Identify weldable and non-weldable substrates used in vehicle construction. Weld and cut high-strength steel and other steels.

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 weldable and non-weldable substrates used in vehicle construction, and weld and cut high-strength steel and other steels. 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 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 weldable and non-weldable substrates used in vehicle construction. Weld and cut high-strength steel and other steels.
No. / Objective
1 / Given the proper tools and instruction, the student will be able to identify weldable and non-weldable substrates used in vehicle construction, weld and cut high-strength steel and other steels, 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 / 30


Equipment

Quantity / Item / Source
As Needed / Welder / Various


Content/Presentation/Demonstration Outline

Explain to students that stainless steel, steel, and aluminum are the only types of metals that can be welded in body repair. Tell them to check the repair area with a magnet to identify the material. If the magnet sticks, it is steel. If the magnet does not stick, it could be aluminum, magnesium, or stainless steel. Let them know that weld-bonded materials are identified during disassembly and must be replaced with the OEM-specified bonding material. Inform students that aluminum looks similar to magnesium, which, if welded, could start a flash fire. To make sure the part is aluminum, tell students to brush it with a stainless steel brush. Aluminum turns shiny; magnesium turns dull gray.
Instruct students that new welding techniques and equipment have entered the collision repair picture, replacing the once-popular arc and oxyacetylene processes. Let them know that steel alloys used in today’s cars cannot be welded properly by these two processes. Tell them that presently, gas metal arc welding (GMAW), better known as metal inert gas (MIG) welding, offers more advantages than other methods for welding components used in modern cars. Most of the applications of high-strength, low-alloy steel are confined to body structures, reinforcement gussets, brackets, and supports, rather than large panels or outer skin panels.
Teach students that the advantages of MIG welding over conventional stick electrode arc welding are so numerous that manufacturers now recommend it almost exclusively. Let them know that MIG welding is recommended by all OEMs, not only for high-strength steel and unibody repair, but for all structural collision repair.
Tell students that removing welds from high-strength steel can be accomplished using a spot weld cutter or plasma arc cutter. Let them know that the use of either cutter minimizes the application of heat to the high-strength steel, resulting in a much smaller heat-affected zone.
Instruct students that determining the right process depends on the manufacturer’s recommendations. Tell them to refer to the manufacturer’s body repair manual. They should choose the right tool for the right procedure.
Let students know that the technician must be able to determine the correct welding process, determined by the situation. For example, tell them that structural plug welds on a replacement frame rail should be made with a MIG welder. Spot welds on a rear window flange, when the quarter panel is replaced, can be made with a compression/resistance spot welder also known as a squeeze-type resistance spot welder.
Instruct them that a TIG (tungsten inert gas) welder can be used to weld aluminum. The technician must also be able to select the proper wire type, diameter, and gas when welding. In MIG welding, the wire type is AWS ER7OS-6, the diameter is 0.023 inches, and the shielding gas is 25 percent carbon dioxide and 75 percent argon.


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.)