Module 7: Panel Replacement (Core)

Autobody 10, A20, B20, A30, B30 Main Menu

Module 7: Panel Replacement
(Core)

Suggested time: 4-6 hours Level: Introductory

Module Overview

Students will learn how to repair rust damage to a flat surface.

Foundational Objectives

To estimate technical measurements and time for repair.
To recommend procedures and select appropriate products for use in autobody repair.

To develop skills that may lead to finding and maintaining employment.

Common Essential Learnings Foundational Objectives

To recognize and practise safety in all situations encountered. (PSVS)
To develop the willingness and confidence to make decisions and proceed with necessary repairs. (CCT)

Note: Other CELs may be emphasized.

Learning Objectives	Notes
7.1 To estimate how much of the area should be cut out to do a panel repair. (NUM)	Have a rusted door or fender available with an area that is flat and needs replacing. Help the student estimate how much of the panel is to be cut out so that the repair is free of any rust and so that one is not welding the repair panel to rusted metal. The student should cut out the rusted area with a high speed cutter.
7.2 To make a repair patch to replace the area that was cut out. (TL)	Demonstrate how to measure the area to produce a replacement panel. The patch should overlap the repair area and be put in with a flange joint. The patch is held in place with screws that are removed as welding takes place.
7.3 To weld the patch in place.	Refer to the appropriate Welding Module(s) for guidance as to welding procedure(s).
7.4 To grind the weld and prepare the patch for filling.
7.5 To fill the area with body filler and file and sand the body filler to the desired contour.
7.6 To judge when the job is finished and ready for refinishing and painting. (CCT)	Encourage students to examine the patch in good light and to use their sense of touch to determine if the patch is satisfactory.
7.7 To work safely with the tools necessary for the repair. (PSVS)	See Module 1.

Module 8: Contoured Surface Rust Repair (Core)

Suggested time: 4-6 hours Level: Introductory

Module Overview

The students will learn how to repair rust damage on a contoured surface.

Foundational Objectives

To develop procedures for the safe use of tools and equipment.

To develop skills that may lead to finding and maintaining employment.

Common Essential Learnings Foundational Objectives

To recognize and practise safety in all situations encountered. (COM)
To develop the willingness and confidence to make decisions and proceed with necessary repairs. (CCT)

Note: Other CELs may be emphasized.

Learning Objectives	Notes
8.1 To make a repair panel for a contoured surface. (TL)	Use a rusted quarter panel or fender with an area that is contoured but that needs replacing. Help the student estimate how much of the panel is to be cut out so that the repair is free of any rust and so that she/he is not welding the repair panel to rusted metal. (NUM) Cut out the rusted area with a high speed cutter. Measure the area to be replaced and transfer the measurements to a metal panel. Cut the replacement panel. Shape the metal panel to the contour of the area being replaced. The patch should overlap the repair area and be put in with a flange joint. The patch is held in place with screws that are removed as welding takes place.
8.2 To weld the patch in place.	Refer to Welding Module(s) for guidance as to welding procedure(s).
8.3 To grind the weld and prepare the patch for filling.	See Module 6.
8.4 To fill the area with body filler and file and sand the body filler to the desired contour.
8.5 To judge when the job is finished and ready for refinishing and painting. (CCT)	Encourage students to examine the patch in good light and to use their sense of touch to determine if the patch is satisfactory.
8.6 To work safely with the tools necessary for the repair. (PSVS)	See Module 1.

Module 9A, B, C, D: Work Study Preparation and Follow-up Activities (Optional)

Suggested time: 5-10 hours Level: Introductory

Module Overview:

This module will prepare students for a work study placement. Learning objectives include

pre-placement information, preparation for interviews and expectations for the workplace

experience.

Foundational Objective

To develop skills that may lead to finding and maintaining employment.
Common Essential Learnings Foundational Objective

To learn industry-related vocabulary and use it in context. (COM)

Note: Other CELs may be emphasized.

Learning Objectives Notes

9.1 To be aware of the expectations of each of the partners in the work study component.
In order to establish a successful working relationship with all of the partners involved in the workplace, it is important to define the expectations of each partner.

Refer to the Guidelines for Work Study, a section of the Practical and Applied Arts (PAA) Handbook for expectations of business, student, teacher monitor and school.

9.2 To determine factors that may affect the student’s contributions in the workplace. (CCT)
The students may formulate a list of what they can bring to the workplace and how each factor may impact on their jobs; e.g., school subjects, past experiences, self-concept and personality, needs, values and interests, knowledge skills and attitudes, career goals and plans, etc.

9.3 To understand the importance of building good communication in the workplace.
Ask students to do a self-assessment of skills using the factors in the above list as a guide and explain how these attributes would be valuable to the autobody industry. Try to incorporate the value of communication and teamwork in the discussion.

Discuss verbal and non-verbal communication. List some ways in which negative non-verbal communication may be displayed. Encourage students to role play ways of demonstrating effective techniques of verbal communication on the job, when giving or receiving instructions and resolving conflict. Divide the students into groups and role play case studies to show how effective communication may be used to resolve conflict on the job.

9.4 To develop a résumé and cover letter that may be forwarded to a potential employer.
The student will develop a résumé and cover letter using the correct format. Autobody teachers may work with other staff members to ensure résumé and cover letter preparation is taught.

The résumé and cover letter is currently suggested in English Language Arts 20 and 30A, Information Processing and Work Experience Education 20.

Students should develop the résumé on a computer disk and update the résumé as references are accumulated.

If students have already completed the résumé and cover letter in another course, the teacher may do a review and encourage students to update their résumés.

Students shall submit a résumé for teacher approval prior to going to the workplace.

9.5 To determine student guidelines in preparation for an interview.
The résumé and cover letter may be used as an introduction to the employer in a workplace site prior to an interview with the student.

Working as a class or in groups, students may discuss and list guidelines for an interview. After the students formulate their list, the instructor may add missing items to the list.

Outline and describe the three stages of an interview. Point out to the students in what stage each of the guidelines previously discussed will be used.

The greeting involves an introduction between the student and employer. Discuss or demonstrate how this should be done.

The exchange is where the employer asks a series of questions and engages in a conversation with the student about information on the résumé and other matters relating to the job placement.

The parting brings the interview to a close. It can be just as important as the greeting. Explain how this may be done.

9.6 To develop procedural guidelines for the work site.
Provide the students with a list of questions frequently asked by employers or ask students to formulate a list in a group and role play the stages of the interview.

9.7 To discuss the post interview.
After the student has completed the interview with the employer, do a follow-up activity. Review the interview with the student using the three stages as points for discussion.

9.8 To discuss related feedback from the work placement. (COM)
Discuss the following work site issues with students:

transportation
hours of work
absence and tardiness
procedures for conflict resolution
role of the student, teacher and workplace supervisor
dress code
job description
school and employer expectations.

Ensure that students understand these issues and how they may be handled.

Students provide feedback about work placement regarding:

where they were placed
type of business
duties
most rewarding experience
most difficult situation and how they handled it.

9.9 To relate feedback from the work placement. (CCT)
Students provide feedback about work placement including where they were placed, type of business, duties, most rewarding experience, most difficult situation and how they handled it.

It is recommended that each student send a thank you note or card to the employer upon the completion of each work placement.

Learning Objectives	Notes
9.1 To be aware of the expectations of each of the partners in the work study component.	In order to establish a successful working relationship with all of the partners involved in the workplace, it is important to define the expectations of each partner. Refer to the Guidelines for Work Study, a section of the Practical and Applied Arts (PAA) Handbook for expectations of business, student, teacher monitor and school.
9.2 To determine factors that may affect the student’s contributions in the workplace. (CCT)	The students may formulate a list of what they can bring to the workplace and how each factor may impact on their jobs; e.g., school subjects, past experiences, self-concept and personality, needs, values and interests, knowledge skills and attitudes, career goals and plans, etc.
9.3 To understand the importance of building good communication in the workplace.	Ask students to do a self-assessment of skills using the factors in the above list as a guide and explain how these attributes would be valuable to the autobody industry. Try to incorporate the value of communication and teamwork in the discussion. Discuss verbal and non-verbal communication. List some ways in which negative non-verbal communication may be displayed. Encourage students to role play ways of demonstrating effective techniques of verbal communication on the job, when giving or receiving instructions and resolving conflict. Divide the students into groups and role play case studies to show how effective communication may be used to resolve conflict on the job.
9.4 To develop a résumé and cover letter that may be forwarded to a potential employer.	The student will develop a résumé and cover letter using the correct format. Autobody teachers may work with other staff members to ensure résumé and cover letter preparation is taught. The résumé and cover letter is currently suggested in English Language Arts 20 and 30A, Information Processing and Work Experience Education 20. Students should develop the résumé on a computer disk and update the résumé as references are accumulated. If students have already completed the résumé and cover letter in another course, the teacher may do a review and encourage students to update their résumés. Students shall submit a résumé for teacher approval prior to going to the workplace.
9.5 To determine student guidelines in preparation for an interview.	The résumé and cover letter may be used as an introduction to the employer in a workplace site prior to an interview with the student. Working as a class or in groups, students may discuss and list guidelines for an interview. After the students formulate their list, the instructor may add missing items to the list. Outline and describe the three stages of an interview. Point out to the students in what stage each of the guidelines previously discussed will be used. The greeting involves an introduction between the student and employer. Discuss or demonstrate how this should be done. The exchange is where the employer asks a series of questions and engages in a conversation with the student about information on the résumé and other matters relating to the job placement. The parting brings the interview to a close. It can be just as important as the greeting. Explain how this may be done.
9.6 To develop procedural guidelines for the work site.	Provide the students with a list of questions frequently asked by employers or ask students to formulate a list in a group and role play the stages of the interview.
9.7 To discuss the post interview.	After the student has completed the interview with the employer, do a follow-up activity. Review the interview with the student using the three stages as points for discussion.
9.8 To discuss related feedback from the work placement. (COM)	Discuss the following work site issues with students: transportation hours of work absence and tardiness procedures for conflict resolution role of the student, teacher and workplace supervisor dress code job description school and employer expectations. Ensure that students understand these issues and how they may be handled. Students provide feedback about work placement regarding: where they were placed type of business duties most rewarding experience most difficult situation and how they handled it.
9.9 To relate feedback from the work placement. (CCT)	Students provide feedback about work placement including where they were placed, type of business, duties, most rewarding experience, most difficult situation and how they handled it. It is recommended that each student send a thank you note or card to the employer upon the completion of each work placement.