Identify cutting process for different substrates and locations; perform cutting operation.

Lesson Plan for

CRT 130-3

NON-STRUCTURAL ANALYSIS AND DAMAGE REPAIR SECTION III

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 the cutting process for different substrates and locations, and perform the cutting operation. 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 a Collision 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 cutting process for different substrates and locations; perform cutting operation.
No. / Objective
1 / Given the proper tools and instruction, the student will be able to 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
Tobalt/Richardson / Auto Body Repairing and Refinishing / 2000 / Goodheart/Wilcox / 75-76


Equipment

Quantity / Item / Source
As Needed / Oxyacetylene Torch/ Plasma Arc Cutter / Various


Content/Presentation/Demonstration Outline

Tell students that there are several techniques commonly used to cut metal in the body shop, including oxyacetylene cutting and plasma arc cutting.
Instruct them to never perform cutting operations without the proper protective wear. Although plasma arc cutting procedures produce fewer sparks (hot slag), less smoke, and lower levels of ultraviolet radiation, tell them protective wear is essential. Explain that the zinc metals used extensively in primers and galvanized coatings produce toxic fumes. Remind them to always work in a well-ventilated area, and to not inhale the fumes.
Let students know that an oxyacetylene torch can be used to quickly cut mild steel sheet metal. Explain that the material to be cut is heated with an acetylene flame until it is bright red and starts to melt. Then, a jet of oxygen is directed toward the preheated area.
Tell students that the oxygen quickly burns a narrow slit through the metal. Inform students to remember that heating sheet metal on late-model vehicles may result in considerable warpage and changes in the material’s crystalline grain structure. Explain that care must be taken to prevent underbody structural members from becoming hard and brittle. Let them know that abrasive wheels, nibblers, and plasma arc cutters are preferred for cutting high-strength steels.
Instruct students that plasma arc cutting has replaced oxyacetylene cutting for most auto body repair applications. Let them know that this method is preferred by most auto body technicians for cutting sheet metal. It makes clean, smooth, fast cuts without destroying the properties of high-strength steel. Explain that in plasma arc cutting, hot (ionized) gas heats the metal. The molten metal is blown away by nitrogen or compressed air.
Tell students that when cutting thin metal, place the cutting nozzle directly on a conductive part of the work. Press the torch switch to begin the plasma arc. Instruct them to slowly drag the torch across the work surface. A clean, smooth cut should result. If the cut is not completely through the metal, tell them to reduce the cutting nozzle travel.


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.)