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Transportation SystemsCareer Field

Collision Painting &Refinishing

Subject Code 177012Eric Eisel, Penta Career Center

Phil Stockwell, Penta Career Center

Rigorous Assessment Items Aligned to the Four Depth of Knowledge Levels for Ohio CT Courses in

Agricultural and Environmental Systems

Construction Technologies

Human Services

Health Science

Transportation Systems

Sponsored by Northwest Ohio Tech Prep, Northwest Ohio HSTW, The University of Toledo CTE Teacher Prep Program, and Ohio ACTE

Schools engaged in the initiative:

Penta Career Center, Perrysburg, Ohio

Oregon City Schools, Oregon, Ohio

Sylvania City Schools, Sylvania, Ohio

Toledo Public Schools, Toledo, Ohio

Washington Local Schools, Toledo, Ohio

Post Secondary Support:

Courses Aligned to the Four DOK Levels:

Agricultural and Environmental Systems Career FieldAgriculture, Food and Natural Resources 010105

Greenhouse & Nursery Management 010610

Zoo and Aquarium 010940

Construction Technologies Career FieldStructural Coverings and Finishes 178004

Human Services Career FieldAdvanced Hair Cutting and Styling 174130

Advanced Chemical Services 174140

Microbiology and Infection Control 174115

Health Science Career FieldPatient Centered Care 072050

Transportation Systems Career FieldCollision Painting & Refinishing 177012

Program Specific Descriptors for Each DOK LevelAuto Collision Program

Collision Painting & Refinishing

DOK LEVEL 1

DOK LEVEL 2

DOK LEVEL 3

DOK LEVEL 4

Program: _________________________________________ Course:

Name(s):

Notes: Resources Needed:

Competency:

Depth of Knowledge Level (Check One): Level 1 Level 2 Level 3 Level 4

Revised Bloom’s Taxonomy Level (Check One): Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

DOK LEVEL 1 RBT LEVEL_____ Question _____ Activity _____ Project _____




Automotive Collision Repair Collision Painting and Refinishing

Eric Eisel

2.1.1 Use Occupational Safety and Health Administration (OSHA)- defined procedures for identifying employer and employee responsibilities, situations that require working in confined spaces, and safety labeling

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✔

x

Students will list major hazards ofworking in confined spaces and list tools,materials, and equipment needed to doso safely. Students will also list OSHAprocedures for working in thesesituations.

3

x x

Students will be given five (5) workscenarios focused on confined spaces,ventilation, and OSHA regulations.Students will explain which course ofaction they would use in each scenarioand the potential hazards of notperforming these tasks.

x

Students will set up confined workspaces with ventilation and OSHAprocedures in mind. They will givewritten or verbal justification for theirworkspace setup. Students will thencomplete the required repair/task usingtheir safety setup with teacher approval.

x

Student will apply OSHA safetyprocedures and utilize proper safeguardswhen completing customer repairs.Student will select proper procedureswhen setting up work area, get teacherapproval, and then work to safelycomplete customer repair.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.1.2 Identify and communicate hazards associated with slippery surfaces and lighting.

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✔

x

Students will list the hazards associatedwith slippery work surfaces and improperlighting.

x x

Given a picture or a work scenario,students will identify possible hazardsassociated with slippery surfaces andlighting.

x

Students will create/look at unsafeworkplace scenarios. They will designways to remedy and address slipperysurfaces, correct unsafe/improperlighting, and other safety risks. Studentswill present their course of action to theclass and explain problem areas andtheir solutions. Students willcritique/monitor each others safety plan.

X

As students work through customerrepairs they will apply knowledge ofhazardous and slippery work surfacesand improper lighting to their work area.Students will be expected to adjust andremedy these situations as they arise.The teacher will make safety a dailycheckpoint through out this customerrepair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.1.6 Identify and eliminate workplace clutter and maintain clearance and boundaries

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✔ ✔

x

Given a picture or a staged work areastudents will list items, tools, etc. thatcontribute to a cluttered work area.

x

Students will explain verbally or viawriting where tools, debris/waste,equipment, and instructional materialsbelong. They will articulate the properway to sign-out items and return itemsneeded to perform a task.

x

As students work on shop assignments,they will access tools and equipmentproperly and maintain an unclutteredwork area. Students will properlydispose of waste and follow proceduresfor signing-out and returning tools andequipment. Tool box checks and workarea checks will be done routinely.Students will also maintain work areaclearance.

x

As students work through customerrepairs they will apply knowledge ofworkspace clutter andclearance/boundaries to their work area.Students will be expected to adjust andremedy these situations as they arise.The teacher will make safety a dailycheckpoint through out this customerrepair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.1.7 Identify symptoms of exposure to health-threatening environments (e.g. temperature, chemical, biological, noise, vibrations, harshness [NVH] hazards).

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✔

x

Students will match exposure symptomsto health-threatening environments.

x x

Students will be given ten (10) scenariosthat present symptoms of exposure tohealth-threatening environments.Students will have to identify thethreatening environment.

x x

As students plan to complete lab basedactivities and projects they will identifypotential health-threatening scenariosand supply a safety plan to address thefollowing scenarios: earplugs whilehammering, respirator while painting,safety shield while grinding, etc.

As students work through customerrepairs, they will apply knowledge ofhealth-threatening environments andsymptoms of exposure to their work area.Students will be expected to plan for,adjust, and remedy these situations asthey arise. The teacher will make safetya daily checkpoint throughout thiscustomer repair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.1.8 Identify procedures for handling, storage, and disposal of hazardous materials.

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✔

x

Students will identify hazardous materialspresent in lab. They will also identify thelocations/procedures to store anddispose of hazardous materials.

x

Students will be given 15 items in lab.They will classify these items ashazardous/non-hazardous. They willexplain why it is hazardous and how itshould be handled, stored, and disposedof properly.

X X

Students performing tasks in lab willfollow procedures for accessing,handling, using, storing, and disposing ofhazardous materials. Students willprovide a safety plan and/or verbalizehow these materials will be used andproperly dealt with. Evidence will be citedto support their claims.

As students work through customerrepairs, they will apply knowledge ofhandling, storage, and disposal, ofhazardous materials to their work area.Students will be expected to adjust andremedy these situations as they arise.The teacher will make safety a dailycheckpoint through out this customerrepair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.1.9 Identify the locations of emergency flush showers, eyewash fountains, Material Safety Data Sheets (MSDSs), fire alarms, and exits.

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✔

x

Students will correctly identify thefollowing safety stations: flush showers,eyewash fountains, MSDS sheets, firealarms, and emergency exits.

x

Students will identify safety stations andprovide several scenarios/hazards thatwould necessitate the use of this station.

X

Students will be given several emergencysituations. Students will be required toexplain what safety stations they woulduse to address the emergency and howthey would prevent this situation formoccurring in the first place. Students mustcite evidence to support their claims.

x x

As students work through customerrepairs, they will apply knowledge ofsafety stations and utilize them ifnecessary. The teacher will make safetya daily checkpoint through out thiscustomer repair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.1.10 Describe the interactions of incompatible substances in measuring and mixing chemicals

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✔

x

Students will listsubstances/combinations that areincompatible when mixing andmeasuring.

x

Students will be presented with differentmixtures, measurements, andcombinations of substances. They willprovide rationale for why these pairingsare acceptable or not. They will organizetheir information in a graphic organizer.

x

Students will plan for and handleincompatible substances properly whenworking on lab activities and projects.Students will use MSDS sheets and otherresources to determine a course of actionand present that to the teacher prior tomoving forward with these substances.

x

As students work through customerrepairs, they will apply knowledge ofincompatible substances to their routinesand tasks. Students will be expected toadjust and remedy any situations as theyarise. The teacher will make safety adaily checkpoint through out thiscustomer repair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.1.11 Select and operate fire extinguishers based on the class of fire

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✔

x

Students will list the classes of fires andfire extinguishers.

x

Students will match the class of fires withthe appropriate type of fire extinguisher.They will explain the steps in using a fireextinguisher.

x

Students will describe different classes offires and what types of fire extinguisherto use on each. Students willdemonstrate/explain the propertechnique for using a fire extinguisher.

x

As students work through customerrepairs, they will apply knowledge ofclasses of fires and the correct selectionand use of fire extinguishers if the needshall arise. The teacher will make safetya daily checkpoint throughout thiscustomer repair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.1.12 Conduct safety inspection of workspace.

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✔

x

Students will list possible safety hazardsthat they might encounter in theirworkspace.

x

Students will complete a safetyinspection of their workspace using aclassroom checklist.

x

Students will complete a workspacesafety checklist, recommend correctiveaction, and complete corrective actionsteps when approved by instructor.

x

As students work through customerrepairs, they will apply knowledge ofworkspace safety. Students will beexpected to adjust and remedy theseunsafe situations as they arise. Theteacher will make safety a dailycheckpoint through out this customerrepair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.1.13 Identify the types of ergonomic workflow and the need for them

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✔

x

Students will define ergonomics andprovide examples of ergonomics in theshop/industry.

x

Students will identify examples ofergonomic workflow and potential risks ofnot using specific ergonomic concepts.

x

Students will set up their ergonomicworkflow during activities to minimizestress and maximize productivity.Students will be asked to providerationale for setting up their workspace.

x

As students work through customerrepairs, they will apply knowledge ofergonomic workflow to their work area.Students will be expected to adjust andremedy any ergonomic issues as theyarise. The teacher will make safety adaily checkpoint through out thiscustomer repair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.1.14 Inspect air and exhaust systems, intake filters, fans, and other mechanical components

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✔

x

Students will identify components of theair and filter system in the lab.

x

Students will explain the functions of thevarious components of the air intake,filter, and exhaust system.

x

Students will correctly operate andperform preventative maintenance on theair intake, filter, and exhaust system.

x

As students work through customerrepairs, they will apply knowledge of theair intake, filter, and exhaust system totheir daily activities. Students will beexpected to adjust and remedy anysituations as they arise. The teacher willmake safety a daily checkpointthroughout this customer repairexperience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.2.1 Interpret personal safety rights according to the employee Right to Know plan

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✔

x

Students will define what a Union is andbe able to explain what the Right to Knowplan is.

x

Students will identify the pros and cons ofa union shop. They will also list majortenets of the Right to Know Law.

x

Students will discuss and presentdifferent workplace scenarios andproblems that they have researched orhad themselves. They will apply theRight to Know Law to these issues andrecommend further action/steps.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.2.2 Describe the risk factors associated with working under the influence of drugs and alcohol and how it increases the risk of accident, lowers productivity, raises insurance costs, and reduces profits

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✔

x

Students will list risks of working underthe influence of drugs and alcohol andhow it could negatively impactproductivity and performance.

x

Students will be given scenarios thatdepict an individual using drugs oralcohol on the job. Students will explainhow these actions impact safety, but alsothe productivity of the individual.

x

Students will interview shop owners todiscuss their policy on drugs and alcoholin the workplace. Students will sharethese policies with one another andcompare them.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.2.3 Select, use, maintain, and dispose of Personal Protective Equipment (PPE) appropriate to job tasks, conditions, and materials

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✔

x

Students will list PPEs that they can useon the job.

x

Students will match/link PPE and the taskit should/can be used for.

x

During lab activities and tasks, studentswill select, properly use, maintain, anddispose of PPE. Students will justifywhat PPE they will use given theconditions and materials being used.

x

As students work through customerrepairs, they will apply knowledge of PPEand correctly choose, use, maintain anddispose of thes eitems. Students will beexpected to adjust and remedy anysituations as they change or recognize aneed. The teacher will make safety adaily checkpoint through out thiscustomer repair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.2.4 Identify workplace risk factors associated with repetitive motion and lifting, operating, and moving heavy objects

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✔

x

Students will list injuries that can occurdue to repetitive motion, lifting, operating,and moving heavy objects.

x

Students will match safe/correctprocedures for lifting, operating, andmoving heavy objects with differentscenarios.

x

Students will use proper lifting techniquesand safety aids in lab when lifting,moving, or operating heavy objects.

X

As students work through customerrepairs, they will apply knowledge of therisk factors of lifting, moving, or operatingheavy objects. Students will be expectedto adjust and correctly navigate thesesituations as they arise. The teacher willmake safety a daily checkpoint throughout this customer repair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.2.5 Demonstrate appropriate body mechanics in lifting and moving heavy objects

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✔

x

Students will list injuries that can occurdue to repetitive motion, lifting, operating,and moving heavy objects.

x

Students will match safe/correctprocedures for lifting, operating, andmoving heavy objects with differentscenarios.

x

Students will use proper lifting techniquesand safety aids in lab when lifting,moving, or operating heavy objects.

x

As students work through customerrepairs, they will apply knowledge of therisk factors of lifting, moving, or operatingheavy objects. Students will be expectedto adjust and correctly navigate thesesituations as they arise. The teacher willmake safety a daily checkpoint throughout this customer repair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.3.1 Identify the types of hand tools, power tools, and stationary equipment and describe their function

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✔

x

Students will identify types of hand tools,power tools, and stationary equipmentused in lab.

x

Students will identify types of hand tools,power tools, and stationary equipmentused in lab. Students will also supply twoto three uses of that tool as it relates toAutomotive Collision Repair.

x

Students will pass a safety quiz onoperation of power and stationaryequipment. Students will then completepractical activities as each tool isintroduced into the class and operateeach one safely and proficiently.

x

As students work through customerrepairs, they will apply knowledge ofsafety stations and utilize them ifnecessary. The teacher will make safetya daily checkpoint through out thiscustomer repair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.3.2 Identify potential hazards and limitations related to the use of hand tools, power tools, and stationary equipment

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✔

x

Students will identify types of hand tools,power tools, and stationary equipmentused in lab.

x

Students will identify types of hand tools,power tools, and stationary equipmentused in lab. Students will also supply twoto three uses of that tool as it relates toAutomotive Collision Repair.

x

Students will pass a safety quiz onoperation of power and stationaryequipment. Students will then completepractical activities as each tool isintroduced into the class and operateeach one safely and proficiently.Students will share 2-3 potential hazardsof each tool/station.

x

As students work through customerrepairs they will apply knowledge ofpotential hazards associated with handtools, power tools, and stationaryequipment and plan accordingly. Theteacher will make safety a dailycheckpoint throughout this customerrepair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.3.3 Operate power tools and stationary equipment in accordance with established procedures and safety standards

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✔

x x

Students will correctly ID power tools andstationary equipment.

x x

Students will match powertools/stationary equipment to the typetask/function it will perform.

X

Students will pass a safety test andpractical activity using each piece ofequipment. Students will be able tosupply two to three uses/applications ofeach tool or piece of equipment as itapplies to the Auto Collision lab.

x

As students work through customerrepairs, they will apply knowledge ofhand tools, power tools, and stationaryequipment and plan their useaccordingly. The teacher will makesafety a daily checkpoint throughout thiscustomer repair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.3.4 Ensure the presence and functionality of safety systems and hardware

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✔

x

Students will list the safety features oneach piece of equipment.

x

Students will ID and match safetysystems to each piece of equipment inlab.

x

Students will correctly usetools/equipment in lab. They will listsafety features of each tool, and potentialthe hazards of that safety feature notbeing present.

x

As students work through customerrepairs, they will apply knowledge ofpotential hazards associated with handtools, power tools, and stationaryequipment and plan accordingly. Theteacher will make safety a dailycheckpoint throughout this customerrepair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.3.5 Clean, lubricate, and adjust power tools and stationary equipment

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✔

x

Students will identify the parts, pieces,and PM features of each piece ofequipment and all power tools.

x

For each piece of equipment/power toolstudents will explain what will happen if itis not properly cleaned, lubricated, andadjusted.

x

Students will clean, lubricate, and adjustpower tools and stationary equipment.

x

As students work through customerrepairs, they will perform PM on powertools and stationary equipment. Theteacher will make safety a dailycheckpoint throughout this customerrepair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.3.6 Identify, select, and maintain fluids and filters

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✔

x

Students will identify the different types offluids and filters used in the lab.

x

Students will correctly match the correctfluid to the correct piece ofequipment/application and identify whichfilters to use.

x

Students will replace filters and fluids onlab equipment as needed provided a PMchecklist. Students will explain possibleoutcomes of not performing routinemaintenance.

x

As students work through customerrepairs, they will perform PM on tools andequipment. Correct fluids and filters willbe used. The teacher will make safety adaily checkpoint throughout this customerrepair experience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

2.3.7 Inspect and maintain fluid conveyance and storage components (e.g., hoses and lines, valves, nozzles).

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✔

x x

Students will ID different types of hoses(water, hydraulic, brake, etc.) and fluidconveyance components.

x

Students will disassemble and maintainfluids in shop equipment and tools.

x

Students will change fluid conveyancecomponents, hoses, filters, and fluids asneeded. A PM checklist will be used asneeded.

x

As students work through customerrepairs, they will apply knowledge of fluidconveyance systems and PM equipmentand tools as needed. The teacher willmake safety a daily checkpointthroughout this customer repairexperience.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.5.1 Remove paint from the damaged area of a body panel. 6.5.9 Dry sand or wet sand and featheredge damaged area.

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✔

x

What methods can be used to removepaint from a damaged body panel?

x

Given a panel that has been refinishedwith a single stage paint, the instructorwill scratch the panel to mimic a keyscratch in a vehicle. The students will beresponsible to select the proper sandingprocedures and prepare the panel forprimer surfacer.

x

Research two (2) methods of paintstripping and compare the possibleapplications for each. Develop anargument for why one way is better thananother and present findings to the class.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.5.2 Locate and reduce surface irregularities on a damaged body panel.

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✔

X

List three (3) tools used in dent removal.

X

Given a quarter-sized dent in the centerof a quarter panel, explain two (2)possible methods to remove the damage.

X

Using the two (2) selected methods, writea step-by-step procedure for each.Compare the different methods anddetermine which you prefer and citereasoning.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.5.3 Heat shrink stretched panel areas to proper contour.

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✔

x

Explain the steps used to heat shrink apanel.

x

Give an example of two (2) differentmethods of heat shrinking. Describeadvantages of each.

x

Given a steel panel with an area ofstretched metal, the students will analyzethe area and then will be required to heatshrink the panel using the method theydetermine is most appropriate for thesituation.

x

Given a vehicle with a large area ofstretched metal, the student will developa plan and apply concepts learned toperform heat shrinking to return thevehicle to pre-accident condition.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.5.4 Cold shrink stretched panel areas to proper contour.

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✔

x

Explain the tools and steps used to coldshrink a stretched panel.

x

Explain how cold shrinking effects metaland how can you tell if it's ineffective inthe repair process.

x

Given a stretched area on a steel panel,the students must demonstrate theproper techniques to return the panel toproper contour.

x

Given a vehicle with a large area ofstretched metal the student will performcold shrinking techniques to return thepanel to proper contours and preparedfor body filler.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.5.5 Mix and apply body filler, apply body filler and finishing fillers, and shape during curing

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✔

x

Explain the steps for proper mixing ofbody fillers and explain how to apply theproduct.

x

List three (3) different types of fillers andexplain a situation in which each of thesefillers should be used.

Explain why each filler is appropriate forthe given example.

x

Given a panel prepared for body filler, thestudent will demonstrate proper mixingtechniques and apply filler and contour tothe shape of the panel.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.5.6 Rough sand cured body filler to contour and finish sand.

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2

x

When sanding body filler improperly,explain the possible negative outcomesand possible solutions to correct theseconditions.

3

x

Each student is given a fender. Theinstructor will start by giving the student asmall dent to repair. After metal working,the students will apply and finish sandthe dented area with body filler. Theinstructor will continue with increasinglydifficult damage, which includes repairsthrough body lines and numerouscontours.

5

x

Given a customer vehicle, the student willanalyze and create a repair plan torestore the vehicle to pre-accidentcondition. After approved the student willperform given repairs. *In thiscircumstance focus is on proper sandingand contouring of body filler.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.5.7 Inspect, remove, label, store, and replace exterior trim and components necessary for proper surface preparation.

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2

x

Given the technology provided (Alldata,Mitchell on Demand, etc.), the studentswill research and list the steps needed toremove and store different parts on avehicle to prepare a surface forrefinishing.

5

x

Given a vehicle, the student will beresponsible to determine what trim needsremoved for proper surface preparation.The student will then use technologyavailable to locate the procedures usedto remove these parts and then performthe procedures.

5

x

Given a customer vehicle, the student willanalyze and create a repair plan torestore the vehicle to pre-accidentcondition. After approved the student willperform given repairs. *In thiscircumstance focus is on inspect,remove, label, store, and replace exteriortrim and components necessary forproper surface preparation.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.5.8 Inspect and Identify substrate, type of finish, surface condition, and film thickness.

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2

x

Explain three (3) different types ofsurface conditions found during refinishprocedures and how they could impactyour repair plan.

4

x

Given different examples of paintedpanels, the students will analyze andidentify what type of surface conditionsexist and determine film thickness ofthese panels. Students must justifyreasoning.

5

x

Given a customer vehicle, the student willanalyze and create a repair plan torestore the vehicle to pre-accidentcondition. After approved the student willperform given repairs. *In thiscircumstance focus is on analyzingsurface condition and film thickness.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.5.9 Dry sand or wet sand and featheredge damaged area.

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x

What grits of sandpaper should be usedto remove surface irregularities and prepa panel for refinish?

x

Compare and contrast the differencesbetween dry sanding versus wet sanding.Provide advantages for each method anddetermine what you would use if you hada body shop.

x

Using the provided items (the sheetmetal panel that has primer surfacerapplied, sand paper, guide coat, and asanding block), the students willdetermine proper grit sanding paper andproperly remove surface imperfectionsand prep for refinish.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.5.10 Apply suitable metal treatment or primer. 6.6.3, 6.6.5 and 6.6.12

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x

List three (3) different ways to applymetal treatment to a bare metal panel.

x

Create a chart that compares a minimumof three (3) different metal treatmentmethods that includes factors such ascost, time of application, and warranty.When finished write one paragraph citingevidence of which process yourecommend and why.

x

Given a 1 1/2' x 2' piece of sheet metal,the students will demonstrate properapplication of a self-etching primersurfacer. This also includes paint mixingand application. 6.6.3, 6.6.5

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.5.11 Mask and protect other areas that will not be refinished.

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x

Given a list of common maskingmaterials, the students will give examplesstating where these materials could beused and why one material may be betterthan another.

4

x

Given a practice vehicle, the instructorwill supply the student with maskingmaterials and a number of panels thatneed masked for refinish. The studentwill create a plan and mask the vehiclefor refinish. The students must explainthe rationale for their decisions.

5

x

Given a customer vehicle, the student willanalyze and create a repair plan torestore the vehicle to pre-accidentcondition. After approved, the student willperform given repairs. *In thiscircumstance focus is on masking andprotecting panels not to be refinished.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.5.12 Select, mix, and apply primers and primer sufacer/sealers.

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✔

4

x

Using technology available, find theproduct sheets for a sealer, primer, and aprimer/surfacer. Record the mixing ratiosand identify different scenarios in whicheach should be used.

5

x

Using the fender that was used tocontour body filler, the students will mixand apply a suitable primer orprimer/surfacer. Students must justifytheir steps.

5

x

Given a customer vehicle, the student willanalyze and create a repair plan torestore the vehicle to pre-accidentcondition. After approved, the student willperform given repairs. *In thiscircumstance focus is on applying asuitable primer, primer/surfacer or sealer.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.5.13 Remove dust and clean area to be refinished.

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✔

x

List the products used to pre-clean andprepare a panel for paint.

x

Students will use the product sheet fromthe pre-clean chemicals used andperform the procedures in the correctorder.

x

Students will perform all cleaning andtacking without help from written material.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.5.14 Apply stone chip and corrosion-resistant coatings, caulking, and seam sealers to repaired areas.

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x

Given a list of products, the students willlook up product sheets, then analyze andexplain the repair process and how touse each.

3

x

Using the practice fenders that studentshave previously used, they will apply chipguard to the heel of the fender. When thepanels are finished painted, students willalso apply a corrosion-resistant coatingto the backside of the panels.

5

Given a customer vehicle, the student willanalyze and create a repair plan torestore the vehicle to pre-accidentcondition. After approved the student willperform given repairs. *In thiscircumstance focus is on applying chipand corrosion-resistant coatings,caulking, and seam sealers.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.6.1 Determine the type and color of paint already on the vehicle by manufacturer's vehicle information label.

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✔

1

x

Name three (3) different locations wherean OEM paint code may be found.

3

x

Given a vehicle, the student will locate avehicle paint, navigate the computerizedpaint mixing system, and print the properpaint formula.

4

x

After locating the paint code for a givenvehicle, the student will check forvariants, analyze the color match, andidentify the most appropriate formula torefinish the vehicle. The student must citeevidence for conclusions.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.6.2 Identify and mix paint and tint color using formula to achieve a blendable match and identify poor hiding colors.

6.6.4 Apply selected product on test and letdown panel to check for color match.

✔

✔

2

x

Describe the steps used to properlyperform a spray out panel. If the color ispoor hiding, determine processes thatcould resolve or reduce materials used.

4

x

Given a variety of mixed paints, thestudents will perform spray out panels todetermine how many coats of base toachieve hiding. The variety of paintsshould use poor hiding colors along withothers that are not. Students must justifyconclusions made.

5

x

Given a customer vehicle, the studentmust locate paint code, look up the paintcode, and identify any variantsassociated with this color. They mustperform a spray out card and tint color asneeded to achieve a blendable match.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.6.3 Shake, stir, reduce, catalyze or activate, and strain paint.

✔

✔

x

What supplies are needed to mix singlestage paint?

x

Given a product sheet, the students mustdetermine proper mixing ratios andproducts used for the single stage finishand mix the paint.

x

Investigate and describe two (2) potentialproblems that may arise from impropermixing. Draw logical conclusions for bothsituations and explain the cause andeffects of each. Cite evidence for yourconclusions.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.6.5 Apply single stage, top coat, base coat, and clear coat.

✔

✔

x

What is the proper air pressure to applysingle stage finish? What is the overlappercentage used for application of singlestage paint?

x

Given a prepped panel, the students willdemonstrate proper setup and spraytechnique to apply single stage paint.

x

Given four (4) panels that have beenimproperly sprayed (sprayed too faraway, sprayed too close, sprayed withtoo low air pressure and sprayed with toohigh of pressure), the students willanalyze, compare, and draw conclusionson possible causes of these panels.Evidence must be cited to supportclaims.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.6.6 Denib, buff, and polish finishes.

✔

✔

1

x

Identify tools needed to removeimperfections from a painted surface.

x

Research and describe two (2) differentmethods for removing imperfections froma painted panel. Compare the differentmethods and explain which method youwould use.

3

x

After applying paint to the studentspractice panel, they must perform allsteps to remove imperfections and polishthe panel to an industry acceptable finish.

Given a customer vehicle, the student willanalyze and create a repair plan torestore the vehicle to pre-accidentcondition. After approved the student willperform given repairs. *In thiscircumstance focus is on removing paintimperfections and buffing to industrystandards.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.6.7 Apply multistage coats for panel blending and overall refinishing.

✔

✔

x

Given examples of improperly blendedpanels, the students will explain whatcaused the defects and explain possiblesolutions.

4

x

After the students practice fenders havebeen initially painted, the instructor willsupply the students with a variant to theoriginal color and the students will berequired to blend the color.

4

x

Given a customer vehicle, the student willanalyze and create a repair plan torestore the vehicle to pre-accidentcondition. After approved, the student willperform given repairs. *In thiscircumstance focus is on paint matchingand blending.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.6.8 Identify and determine the cause of paint defects and correct.

✔

✔

Name five (5) defects associated withrefinishing.

x

Divide the class into small groups. Putthe numerous paint defects on a piece ofpaper then place in a hat. Have thestudents take turns drawing until all thepapers are gone. Have the studentscreate a presentation that explains eachpaint problem and corrective actionneeded.

4

x

Given a painted panel with a paint defect,the students should analyze thecondition, determine the corrective actionneeded to repair, and perform therepairs. Students will cite evidence fortheir conclusions.

Program: _________________________________________ Course:

Name(s):


Competency:








Eric Eisel

6.6.9 Measure mil thickness.

✔

✔

1

x

Given a mil thickness gauge, thestudents will properly measure paintthickness.

3

x

Given a panel that has multiple layers ofpaint, the students will use a DA to sanddown the layers of paint, then determinethe approximate mil thickness as relatedto the number of coats used.

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