II

Course HS Title: / Non-Structural Analysis and Damage Repair / Program:
KCTCS Courses included in HS Title: (Lesson is prepared for course highlighted.)
KCTCS Course No. / KCTCS Course Title
Introduction/Context / This lesson will instruct the student on how to rough sand body filler to contour, and finish sand. 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.
Prepared By / School / Date:
Grade Level / No. Students / No.IEP's: / Lesson Length:
Task
Rough sand body filler to contour; finish sand
No. / Objective
1 / Given the proper tools and instruction, the student will be able to rough sand body filler to contour, finish sand, and pass a written test covering the task with 100% accuracy.

Connections:

New Common Core:
RST 11-12-2
RST 11-12-3
New Common Core Technical
TD-SYS-1
TD-OPS-3
New Science Standards
HS-PS2-3.
Skills Standards:
AA001
EG011

INSTRUCTIONAL MATERIALS/TECHNOLOGY

Teacher Designed Materials and Other Handouts


Textbooks and Workbooks

Author / Title/ISBN No. / Edition / Publisher / Pages
Various / ASE Test Prep Non Structural Analysis and Damage Repair / Third / Delmar / 28


Equipment

Quantity / Item / Source
As Needed / Orbital Sander/Sandpaper / Various


Content/Presentation/Demonstration Outline

Instruct students that if a firm white track is left when the filler is scratched with a fingernail, it is ready to be filed. Let students know that filing is perhaps the most important factor in achieving a quality surface and controlling material cost and labor. Tell students that the file is used to cut excess filler to size quickly. Its long length produces an even, level surface. The teeth in the file are open enough to prevent the tool from clogging. Explain that grinders, sanders, and air files do not level well. They become loaded quickly, create too much dust, and waste a lot of sandpaper.
Tell students that after grading, they should sand out all the file marks with 40-grit sandpaper. Have them use a block, 8-inch orbital sander, or air file on large, flat surfaces. Use a disc orbital sander on smaller areas. They should then follow with a finer 80- grit sandpaper until all 40-grit scratches are removed. Let them know that final sanding should involve using 180-grit sandpaper until all 80-grit scratches are removed. Tell them that the DA or air file can again be used or a long speed file can be used.
Instruct students to be careful not to over-sand as this results in the filled area being below the desired level, which makes it necessary to apply more filler. Let them know that over-sanding is a common mistake for the novice body technician.
Tell students to always sand a little and check your work. Tell them they want to cut the filler down flush with the undamaged surface slowly. On the flat surfaces, tell them they can use a straightedge to check filler straightness. Have them run their hand over the area often to check for evenness. Tell them to not be satisfied until the repaired surface feels perfectly even. If minor imperfections, deep scratches, or pinholes still appear, they should use a catalyzed glazing putty to fill these imperfections.
Instruct students that another trick is to apply a dry guide coat or a thin mist of primer. By sanding off the primer guide coat, they can easily detect filler high and low spots. High spots will sand off more quickly. Low spots will leave the primer mist intact. When satisfied with the smoothness of the filler surface, tell them to clean the area with a tack cloth. Let them know that a tack cloth picks up bits of filler dust that normal cleaning leaves behind. Remind them that the tiniest particle will mar or ruin the paint job


Applications/Practice

1 / Refer to content


Evaluation and feedback Prior to Testing or Lab Work

1 / 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.


STUDENT ASSESSMENT:(Assess student progress with performance criteria.)

1 / Objective 1 / Summative assessment / written test questions on stated objective / adaptation and / or accommodations for special needs students will be added if required
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.)
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.)