Identify one-time use fasteners

Lesson Plan for

CRT 130-1

NON-STRUCTURAL ANALYSIS AND DAMAGE REPAIR SECTION I

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 identify one-time use fasteners. 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
Identify one-time use fasteners.
No. / Objective
1 / Given the proper tools and instruction, the student will be able to identify one-time use fasteners, and pass a written test covering the task with 100% accuracy.

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

INSTRUCTIONAL MATERIALS/TECHNOLOGY

Teacher Designed Materials and Other Handouts

Web Addresses

Title / Publisher / URL
One Time Use Fasteners / ICAR / https://www.i-car.com/pdf/advantage/online/2006/121106.pdf


Content/Presentation/Demonstration Outline

Instruct students that one-time use fasteners are used in all areas of vehicle construction. Tell them types of one-time use hardware include torque-to- yield bolts, coated fasteners, rivets, certain nylon retainers, some plastic clips, cotter pins, and even some washers. Let them know that whether hardware may be considered one-time use is generally determined by its type, coating, or location.
Explain to students that torque-to-yield fasteners are designed to stretch. Tell them the stretching occurs during the torquing process. These fasteners become out-of-round and cannot be reused because of the excess amount of stress that was forced on them during installation. Let them know that it is the design of this type of fastener that requires it be replaced after it has been loosened or removed.
Teach students that one-time use fasteners are used anywhere on the vehicle for a specific application that is identified in a repair procedure or with an icon in a service manual. Tell them that these fasteners may require replacement for safety reasons, fastener coating specifications, or insufficient reusable strength. Let students know that two fasteners with the same strength, thread pitch, and length may be used on a vehicle. One may require replacement and the other may not. For this reason, tell students that a service manual must be used to determine how removed fasteners should be treated.
Additionally, let students know that many parts are shipped with fasteners. Tell them that instead of storing these fasteners and reusing the existing fasteners, they should throw the old fasteners away, regardless of condition, and use the fasteners that are shipped with a part.
Tell students that parts that commonly use one-time use fasteners include many steering and suspension parts, restraint system parts, and driveline system parts.
Inform students that determining whether a fastener is onetime use is rarely a decision left up to the repairer. Let them know that the vehicle maker provides very specific recommendations regarding how fasteners should be treated and there are rarely general recommendations regarding which fasteners are one-time use. Tell them that this may vary from vehicle maker to vehicle maker, vehicle to vehicle, or even from one model year to the next. For this reason, let students know that it’s important to always refer to the vehicle maker’s service information when replacing parts.


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.)