Apply Selected Product on Test and Let-Down Panel; Check for Color Match

Apply selected product on test and let-down panel; check for color match Lesson Plan for CRT 150-2 Painting and Refinishing II Course HS Title: PAINT & REFINISH 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 students on how to apply selected product on test and let- down panel, and check for color match. Knowledge of this operation 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 auto body repair facility. Entry level technicians need to be able to perform this task to 100% accuracy. Incorrectly performing this task can lead to customer satisfaction issues, and cost both the shop and technician time and money. Prepared By School Date:

Lesson Grade Level No. Students No.IEP's: Length:

Task Apply selected product on test and let-down panel; check for color match.

No. Objective Given the proper tools and instructions from a vehicle manufacturers shop manual or automotive computer software program, students will be able to apply selected product on test and let-down 1 panel, check for color match, and pass a written exam on the task with 100% by the end of the course.

Connections: New Common Core: RST 11-12-2 RST 11-12-3 Skills Standards: OC002 EG011 New Common Core Technical TD-SYS-1 TD-OPS-3 New Science Standards HS-PS1-5. INSTRUCTIONAL MATERIALS/TECHNOLOGY

Textbooks and Workbooks Author Title/ISBN No. Edition Publisher Pages James Duffy Auto Body Repair Technology Fifth Delmar 916-917 James Duffy I-CAR Professional Automotive Collision Repair 2001 Delmar 359-360

Equipment Quantity Item Source As Needed HVLP Spray Gun Various As Needed Let-Down Panel Various

Content/Presentation/Demonstration Outline Instruct students that a let-down test panel is used to evaluate color match on three-stage, tri-coat, and multistage paint systems, Let them know that directions for making a let-down test panel are available from the manufacturer of the paint. Explain to students the procedure for a typical let-down test panel for a three-stage finish: Tell students to prepare the let-down test panel with the same sealer being used on the vehicle. Many painters like to tint the sealer to match the color of the basecoat to aid in matching these difficult colors. After the sealer has flashed, tell students to apply the basecoat color using the same air pressure and spray pattern that will be used on the vehicle. Let them know that duplicating the actual spray techniques when preparing the let-down test panel is critical. Make sure they do not vary their procedures. After the test panel has dried, have students mask it into four equal sections with small pieces of masking paper and tape. Tell them to leave the top fourth of the test panel exposed. Instruct students to apply one coat of semitransparent mid-coat color (usually mica) over the top quarter of the card. After the mid-coat has flashed, tell students to remove the top layer of masking paper, exposing more of the test panel. Inform students to apply another coat of mid-coat color over the exposed top half of the test panel. After this second coat has flashed, tell students to remove the masking paper to expose three-quarters of the panel. Instruct students to apply another coat of mid-coat color over the exposed three-quarters of the panel. After flashing, tell them to remove the masking paper entirely. Have students apply a fourth coat of mid-coat color. As always, inform students to spray the coating in the same way as they plan to on the vehicle. Instruct students that after the entire let-down test panel has dried, mask off half of the panel lengthwise, then apply the manufacturer's recommended number of clearcoats to the exposed half. Instruct students to compare the different shades on the let-down test panel with the paint on the vehicle. Explain that each layer of the intermediate or mid-coat will darken the appearance of the finish. The let- down test panel serves as a handmade set of alternate paint color chips. Inform them that they must find which area on the let-down test panel best matches the color of the vehicle. Instruct students that when repainting the vehicle, be sure and use the same number of coats used on the matching section of the let- down test panel. This will help them achieve the correct paint match. Inform students that a basecoat-only patch is a small area on the vehicle's surface without clearcoat that enables a technician to check for color match with tri-coat, or three-stage, colors. Explain that the manufacturer masks the patch before clearcoating which will help them match the color more easily. Let them know that the basecoat-only patch is sometimes located on the driver's side rocker panel. Other common locations for the exposed basecoat are under the deck lid or hood. Tell students to refer to the vehicle's service manual to find the exact location of the basecoat only patch. Explain that they can hold their spray-out test panel next to this small area without clearcoat on the vehicle body when checking your color mix. Instruct students that once made, the test panel can be kept and used on vehicles with the same color code. Tell students that on the back of the panel note the color code, gun settings, and paint technician's name. Let them know that one must be made for each different multistage color and each painter.

Applications/Practice 1 Refer to Content

Evaluation and feedback Prior to Testing or Lab Work 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 should be utilized to chart 1 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.) Objective 1/ Summative assessment / written test questions on stated objective / adaptation and / or 1 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.)