Collision Repair

Collision
Repair
Master
Hands On Training
Collision
Repair
Master
welding
welding
Metal
fabrication
Metal
fabrication
Sheet metal
repair
Sheet metal
repair
Advanced repair
techniques
Advanced repair
techniques
Frame Repair
Frame Repair
Paint
Application
Frame and Uni-body Repair
Paint
Application
Hands On Training
Frame and Uni-body Repair
Damage Analysis
Damage Analysis
for more information call(315)867-2000
or visit www.herkimer-boces.org
for more information call(315)867-2000
or visit www.herkimer-boces.org
COURSE OUTLINE
Collision Repair Fundamentals
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Safety
Occupational opportunities
Tool usage
Measuring and mixing
Panel Repair
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Sheet metal rough out and repair
Plastic identification and repair
Fiber reinforced material identification and
repair
Welding and Cutting
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Torch usage
Mig welding
Compression spot welding
Primer and Paint Application
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Metal conditioners and etching primers
Filler primers and sealers
Single layer systems
Base coat and clear coat systems
Water base systems
Mechanical Services
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Related suspension and steering systems
Parts servicing and identification
Structural Diagnosis and Repair
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Unibody set-up and measuring
Vehicle construction
Introductory frame machine usage
Estimation of Repairs
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Labor rates
Navigating through the insurance estimate
Estimate writing
Insurance industry overview
Reconditioning
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Detailing for retail business
Color sanding and polishing
Material usage for stain removal
CERTIFICATIONS
SEM Product Plastic Repair
Safety and Pollution Prevention (S/P2)
POTENTIAL COLLEGE CREDIT EARNED
Minimum: 3*
Maximum: 6*
Through partnerships with:
SUNY Delhi
Baron Institute of Technology
* Amount of credit transferred dependent upon college,
program of study, and performance in the Collision
Repair Technology program.
CLASS ALUMNI – WHERE ARE THEY NOW?
Recent graduates are continuing their education at Herkimer Community College, Mohawk Valley Community
College, and SUNY Morrisville. Others are employed locally at: Northside Collision, Panella’s Collision, Skinner
Sales, and Steet-Ponte Chevrolet.
Collision Repair Technology (CRT)
This program prepares students for a variety of careers in the collision repair field. Skills taught
include: auto body repair techniques, metal fabrication, sheet metal repair, frame repair, painting, color
blending, minor refinishing, glass installation, as well as tool purchasing, damage analysis, and estimating.
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A successful clinical experience is required for students to obtain a Career/Technical endorsement for
this program (Local/Regents Diploma only).
Certification is not required for employment in many collision repair fields.
Thoughts to Consider for Special Education Students
Students with disabilities can be successful in CRT. When considering placement, review the
PLOPs: (Present Levels Of Performance)
Academics:
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Is the student able to read/understand course specific safety words/other relevant career related text?
Does the student have average vocabulary/comprehension skills and potential to understand the career
specific language of this program?
Does the student have the potential to master multi-step tasks and apply them independently?
Does the student have the potential to self-initiate and sustain attention to a task to completion?
Does the student have potential to complete repetitive tasks over time and monitor his own work?
Does the student have average to strong skills in memory and sequencing?
Is the student attentive to details, and able to discriminate a standard of correctness?
Does this student have any severe language or auditory processing that would interfere with
listening/understanding lectures/modeling of work?
Management:
• Is the student able to work on an assigned project, for up to an hour or more?
• Can the student stay on task and be safe, with various levels of support, from direct to minimal?
Physical:
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Does the student have average fine motor /gross motor abilities?
Are there any health issues that would be of concern with program-related fumes (paint and other
chemicals)?
Social:
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Is the student able to work in groups, cooperatively and collaborate with others, to complete a project?
What Level of Support Does the Student Require?
Class size varies, but is sometimes up to 25 students (approximately) with 1 instructor.
This classroom is a large space with various activities taking place at one time.
Instruction is done in large group, with a lecture/demonstration of content presented visually and orally.
Student is required to work collaboratively and cooperatively in small groups and in pairs with other students.
Support is offered to each student as the teacher circulates around the room.
Line of Vision from teacher to student varies due to vehicles and equipment in the lab at any given time.
Career Opportunities
Body Repairman
Painter
Frame Repairman
Parts Man
Foreman Service Manager
Independent Shop Owner
Insurance Adjuster Shop
Glass Installer
Skill Profiles for Collision Repair Technology ( CRT)
KEY: The IMPACT each SKILL/COMPONENT will have on success in this program, relative to other CTC programs:1= Low Impact- Minimal effect on
safety/success-weakness has minimal impact; 2= Moderate Impact- Average skills and ability needed in this skill area. Deficits will have SOME effect on
safety/success 3= High Impact- Strong Influence on safety/success; average–strong skills needed/potential to develop this area further is helpful. Analysis of Sample Reading Material- CRT Program
These samples were provided by the instructor. An internet-based readability program was used to determine
approximate grade level of the material. The following formulas were used, as they are the two most common.
These samples are intended as examples of the reading and academic concepts required by this program.
1. The Flesch Reading Ease formula : A scale from 0 to 100.
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90-100 can be understood by an average 5th grader.
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60-70 can be understood by 8th and 9th grade students
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0-30 can be understood by college graduates
2. The Flesch-Kincaid Grade Level : Indicates the average student in that grade level can read the text. For example,
a score of 7.4 indicates that the text is understood by an average student in 7th grade.
Passage 1: Interactive Electronic Curriculum, (1998) Module 7: Frame and Unibody Construction and Repair: Frame 11
High strength steel in automotive sheet steel is generally considered any product that has a minimum specified
yield strength of 25 ksi (thousands of pounds per square inch) or above. With HSS thinner gauges of steel may be
used, which allows a reduction in vehicle weight without compromising strength. Unibodies achieve strength from
high-strength steel and rigidity from complex bends. High-strength steel provides a cost-effective means for
reducing vehicle weight and improving fuel economy without downsizing. High-strength steel improves dent
resistance in lightweight body panels, and it helps achieve weight reduction in structural members. HSS requires
special considerations during repair procedures. Some HSS’s are easily damaged by pulling forces during repair. Flesch Reading Ease: 51 Flesch-Kincaid Grade Level: 10 Passage 2: Interactive Electronic Curriculum ( 1998) Module 7: Frame and Unibody Construction and Repair: Frame 6 The first unibody cars were built in the 1940’s, with strength and rigidity built into the body through parts design
and by welding parts together. A combination of a shortened conventional frame front section bolted to the cowl
and floor area of a unibody structure. Stub frame extends partially underneath the passenger compartment and is
bolted to unibody section at four locations. The unibody portion offers weight savings and the conventional portion
provides strength to support the engine and suspension components. Originally though to possess the advantages
of both conventional and unibody vehicles, with the current selection of high strength steels , the stub frame
designs are giving way to the unibody type of construction.
Flesch Reading Ease: 52
Flesch-Kincaid Grade Level: 11
Typical Requirements for this Program Include:
Ability to:
• read , understand and follow a written guide, including sequencing of multiple steps
• listen to verbal instructions and follow the steps given
• remember steps learned, and apply them to other situations
• problem solve situations including previously taught concepts
• work independently, and under minimal direct supervision
• perform safely with minimal teacher line of vision
• evaluate ones own work against a standard, and make appropriate corrections
• ability to detect fine details, and to attend to discrepancies
• patience with repetitive tasks, seeking to refine finished work
• use of various chemical and paint and solvent products in a safe manner consistent with teacher directives
• tolerance for fumes, dusts and other byproducts of the industry
• read, understand and apply mathematical formulas, charts and concepts
COLLISION REPAIR TECHNOLOGY – Integrated Academics
Sample English Language Arts Objectives:
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write a one page essay on OSHA including why the organization exists, how it monitors its regulations and a
brief description of the regulation as they apply to the auto body field
in logical order, list steps to complete a task related to body panel replacement
orally identify basic welding procedures and demonstrate using them safely
develop a persuasive essay identifying cost advantages to using aftermarket auto parts
Sample Math Objectives:
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using labor rates and calculations from collision manuals, complete an estimate for repairs
prepare cost estimates for replacement of glass auto parts
record suspension measurements on an auto body frame for proper alignment
select proper pulling angles and record measurements
Sample Technical Objectives:
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Demonstrate safe setup of equipment
Read technical refinishing manual
Perform refinishing procedures on customer work in lab
Use special tools to remove and reinstall hardware on automobiles
Sample Science Objectives:
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List and describe the appropriate solvents for removal of grease and wax from a panel surface
Explain changes in volume, pressure, and temperature in terms of kinetic molecular theory
Explain the physical characteristics and chemical reactivity of primer-surfacer/adhesion promoter
and catalyzed urethanes
Describe the change in mechanical energy forms as they relate to hardware installation