Inspect, remove, replace, and align bumper bars, covers, reinforcement, guards, isolators, and mounting hardware.

Lesson Plan for

CRT 130-1


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 inspect, remove, replace, and align bumper bars, covers, reinforcement, guards, isolators, and mounting hardware. 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:
Inspect, remove, replace, and align bumper bars, covers, reinforcement, guards, isolators, and mounting hardware.
No. / Objective
1 / Given the proper tools and instruction, the student will be able to inspect, remove, replace, and align bumper bars, covers, reinforcement, guards, isolators, and mounting hardware, and pass a written test covering the task with 100% accuracy.


New Common Core:
RST 11-12-2
RST 11-12-3
New Common Core Technical
New Science Standards
Skills Standards:


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 / 20-21


Quantity / Item / Source
As Needed / Hand Tools / Various

Content/Presentation/Demonstration Outline

Instruct students that bumpers are designed to protect the front and rear of the vehicle from damage during a low-speed collision. Some bumpers are made of heavy gauge spring steel with a bright chromium metal. Other vehicles many have aluminum bumpers. Bumpers on many late-model cars are covered with urethane or other plastic. Let students know that the use of urethane, polypropylene, or other plastics allows the bumper to be shaped to blend with the body contour. Also, plastic bumper covers can also be painted to match the body finish color.
Tell students that a steel or aluminum face bar, reinforcement bar, or a thick energy-absorbing pad made of high-density foam rubber or plastic may be located underneath the plastic cover. On older cars, let them know that bumpers were rigidly bolted to the vehicle’s frame. Explain that at best, the old bumpers only resisted the bending forces of an impact; they transferred the energy of the shock directly to the frame. Tell them manufacturers have since fitted bumpers with energy absorbers. Most energy absorbers are mounted between the bumper face bar or bumper reinforcement and the frame.
Teach students that there are many types of energy absorbers; some are similar to shock absorbers. The typical bumper shock is filled with hydraulic fluid. Explain that upon impact, a piston filled with inert gas is forced into the cylinder. Under pressure, the hydraulic fluid flows into the piston through a small opening. Let them know that the controlled flow of fluid absorbs the energy of the impact.
Instruct students that the most common type of energy absorber is a thick urethane foam pad designed to rebound to its original shape in a mild collision. Let them know that if the urethane foam pad is compressed or deformed, it must be replaced to maintain its energy-absorbing properties. Some manufacturers use the bolts and brackets as energy absorbers. Explain that the bolts and brackets are designed to deform during a collision to absorb spine of the impact force. Let them know that the brackets must be replaced in most collision repairs.
Tell students that several cautions must be observed when removing bumpers with energy absorbers.
*The shock-type absorber is actually a small pressure vessel. It should never be subjected to heat or bending. If cutting or welding near a shock absorber, tell them to remove it.
*If the absorber is bound due to the impact, tell students to relieve the gas pressure before attempting to remove the bumper from the vehicle. Secure the bumper with a chain to prevent its sudden release and drill a hole into the front end of the piston tube to vent the pressure. Then remove the bumper and absorber.
*Work safely. Instruct students to \wear approved safety glasses when handling, drilling into, or removing a bound energy absorber.
Explain to students that replacing a bumper is basically a matter of removing the right bolts. This job is made easier if the bumper is supported. On some vehicles, let students know that stone deflectors, parking lights, headlight washer hoses, and other items must be disconnected before the bumper can be removed from the car. After bolting the bumper in place, let students know that it must be adjusted so that it is an equal distance from the fenders and grill. The clearance across the top must be even. Tell them adjustments are made at the mounting bolts. The mounting brackets allow the bumper to move tip or down, side to side, and in and out. If necessary, tell students that shims can be added between the bumper and the mounting brackets to adjust the bumper alignment.


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.)