Dry and wet sand/Apply suitable metal treatment or primer/mask and protect other areas that will not be refinished Lesson Plan for CRT 150-1 Painting and Refinishing I 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 dry and wet sand areas to be refinished, apply suitable metal treatment or primer, and mask and protect other areas that will not be refinished in accordance with manufacture’s recommendations. Students need to be able to pick sandpaper for a dry repair and also a wet repair, due to the fact that the sandpapers are made of different materials and must be used as designed for wet and dry repairs. Prepared By School Date:

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

Task Dry or wet sand areas to be refinished. Apply suitable metal treatment or primer in accordance with total product systems. Mask and protect other areas that will not be refinished.

No. Objective Given the proper information and equipment from the instructor, the student’s will be able to properly select the sand paper, apply suitable metal treatment or primer, and mask and protect other areas 1 that will not be refinished in accordance with the manufacturer’s recommendations, and pass a written test on task with 100% accuracy.

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 E. Duffy I-CAR Professional Automotive Collision Repair 2nd Delmar 289-292

Supplies Quantity Item Source 4 Gallon Grease and Wax Remover 10 Rolls Each Paper (12",18",16",36",6") 15 Each Sandpaper (Wet and Dry 80,200,320,400,600,1000,1200,1500,2000)

Equipment Quantity Item Source 2 Masking machine

Content/Presentation/Demonstration Outline Inform students of safety; Student must wear a dust mask at all times, when using sandpaper and dry sanding. Inform students of coated abrasives, and those they must select the proper sandpaper for optimum productivity, cost efficiency, and best finish. 1. Open coat sandpaper is good for sanding softer materials, such as old paint, body filler, plastic, and aluminum. 2. Closed coat sandpaper generally provides a finer finish and is commonly used when wet sanding. Inform students that very coarse papers, No. 36 to 80 grit are used to remove paint and filler. They can be used on a duel action sander or a single action sander. Medium grit papers, No. 320, No. 360, or No. 400 grits are used to level and sand the gloss off an old finish to be refinished. Ultra-fine grits are used primarily for color sanding, Compounding papers, No. 1200, No. 1500, and No. 2000 grits are used to solve problems on newly painted surfaces. Featheredging: Sanding prepares the surface for painting in several ways: 1. Chipped paint can be sanded to taper the sharp edges. Otherwise, the chip would show up as ridges under the new finish. 2. Cracking, peeling paint, and minor surface corrosion can be removed by sanding before applying a fresh topcoat. If they are not removed, these conditions will continue to deteriorate and will eventually ruin the new finish. 3. Primed areas must be sanded smooth and level. 4. The entire surface to be refinished must be scuff sanded to improve adhesion of the new finish. Scuff sanding also removes any trace of contaminants on the existing finish. Instruct students on sanding methods, Block sanding is a simple back-and-forth action with the sandpaper mounted on a blocking tool. It is often used on flat surfaces. Block sanding helps level the surface or make it flat, 1. Block sand at a 45 degree action one way then change directions and sand 45 degree in the other direction. 2. Use sandpaper that fits the sanding block if needed, cut the sheet of sandpaper to fit the block. 3. Do not sand in a circular motion. This will create sand scratches that might be visible under the finish. 4. To sand convex or concave panels, use a flexible backing pad, you can also use the side of your hand. To hand sand concave (curved inwards) surfaces. You can use the palm of your hand, to hand sand convex (curved outward) surfaces you must hold your hand to match the shape of the surface. 5. Carefully find and sand scratches using a finer grit paper 6. When block sanding primer or filler, make certain to sand the area until it feels smooth and level. Rub your hand or a clean cloth over the surface to check for rough spots. Instruct students Masking keeps paint mist from contacting areas other than those to be refinished or painted. It is a very important step in the vehicle preparation process. Masking has become even more important because of the two-component type paints. Once these paints dry, the overspray CANNOT be removed with a thinner or other solvent. It must be removed with a rubbing compound or by other time- consuming means. There are several ways of masking the parts of a vehicle: 1. Masking tapes (many types and sizes). Only auto-motive-grade tapes should be used. 2. Masking paper of varying widths. 3. Plastic sheeting. 4. Special shaped cloth or plastic covers (for wheels, antenna, rearview mirrors, etc.). 5. Liquid masking material. 6. Masking foam. 1. Allow to air dry completely. Primer or primer-surface can then be applied. Self-etching Be sure to inform students to rinse off any sanding residue that remains by using water and then a cleaning solvent. Inform student’s bare metal treatment prepares the metal for primer. It can also inhabit erosion. Several metal treatment systems are available that ensure a good bond. One of the best for steel is metal prep/conversion coating, to apply, proceed as follows: 2. Clean the metal to remove contaminants. Use a wax and grease remover. Work small arrears, 2 to 3 square feet (18 to 27 sq. cm) at a time, wetting the surface liberally. While the surface is still wet, fold a second clean cloth and wipe the area dry. 3. Clean with metal conditioner; mix the appropriate cleaner with water in a plastic bucket according to the label instructions. Apply with a cloth, sponge, or spray bottle. If rust is present, work the surface with a stiff brush or abrasive pad. Then, while the surface is still wet, wipe it dry with a clean cloth. 4. Apply conversion coating. Using the proper conversion coating for the metal (checking manufacturer’s recommendation), pour the conversion coating into a plastic bucket. Using an abrasive pad, brush, or spray bottle, apply the coating to the surface. Leave the conditioner on the surface 2 to 5 minutes to create a zinc phosphate coating on the steel. If the surface dries before the rinsing, reapply. Flush the coating from the surface with cold water. Wipe dry with a clean cloth. primers etch the bare metal to improve paint adhesion and corrosion resistance. Self-etching primers work best on lightly sanded surfaces.

Applications/Practice 1 refer to content

Evaluation and feedback Prior to Testing or Lab Work Objective 1/ Formative Assessment/Observe students as they wet and dry sand, prep bare metal and use masking tape and a masking machine. Instructor will use a checklist/worksheet to keep track of 1 students’ progress in accomplishing these tasks/Adaptations and/or accommodations for special needs students will be provided.

STUDENT ASSESSMENT: (Assess student progress with performance criteria.) Objective 1/Summative Assessment Written test questions on the proper methods of dry sanding, metal 1 prep and masking /Adaptations and/or accommodations for special needs students will be provided.

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.)