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For The Instructor

Important InformationAbout This Course Curriculum

Please Read BeforeGetting Started!

This Manual Includes:

Getting Started With The Turning Center Curriculum Putting It All Together - Getting Ready To Teach Course Outline For Turning Center Curriculum Hard copy of Review.ppt slide presentation Answer Book For Turning Center Curriculum Final Test For Turning Center Curriculum Answers To Final Test For Turning Center Curriculum One CD-rom disk including:

PowerPoint Slide Shows With Guidance PowerPoint Slide Shows Without Guidance PowerPoint Viewer All Written Documentation In Adobe Acrobat (.PDF) Format

Adobe Acrobat Reader

Turning Center Programming,Setup, and Operation Curriculum

44 Little Cahill RoadCary, IL 60013Ph: (847) 639-8847

Fax: (847)639-8847Email: [email protected]: www.cncci.com

Special note:All materials contained in this document areincluded on the CD-rom disk in the Written Documentationfolder. Materials are in Adobe Acrobat (.PDF) format and can befreely printed/copied & distributed to other instructors. In addition,you may want to print/copy the final test that students will take.

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Turning Center Programming, Setup, and Operation Instructors CurriculumFour new features in this version of the curriculum:

! Presentation links slide in every lesson ! Instructor Notes manual

Weve made each lesson more interactive. Instead ofhaving to find the slide that begins each topic on yourown, weve added a special links slide in each lesson.

This lets you start/continue your presentation at thestart of any major topic in the lesson. Here is anexample from lesson one.

Each underlined topic is a text link that, if clicked, willsend the presentation to the chosen topic within thelesson. To get back to the presentation links page,simply click the return button in the lower left corner ofany slide.

The presentation links slide is always located in thesame place right after the lesson plan (about 10-15slides into the lesson). If you want to present the

lesson in its entirety, simply skip this slide (use theslide advance key). If class time ends before you finisha lesson, this slide should make it easy to continue inyour next session.

As youre preparing to teach, you may decide not toinclude certain topics in your presentation. Perhapsyou want to skip them for now and come back to themlater. In this case, when you get to the topic you wishto skip, simply click on the return button to get back tothe presentation links page. Then click on the topicafterthe one you wish to skip.

Note that when you click on a topic, PowerPoint will

jump to the slide beginning the topic youve chosenand continues from there. It will not return to thepresentation links slide unless you click the returnbutton.

This slide will also make it much easier to review. Itmakes a great set of bullet points, helping youremember the topics that must be reviewed. Ifstudents are having problems with a topic during thereview, you can simply click on the topic and presentthe material again. In fact, presentation links slides areidentical to the slides in the review.ppt slidepresentation (another new feature).

This version of the curriculum still includes the set ofslides containing audio guidance, and we think youllagree that it makes the easiest way to gain an

understanding of how to present each topic throughoutthe course. While we feel this audio guidance isextremely helpful, weve received several commentsfrom instructors saying they want a way to prepare toteach without having to have a computer available and that theyd like a way to make notes of their ownas they present the course.

The Instructor Notes manual contains information thatparallels what is done with audio guidance, giving youanother way to prepare to teach. You can now do sowithout having a computer. However, we do notinclude every slide in this manual (there are over 5,000slides in the curriculum). Instead, weve picked key

slides at transition points and provided a shortdescription of how to present the topic. Even so, thismanual is 830 pages long! Here is a sample pagefrom the Instructor Notes manual.

Instructor Notes ManualSlide 28 Lesson 1

This series of slides helps you describe the various components of CNC turning centers.

On this slide, were emphasizing the work holding device commonly a three jaw chuck.

Upcoming slides help you describe other major components, including the tailstock and the

turret.

Turning Center Programming and Operation

Each page of the Instructor Notes manual includesample room for making notes of your own. And withPowerPoint, you can easily create a Notes Page forany slide youd like.

We provide one hard copy of this manual, and it is alsoincluded on disk one in Adobe Acrobat format, so youcan make additional copies (be ready for a lot ofprinting!). Or you can purchase more from us at anadditional price.

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! Fly-in text boxes

! Review slide presentation

Turning Center Programming, Setup, and Operation Instructors CurriculumFour new features in this version of the curriculum (continued):

Regardless of how much preparation you do, it will beimpossible to memorize every presentation included inthis lengthy curriculum. Again, there are over 6,500slides. It can be especially difficult during transitionpoints, when the presentation is shifting gears. If you

dont know whats coming up (as youre teaching), youcan look ill-prepared in front of your students. For thisreason, most slides now include fly-in text boxes tohelp you stay on track. Here is an example. The textboxes in the upper left corner will fly in from the right assoon as this slide is displayed.

Still included in this version:

Sometimes the fly-in text box will keep you fromforgetting to make a key point. Other times it will helpat a transition point to remind you about where thepresentation is going. In many cases, what is in thetext box can be used as your first sentence for the

slide, helping you quickly dig into the material.Admittedly, instructors that have a great deal ofexperience with this curriculum will not need the fly-intext boxes. But we think even experienced instructorswill find them helpful. They can, however, be easilydeleted from within PowerPoint if you dont want them.

We cannot stress enough the importance of reviewinginformation you have presented earlier in the class. Inthe review slide presentation, we begin each keyconcept with the key concept name and a list oflessons related to the key concept. This lets you re-

stress the importance of each key concept. We theninclude a slide for each lesson in the key concept withbullet points to help you remember the topics that needreviewing. Actually, these bullet point slides areidentical to thepresentation links slide (discussedearlier) in each lesson, except they are all together inone handy presentation. If students are havingproblems with a topic, you can quickly call up thelessons presentation and go to the presentation linkspage. Then click on the topic to present it again.

A hard copy of this presentation is included in the ToThe Instructormanual.

" For The Instructormanual

We include one hard copy of this manual with thecurriculum and it is also included on disk one in AdobeAcrobat (PDF) format so you can print additional copies.

This manual includes:Getting started An introduction to the curriculum,including factors that contribute to a good learningenvironment, the key concepts approach, lessonstructure, a description of the student and instructormaterials, and a list of things you still need to use thiscurriculum.

Putting it al l together a set of recommendations forteaching with this curriculum.

Hard cop y of review s l ide show Helps you prepareto review information as you get deeper into the course.

Course out l ine The entire course in outline format.

Includes key concept names, lesson names, topics ineach lesson, and approximate slide numbers.

Answer book Answers to the exercises andprogramming activities in the workbook (its a workbookwith answers filled in).

Final test with answers Your way to confirm thatstudents understand major points in the entire course.

" CD-rom disk

We will continue to provide this curriculum free ofcharge to schools purchasing their initial set of studentmaterials (20 set minimum). Student materials includemanual ($50.00 each) and workbook ($14.95 each). Inessence, your first set of twenty students is paying forthis curriculum!

" It is still free with initial textbook order

All instructors materials are included on one CD-romdisk.

Sl ide presentat ions wi th guidance This set of slide

shows (one for each lesson) includes audio guidance onselected slides (played by clicking a special icon) tohelp you understand how to make presentations duringthe course.

Sl ide presentat ions wi thout guidance Since theslide shows with audio guidance are very large files, weprovide another set of slides shows without theguidance that will load much quicker. We recommendusing this set of slide shows as you actually teach tominimize distracting file loading time.

Adobe Acrobat Reader Allows you to view/print thewritten documentation.

PowerPoint Viewer Allows you to view/display theslide shows, but we strongly recommend that you havethe actual PowerPoint software (not just the viewer) soyou can edit the slide shows.

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Getting StartedPage 1

Getting Started With The Turning Center Curriculum:Our course curriculums have been designed to address the needs of instructors working in

three similar, but subtly different, learning environments. First, instructors working for

colleges, vocational schools, technical schools, and universities will find our ready-made

course curriculums especially easy to learn and implement. They make it especially easyto prepare to teach each lesson. It has been our experience that instructors teaching their

first CNC courses for technical schools come from one of but two backgrounds. Either

they have extensive CNC experience (possibly through working for a manufacturing

company), but limited teaching experience --- or they have extensive teaching experience

(teaching other courses for the school), but limited CNC experience. It is rare to find an

new CNC instructor who has extensive experience in both fields. These course

curriculums will help in both cases.

Our proven curriculums, structured lesson plans, audio guidance, instructor notes for each

lesson, and concise lesson format will minimize the amount of work an instructor must

do in preparation for teaching a new course -- and minimize the work that must be done

when getting ready to teach each lesson duringthe course. The proven key concepts

approach and fly-in text boxes make it easy for even an inexperienced instructor to stay

on track during each presentation. And - the high animated slide presentations and

comprehensive student manuals will make experienced instructors who may be a little

weak with their CNC skills look like CNC experts!

Second, instructors working for companies having their own in-plant training will also

find this curriculum easy to implement. Few companies have the resources (or the desire)

to completely develop this kind of program from scratch. Additionally, success for an

industrial training program is nota simple a matter of the student getting a good grade.When finished, students mustknow how to safely program and/or operate the machine

tools. Training failure will result in scrapped parts, crashed machines, and possibly even

injured operators. The real-world exercises in the student workbook will prove the

students knowledge of presented materials each step of the way. When the student

successfully completes this course, you can rest assured that they comprehend the subject

matter.

Third, training consultants (or instructors working for technical schools) that provide

custom training for manufacturing companies will find that this course curriculum makes

it easy to teach CNC to their clients. Utilizing standard (and highly portable) computer

equipment, the comprehensive slide show can be done on-the-road, meaning instructioncan take place anywhere.

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Five factors that contribute to learning

While experienced instructors may find this information somewhat basic, we wish to

ensure that beginning instructors understand the importance of setting up a good learning

environment. Of course, the better the learning environment, the better the training

program will be, and the faster, and easier it will be for students to learn. This course

curriculum is well suited to facilitating the learning environment in all five ways.

Motivationis the most important factor in any learning environment. First and foremost,

students must be highly motivated to learn. Motivation will be the driving force that

makes studentsstick with iteven when they are having trouble understanding information

being presented during training. Indeed, anyproblem with learning can be overcome if

the students motivation is high enough. But just as important, the instructor must also be

highly motivated to teach. They must have a burning desire to relate information during

training in a way students can understand. When student are having problems, the

instructor must be motivated enough to spend the extra time it takes to ensure that the

student eventually understands presented material. This can be very challenging since

students aptitude levels vary. This course curriculum inspires motivation on both counts.The colorful and illustrative slide show, the tutorial nature of the manual, the pertinent

practice exercises, and the highly structured key concepts approach will capture and hold

your students attention, and make it easy for them tostay motivated. For the same

reasons, instructors should find this course almostfun to teach -and it is easy to stay

motivated with tasks you enjoy.

Aptitudewill determine how quickly and easily learning will be. The aptitude of the

instructor for making attention holding presentations, giving pertinent analogies,

preparing illustrative visuals, designing realistic practice exercises, and in general,

keeping the students interested level high will contribute to determining how quickly and

easily students catch on to new material. Instructors with high aptitude make it easy forstudents to learn. In similar fashion, the students aptitude for learning manufacturing

related functions and specifically CNC also contribute to how quickly and easily learning

takes place. Students with high aptitude make it easy for the instructor to teach. This

course curriculum pays particular attention to trouble spots. From our own teaching

experience, we know where students with minimal aptitude tend to have the most

problems and make ample analogies to keep even the most complex topics of CNC as

simple as possible to understand.

Presentationis the heart of training. The better the instructor prepares and delivers the

presentation, the easier it will be for students to learn. Presentation can consist of many

things, including the instructors orations, demonstrations, simulations, overhead and

projector slides, videos, and anything else that helps to convey an idea. This is the strong

point of our curriculums. You will find it very easy to get your ideas across with but a

small amount of preparation before delivering each lesson. While you still have to talk,

the slide show and instructor notes will make sure you know what to say!

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Repetitionreinforces a students understanding of learned information. Even students

with extremely high aptitude will find it difficult to learn from presentations made only

once. Alltraining sessions should begin with a review of recent presentations.

Depending upon the frequency and duration of each training session, entire sessions

should, at times, be devoted to reviewing what students should already know.

Reviews also help the instructor limit how much complex subject matter is presentedduring each session. Knowing that certain information will be reviewed, the instructor

can avoid getting too deep into complicated topics during the first time the information is

presented. Only after students have a firm grasp of the basics will the instructor dive

deeper and introduce more complicated variations. The slide shows really help with

review. As you begin each session, you can easily call up the presentation/s made

recently and quickly skim material to ensure comprehension. For review purposes, you

can even hide slides during reviews (within Powerpoint) to keep from having to go

through all but the most important slides.

Practice with reinforcementacts as the gauge to judge the success of training. Well

designed practice exercises should be realistic, forcing the student to do things in thesame way they must when training is completed. Reinforcement must come as the result

of the students practice. If the student demonstrates a firm understanding of the

presented information, reinforcement should praise the success. On the other hand, if

practice exposes a students lack of understanding, reinforcement should come in the

form of repeated presentations, review, and more practice, ensuring that the student

eventually catches on. This course curriculum include a comprehensive set of practice

exercises, as well as a final test, to confirm understanding each step of the way.

The key concepts approach

Most training experts agree that students learn best when they have a light at the end of

the tunnel. The more complex the subject matter, the more important it is to tell (betteryet, show) the student early in the training program just what they must master to

complete the course. One important benefit of our proven key concepts approach you can

do just that. With our curriculum, there are ten key concepts to CNC. Six of the key

concepts are programming-related and the last four are operation-related. Early on in the

course you can truthfully say If you can understand just ten basic ideas, you are well on

your way to becoming proficient with CNC. This gives your students a light at the end

of the tunnel and makes learning CNC seem as easy as possible. Also, as you go through

the course, students will know where they stand each step along the way.

Another benefit of our key concepts approach is that it lets you work at a very broad level.

There are many different CNC machine and control manufacturers making this kind of

equipment. Though there are many commonalties in how basic machine utilization is

done among current CNC machines, no two machines will be handled exactly the same.

For this reason, students will likely have to adapt to their own machines once they

complete your course (especially if you teach in a technical school). In each key concept

you will be stressing the broad and general reasoning behind how CNC functions,

showing students whythey must do things as importantly as howthey do them. This

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reasoning can be applied to any form of CNC machine tool. Once the student

understands this reasoning, thenyou will show specific techniques needed to apply the

key concept to one very popular CNC control.

By the way, all of the specific examples we give in the student manual and during the

slide shows are in the format for a Fanuc control. We chose Fanuc as our sample controlsince it is the most popular control in the industry, and since several control

manufacturers (Mitusbishi Meldas, Mazatrol, Yasnac, HAAS, Fadal, and others) claim to

beFanuc-compatible. However, you must be prepared for the possibility that your

students will be working with a control made by a manufacturer that is not Fanuc-

compatible. Again, rest assured that the ten key concepts apply to every current CNC

control on the market. Only the specific techniques needed to apply each key concept

must change.

These same ten key concepts can be applied to any form of CNC machine tool. We

actually have available three course curriculums for three popular forms of CNC machine

tools for metal cutting, the CNC machining center and CNC turning center forwoodworking, the CNC router (three separate curriculums). The same ten key concepts

are applied to all three curriculums, and can also be applied to wire EDM machines, CNC

turret punch presses, CNC lasers, and any other type of CNC. This makes it quite easy to

teach courses for different machine types, or even include more than one machine type in

a give course.

Yet another benefit (from an instructors standpoint) of the key concepts approach is that

the course can end at any time once students understand the key concepts. One major

problem in any training program is the limited time available for training. While

manufacturing companies may have the luxury of extending a course if students are slow

in picking up the material, technical schools commonly work on a very rigid time frame.If students are slow in picking up the material and getting bogged down with the details

of CNC machine utilization (asking many time consuming questions), the course may end

before you get through all the material. While this presents a problem even with the key

concepts approach, the effects of the problem can be minimized. As long as students

understand the reasoning behind each key concept, it will be just a matter of time until

they figure out the details. Given our extensive and highly tutorial course manual, any

student with motivation will eventually figure out the details (possibly evenafterthe

course ends).

One last benefit well mention for the key concepts approach is that it makes reviewing

the material easy. Since there are only ten key concepts, they are easy to remember. You

can simply restate each key concept (using the review slide presentation) and ask

pertinent questions to confirm your students retention of material previously presented.

In the lesson plans, instructor notes, audio guidance, student manuals, and course outline,

you will find detailed explanations of what must be presented at each key point in the

course. Here we simply list the ten key concepts.

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Key concept: Description:

1 Know your machine (from a programmers viewpoint)

2 Prepare to write programs

3 Understand the motion types

4 Know the compensation types5 Format your programs in a safe, convenient, and efficient manner

6 Know the special features of programming

7 Know your machine (from an operators viewpoint)

8 Understand the three modes of operation

9 Know the procedures related to operation

10 You must be able to verify programs safely

Lesson structure

These ten key concepts are divided further concise lessons. For the turning center

curriculum, there are twenty-eight lessons. Lessons do vary in length (from about 10

minutes of presentation to about an hour), and you can find an approximate time of

presentation in the course outline.

Turning center lesson structure

Lesson: Description:

1 Machine configuration

2 Speeds and feeds

3 Visualizing program execution

4 Understanding program zero

5 Measuring program zero

6 Assigning program zero

7 Flow of program processing

8 Introduction to programming words9 Preparation for programming

10 Types of motion

11 Introduction to compensation

12 Dimensional (wear) tool offsets

13 Geometry offsets

14 Tool nose radius compensation

15 Program formatting

16 The four kinds of program format

17 Simple canned cycles

18 Rough turning and boring multiple repetitive cycle

19 More multiple repetitive cycles

20 Threading multiple repetitive cycle

21 Subprogramming techniques

22 Control model differences

23 Other special features of programming

24 Control model differences

25 Machine panel functions

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26 Three modes of operation

27 The key operation procedures

28 Verifying new programs safely

Students Course Materials:

All student course materials are copyrighted and must be purchased from CNC Concepts,Inc. Current pricing can be found on our website (www.cncci.com).

Student Manuals- These highly tutorial manuals precisely follows the slide show

presentations you will be making. They are very detailed and will provide the student

with an excellent way to review information you present, during the course and long after

the course is finished. There is one student manual for each curriculum. Of course, you

will also want to have this manual to use as a master as you present the course.

Student workbooks- This is the set of practice exercises students will be doing during the

course. There is one exercise for each lesson (28 exercises for the turning center

curriculum). The practice exercises are like quizzes you can use them as such or assignthem as homework. About half of the practice exercises additionally require the student

to do a programming activity.

Instructors Course Materials:

CD-rom disk including all instructor mater ials The disk includes the following

instructor materials:

To The Instructor manual:

This manual includes information to help you begin. It includes:

Getting started with the machining center curriculum provides information about how

we intend the curriculums to be used.Instructors outline provides concise list of topics to be covered and slide numbers as

well as suggested presentation times.

Answers to exercises provides answers in the same format as the exercises.

Final test with answers to test the students overall comprehension of the course.

I nstructor notes manual:

The manual includes instructions to the instructor on key slides. It provides another way

to prepare for the course if you dont have a computer available to view the slide shows.

Compiled in sequential order (lessons 1-28), this manual provides key information about

each topic in the course. On each page, weve selected a key slide and, at the top of the

page, show the slide being discussed. At the bottom of each slide, we provide a short set

of written instructions about what you will be saying at this point in the course. This

manual parallels the slide shows with audio guidance (see below), giving you an

alternative way to get ready to teach.

All written documentation is provided in Adobe Acrobat format (PDF files) on disk one

in the folder named Written documentation. All files are aptly named. In order to

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view/print them, you must have Adobe Acrobat Reader installed on your computer. We

also provide this software on disk one in the folderAdobe Acrobat Reader.

Note that all written documentation provided on the CD-rom can be freely printed, copied

and distributed. So if you have additional instructors, you can print this information

yourself.

Hard copy of manuals:

One copy of the To The Instructormanual and theInstructor Notesmanual is included

with the curriculum. Again, these materials help you prepare when you dont have a

computer available to actually view the slide shows. If you need extra copies, they can be

printed from the Adobe Acrobat files on the CD, or you can purchase additional copies

from CNC Concepts, Inc. Current pricing is provided on our website (www.cncci.com).

PowerPoint Sli de shows:

Slide shows with and without audio guidance (over 5,000 slides in each!) Each lesson

includes a slide show to provide the visuals you need to teach. They are all computergenerated graphics and animations that really help you make your points during the class.

To help you prepare to teach, we provide one set of slide shows with audio guidance. On

selected slides, youll find an instructor icon that if clicked, will activate an audio

narration that explains our intentions at this point in the course. Note that this audio

guidance is not intended for students. Its aimed at instructors that will be teaching the

course. Some of the slide shows with guidance are very long and will take some time to

load. For this reason, we also provide another (identical) set of slide shows without

guidance. You can use them to minimize loading time (as is important when teaching)

once you get familiar with the course.

Presentation links slide Every lesson includes this special slide. It will always belocated immediately after the lesson plan. And every slide will have a return button in the

lower left corner that returns you to this slide. This slide lists the topic headings to be

covered by the lesson. When you click on a topic, the presentation will skip to the slide

that begins that topic. This can help in three ways. First, it provides a very interactive

way to get to topics of interest (you will be clicking on topics during your presentation) as

you teach. Second, you will be able to easily skip topics that you dont want to cover.

Just remember that once you click on a topic, the presentation will simply continue from

the slide that begins the topic. If you get into another topic (that you dont want to cover),

simply click the return button in the lower left corner. And third, this special slide should

really help when reviewing. It makes an excellent list of bullet points that you can review

in a nice logical order. And of course, if students are having problems, you can easily

click on the trouble-causing topic and re-present the information related to the topic.

Fly in text boxes In addition to graphics and animations throughout the slide shows, we

also includefly-in text boxeson most slides to help you understand where the presentation

is going. In some cases, thefly-in text boxwill remind you to make some important point

about the topic at hand. In other cases, they are included at a change of pace in the

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presentation, and provide the next few words of your presentation. In all cases, they will

help you stay on track and minimize the amount of preparation you must do to get ready

to teach.

Review slide presentation Located in the folder named Slide presentations without

guidance on disk one, this special presentation named review.pptis intended to help youreview material throughout the course. As stated, at least ten percent of each session

should be spent reviewing information that you previously presented. This presentation is

made up of at least two slides for each key concept. The first slide for each key concept

shows the key concept name and the lesson/s related to the key concept. This is followed

by a list of bullet points for each lesson in the key concept. Each list of bullet points is

identical to the presentation links slide for the lesson. So if students are having problems

during the review, you can easily call up the related lesson, go to the presentation links

slide, and click on the topic of interest.

All presentation files are aptly named. In the folder named Slide presentations without

guidance(on disk one), youll find files namedLesson1.pptthrough lesson24.ppt. In thefolder named Slide presentations with guidance 1-12 of 24(on disk one), youll find files

named lesson1g.pptthrough lesson12g.ppt. In the folder named Slide presentations with

guidance 13-24(on disk two), youll find files named lesson13g.pptthrough

lesson24.ppt.

PowerPoint Viewer software:

All slideshows are prepared in PowerPoint 2000. In order to view/display/print the slide

shows, you must either have the actual PowerPoint software (PowerPoint 95 or above) or

the PowerPoint Viewer. We provide the PowerPoint Viewer on disk one. Since the

PowerPoint Viewer does not let you modify slides, and since it requires that slide shows

always start from the first slide (not very convenient when youre trying to get to a slidein the middle of a lengthy presentation), we urge you to get the actual PowerPoint

software. It can be purchased separately, and it comes with most versions of Microsoft

Office.

What you still need:

In order to show the PowerPoint slide presentations to a group of people, you need the

following items.

A computer with Windows 95 (or higher)- Just about any current model computer will

work. For best results, a Pentium class is recommended (minimum 64 megs internal). If

using a desktop computer, you can easily watch the monitor of the computer (facing your

audience) to see the slide show while slides are displayed behind you by the projection

system. Since the left mouse button advances the slides, you even have a remote slide

advance button (though you may prefer a true remote mouse designed for making

presentations, as can be supplied by a company like MindPath). If portability is an issue,

keep in mind that many of the notebooks and sub-notebooks have ample power to run the

presentation software. However, be careful in your selection. Many notebooks do not

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allow you to send data out through the VGA port andsee the slide show on the LCD

screen of the notebook at the same time. Without this ability, you may have to turn

around to see your slides, which can be distracting to your audience.

Microsoft PowerPoint Software (PowerPoint 2000 was used to create the slide shows)-

Though you can display all presentations with PowerPoint Viewer (included with thiscurriculum), you will need Microsoft PowerPoint (PowerPoint 95 or above) if you intend

to modify the slide shows given in this curriculum. We highly recommend that you have

this ability. This software can be found in any computer store for a price of about

$250.00 (it also comes withMicrosoft Office). You will find this to be a very powerful

presentation generating program; one you can use to develop your own slide shows for

other courses (or again, modify those in this course curriculum).

A way of displaying the screen show- You have several alternatives in this regard. All

involve using a device that takes data from the VGA port of your personal computer.

First, many schools already have a projection system that can display information from a

personal computer. Basically, anything that can be shown on the computer screen can bedisplayed through the projection system. Second, you can use a device that sits on top of

an overhead projector to display your screen shows. In essence, this device makes a

transparency of what ever is on the display screen of the computer (we dont like this kind

of device because of its brightness it can really hurt your eyes if you try to use it as a

normal overhead projector). Third, and especially if price is a concern, you can use a

simple scan converter (about $200.00 - $300.00) and display your screen show on any

television that has a video inconnector (as most do). If you must use the RF connector of

the television (where an antenna plugs in), an RF converter must be purchased. Since

there are so many alternatives for displaying your slide shows, we welcome phone calls

(847) 639-8847 if you have questions about your alternatives.

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Putting It All Together

Getting Ready To Teach

As stated earlier, though these course curriculums dramatically reduce the amount of

preparation you must do, they do not eliminate it completely. And as any experienced

instructor will agree, the key to successful presentations is in becoming comfortable withthe material you present. And the only way to get comfortable is through adequate

preparation.

Before your first course:

Skim the enti re cur ri culum- Though you do not have to be perfectly comfortable with

every detail of the curriculum to begin teaching, you will at least need to understand

where the course is going. You can use the course outline, lesson plans, instructor notes,

and student manual to gain an appreciation for the ten key concepts and the lesson

structure being used.

Before beginning each key concept:

Get comfortable will all lessons in the key concept- While some key concepts have but

one lesson, most have more. Be sure you feel comfortable with all points you need to

make before you begin teaching. Again, use the course outline, instructor notes, and

student manual to increase your comfort level with the entire concept.

Before you deliver a lesson:

Get ready to teach!- Study the lesson plan, instructor notes, and slide presentation hard

copy in order to gain an understanding of key points that must be delivered during your

presentation.

Practice!- Especially before your first few lessons, get comfortable with your equipment

and the material you present by practicing your presentation. In addition to getting you

ready to deliver each lesson, this should give you a rough idea of how long it will take to

deliver each lesson.

During your presentation of each lesson:

Tell them what you re going to tell them- The lesson plan (key points in the slide show

at the beginning of each lesson) will help you prepare your students for what they will be

learning. While you dont have to dwell on this slide too long, it will help them know

what is coming up.

Tell them- Go though the lesson, using your slide show as a guide. Be sure to point out

the page numbers and sections in the student manual where the information is also

included for their own independent study. Be sure everyone is catching on. Encourage

participation, questions, and comments. While you should find adequate analogies in the

slide show to stress the most complex topics, you must be prepared to handle special

questions and concerns. Have a blackboard or overhead available for making special

points.

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Tell them what you told them- The lesson summary (included in the slide show for each

lesson) will let you summarize the key points of each lesson.

After you finish each lesson:

Assign and check practice exercises- The students responses to the practice exercisesmakes an excellent way to gauge your students understanding of the subject matter. If

you find that students are not doing well, it should be taken as a signal that you must

review key information. If students are doing well, be sure to praise them.

As you get deeper into the course:

Review often- No student will retain every word of every presentation you make during a

course as lengthy as these. On average, you should spend about 10% to 20% of your

session time in review, depending upon how well your students are doing. The more

problems they are having, the more time you should spend on review. One excellent way

to review is to question students from the previous exercises to confirm their retention.

Let students know where they stand- Be sure everyone knows how they are doing as

they progress through the course. Assign special exercises and labs for those students

having the most problems. Push those students doing well to go further.

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INSTRUCTOR OUTLINE FOR TURNING CENTER PROGRAMMING AND OPERATION

Section one - Programming

Slide Description1 Lesson number one - Machine configurations

2 Key concept number one - know your ma-

chine

13 Lesson structure for key concept number one

18 Basic machining practice related to turning

25 Machine configurations

27 Universal slant bed turning centers

98 Chucking style slant bed turning centers

102 Twin spindle horizontal bed turning centers

107 Sub-spindle turning centers

117 Vertical single spindle turning centers

122 Twin spindle vertical turning centers

127 Mill/turn machines134 Gang style turning centers

139 Sliding headstock turning centers

142 Programmable features

144 Turret programming

149 Spindle programming

165 Feedrate programming

169 Coolant programming

172 Other programmable features

174 Lesson summary

1 Lesson Number Two - Speeds And Feeds

2 Lesson plan7 The two ways to control spindle speed

18 Constant surface speed mode

29 Rpm mode

38 The two ways to control feedrate

40 Feed per revolution

43 Feed per minute

1 Lesson Three - General flow of CNC usage

2 Lesson plan

6 Understand the big picture

7 The three kinds of CNC-using companies

14 Flow of programming process

25 Lesson summary

1 Lesson number four - Visualizing the motions

of a CNC program

2 Lesson plan

7 Understanding the flow of program execution

16 Program structure

19 Visualizing program execution

56 Lesson summary

1 Lesson number five - Understanding program

zero

2 Lesson plan

3 The rectangular coordinate system34 Graph analogy

67 How coordinates are calculated

73 Determining where to place the program zeropoint

78 Incremental versus absolute

97 Lesson summary

1 Lesson number six - Determining program zero

assignment values

2 Lesson plan

8 Why program zero must be assigned for each

tool

13 How program zero assignment values are deter-

mined

19 The zero return position

41 Values for assigning program zero in the pro-

gram

41 Values for use with geometry offsets

41 Values for use with geometry offsets and workshift

41 Values for use with tool touchoff probes

(NOTE: Slide41 is a jump slide)

42 How program zero assignment values are deter-

mined for center cutting tools

46 How program zero assignment values are deter-mined for boring bars

49 Lesson summary

1 Lesson number seven - The two ways to assign

program zero

2 Lesson plan

7 Assigning program zero in the program

16 Assigning program zero with geometry offsets

19 A few more points about program zero assign-ment

26 Lesson summary

1 Lesson number eight - Introduction to pro-gramming wordss

2 Lesson plan

6 Comparison to learning a foreign language

12 O word

29 Parentheses

36 N word

52 G word

63 X word

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68 Z word

91 C word

98 R word

102 I, J, & K words

103 P word

109 L word

114 F word125 S word

134 T word

136 M word

147 Slash code (/)

152 EOB (End of block)

156 Lesson summary

1 Lesson number nine - Preparation for

programming

2 Key concept number two

3 Lesson plan

9 Divide and conquer

18 Typical mistakes

38 Study and markup the print

43 Prepare the machining process

57 Plan the tool paths

87 Do the math

89 Plan the setup

96 Lesson summary

1 Lesson number ten - Motion types

2 Lesson plan

7 Key concept number three

8 Interpolation

37 Motion commonalities42 Understanding the point youre programming

47 Rapid motion

61 Straight line motion

78 Circular motion

123 Lesson summary

1 Lesson number eleven - Introduction to

compensation

2 Key concept number four

8 Lesson plan

14 Marksman analogy

41 Understanding offsets

51 Trial machining

55 Lesson summary

1 Lesson number twelve - Geometry offsets

2 Lesson plan

8 Why geometry offsets are required

11 Review of program zero

19 Understanding work shift

36 How accurate are program zero assignment val-ues?

58 Lesson sumary

1 Lesson number thirteen - Wear offsets

2 Lesson plan

8 Why geometry offsets are requied27 How wear offsets work

55 More on trial machining

72 Transitioning from job to job

74 Lesson summary

1 Lesson number fourteen - Tool nose radius

compensation

2 Lesson plan

8 Why tool nose radius compensation is required

30 Steps to programming

59 Programming example

84 TNR compensation from a setup persons point

of view97 Programming offset entries

103 Lesson summary

1 Lesson number fifteen - Introduction to pro-

gram formatting

2 Key concept number five

3 Lesson plan

9 The importance of formatting

13 Familiarization

28 Consistency

31 Re-running tools

47 Machine differences59 The four types of program format

76 A few reminders

81 Lesson summary

1 Lesson number sixteen - The four types of pro-

gram format

2 Lesson plan

7 Format for use when assigning program zero

with geometry offsets

61 Format for use when assiging program zero in

the program with G50

125 Lesson summary

1 Lesson number seventeen - One-pass canned

cyclest

2 Key concept number six

3 Lesson plan

7 Cycle consistencies

9 One pass turing and boring cycle

26 One pass facing cycle

43 One pass threading cycle

Course Outline

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50 Lesson summary

1 Lesson number eighteen - Rough turning and

boring multiple repetitive cycle (G71)t

2 Lesson plan

8 Introduction to multiple repetitive cycles

19 How G71 works65 Words in the G71 command

80 The finish pass definition

108 Finishing with G70

137 Using G71 and G70 for rough and finish boring

174 What about tool nose radius compensation?

178 Lesson summary

1 Lesson number nineteen - More multiple repeti-

tive cyclest

2 Lesson plan

8 G72 rough facing cycle

46 G73 pattern repeating cycle

113 G74 peck drilling cyle

117 G75 grooving cycle

120 Lesson summary

1 Lesson number twenty - Threading cyclet

2 Lesson plan

9 How threading is done on a lathe

32 G32 - great for tapping

49 G76 threading cycle

62 Example program

76 Important points about threading

85 Taper threading

92 Multiple start threading111 Lesson summary

1 Lesson number twenty-one - Subprogrammingt

2 Lesson plan

9 How subprogramming works

13 Applications for subprogramming

24 Related words

27 Examples

75 Introcuction to parametric programming

92 Lesson summary1 Lesson number twenty-two - Control model

differencest

2 Lesson plan7 Two styles of programming

9 Multiple repetitive cycle differences

10 G71

12 G72

13 G73

16 G76

22 G74

23 Subprogramming differences

25 Lesson summary

1 Lesson number twenty-three - Other special

features of programming

2 Lesson plan

9 Optional block skip tecniques

57 N word techniques68 Documenting in the program

86 Other G codes of importance

158 Other M codes of interest

169 Understanding parameters

189 Lesson summary

Setup and operation

1 Lesson number twenty-four - Setup versus op-

eration tasks

2 Introduction to setup and operation

3 Key concept number seven

4 Lesson plan

11 Operator responsibilites

17 The difference betweensetup and operation tasks

24 Tasks related to setup

88 Tasks related to maintaining production

109 Lesson summary

1 Lesson number twenty-five - The two operation

panelsg

2 Lesson plan

6 The two operation panels

9 The control panel

13 Keyboard

35 Display screen102 The machine panel

131 Lesson summary

1 Lesson number twenty-six - The three modes of

operation

2 Lesson plan

8 The importance of the mode switch

18 The three modes of operation

21 Manual mode

51 Manual data input (MDI) mode

101 Program operation mode

1 Lesson number twenty-seven - Key operationprocedures

2 Lesson plan

10 The importance of procedures

19 Manual procedures

94 Manual data input procedures

134 Setup procedures

170 Program manipulation procedures

340 Program running procedures

Course Outline

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341 Lesson summary

1 Lesson number twenty-eight - Safely verifying

programs

2 Lesson plan

10 Safety priorities

37 New versus proven programs49 Reminder about key verification functions

60 The most dangerous time

67 Program verification procedures

92 Re-running tools

105 Completing a production run

112 Lesson summary

PROGRAMMING:

Lesson Min. Description

Lesson 1 20 Machine configurations

Lesson 2 20 Spreeds and feeds

Lesson 3 20 Visualizing program execution

Lesson 4 10 Flow of programming process

Lesson 5 22 Understanding program zero

Lesson 6 20 Two was to assign program zero

Lesson 7 18 Assigning program zero

Lesson 8 20 Introduction to programming words

Lesson 9 20 Preparation for programming

Lesson 10 20 Types of motion

Lesson 11 16 Introduction to compensation

Lesson 12 20 Dimensional tool offsets

Lesson 13 20 Geometry offsets

Lesson 14 20 Tool nose radius compensation

Lesson 15 20 Program formatting

Lesson 16 20 The four kinds of program formatLesson 17 20 One-pass canned cycles

Lesson 18 20 Multiple repetitive cycle (G71 and

G70)

Lesson 19 20 More mult. rep. cycles (G72-G75)

Lesson 20 20 Threading multiple rep. cycle (G76)

Lesson 21 20 Subprogramming techniques

Lesson 22 16 Control model differences

Lesson 23 40 Other special features for program-ming

SETUP & OPERATION:

Lesson 24 30 Setup versus operation tasks

Lesson 25 40 The two operation panelsLesson 26 20 Three modes of operation

Lesson 27 60 Key sequences of operation

Lesson 28 40 Verifying new programs safely

Course Outline

Page 4 Turning Center Programming and Operation CNC Concepts, Inc.

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Slides in the presentation named review

Each lesson outline slide is identical to the presentation links slide for that lesson

As you get deeper into the course, use this presentation to quickly review what you have

already covered. If students are having trouble with a review topic, simply recall the

presentation for the lesson, go to the presentation links slide for that lesson, and click on the

topic in question to repeat the related presentation.

1

Turning CenterProgramming & Operation

Copyright 2002, CNC Concepts, Inc.

2

Turning CenterProgramming & Operation


Course Review

3

Key Concept

Number One

!Machine configurations

!Understanding speeds & feeds

!General flow of the programming process

!Visualizing the execution of a CNC program

!Understanding program zero

!Locating program zero!The two ways to assign program zero

You must know yourmachine from a

programmers viewpoint!

4

1: Machine configurationsKey concept #1

Basic machining practice

Machine configurationsUniversal slant bedChuckerTwin spindle horizontalSub-spindleSingle spindle verticalTwin spindle verticalMill / turnGang style

Sliding headstock

Programmable featuresTurretSpindleFeedrateCoolant

5

2: Understanding speeds & feeds

Two ways to control spindle speedCalculating RPMConstant surface speedBenefits of constant surface speed

Limitations of constant surface speedTwo times when RPM mode must be usedExample commands

Two ways to control feedrateExamples

6

3: Flow of the programming processUnderstand the big picture

Three company types

What will you be doing?

Flow of programming process

Study the printDecide which machineDetermine the processChoose toolingWrite programDevelop documentationLoad program

Make workholding setupAssemble cutting toolsLoad cutting tools

Assign program zero

Verify programInspect first workpieceRun productionSave corrected program

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7

4: Visualizing a programs executionThe importance of visualizing

Travel instructions analogy

Program make-upSequential order of execution

Machinist vs programmerAdvantage of machinistProgrammers disadvantage

A job handled by:Manual machinistCNC programmer

Program structure notesSequence numbers

Word order in a commandDecimal point usageModal wordsInitialized wordsCommon mistakes

8

5: Understanding program zeroRectangular coordinate systemAxis drive make-up

Graph analogy3d coordinate system

More on polarityin XYin Z

Where to place program zeroin XYin Z

Absolute vs incrementalAbsolute

ExampleIncrementalComparison

Inch versus metric

9

6: Locating the program zero pointProgram zero must be assigned

Zero return positionVertical machining centersHorizontal machining centers

Program zero assignment valuesIn XYIn Z

Measuring program zeroIn XY for rectangular workpieceIn ZIn XY for round workpiece

Calculating PZA valuesRetaining PZA valuesUsing a spindle probe

10

7: Two ways to assign program zeroAssigning in the program

In XYIn ZThe G92 commandLimitation of G92Using G28 for safety

Assigning with fixture offsetsIn XYIn ZAdvantage of fixture offsets

11

8: Introduction to programming wordsIntro to word types

Word typesO program number() messages

N sequence numberG preparatory functionX X axis designatorZ Z axis designator

Decimal format (XZ)Related words (XZ)

C Rotary axis designator

Word types (continued)R rapid planeI K directional vectorsQ peck depthP pause timeL number of executionsF feedrateS spindle speedT turret indexingM miscellaneous functions/ - block delete

12

Key Concept

Number Two

!The importance of preparation

You must prepare to writeprograms!

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13

9: The importance of preparationKey concept #2

Divide and conquer

Typical mistakesSyntax mistakesMistakes of omissionMotion mistakes

Preparation stepsStudy & mark up print

Develop the machining processDo the math

Number all pointsDevelop a coordinate sheet

Plan the setup

Conclusion

14

Key Concept

Number Three

!Programming motion commands

You must understand themotion types!

15

10: Programming motion commandsKey concept #3

Interpolation

Three motion types

Motion commonalities

Programmed pointFor hole-making toolsFor milling cutters

Rapid motionExamples

Linear motionExamples

Circular motionG02 or G03?Specifying arc size

With R wordExampleWarning about R word

With Directional vectors

16

Key Concept

Number Four

! 11 What is compensation?

! 12 Geometry offsets

! 13 Wear offsets

! 14 Tool nose radius comp.

You must understand thecompensation types

17

11: What is compensation?Key concept #4

AnalogiesMarksman analogy

Related to CNC compensation

Understanding offsetsOffset tables

Wear offsetsGeometry offsetsWork shift offset

Trial machining

18

12: Geometry offsets

Why geometry offsets are required

Review of program zero

Understanding work shiftHow accurate are program zero assignment measurements?

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19

13: Wear offsets

Why wear offsets are required

Imperfections during setupProgram zero assignment mistakesTool pressureTool wearTool position after replacement

How wear offsets work

More on trial machining

Transitioning from job to job

20

14: Tool nose radius compensation

Why tool nose radius compensation is required

Steps to programmingInstateCut the work surfaceCancel

Programming example

TNR from the setup persons point of view

Programming TNR offset entries

21

Key Concept

Number Five

! 15 - Program formatting

! 16 - Four kinds of program format

You must know how tostructure your programs

22

15: Program formatting

Key concept number five

Importance of formattingFamiliarizationConsistencyRerunning tools

Four types of format

Machine DifferencesAutomatic tool changersM codesAccessories

Efficiency improvements

23

16: The four kinds of program formatA few more notes

G50 vs geometry offsetsSafety commandsDocumentation

How G28 works

Program formatsUsing geometry offsetsUsing G50 in the program

Example program

Points about example program

24

Key Concept

Number SixYou have several special

features to help withprogramming

! 17 One-pass canned cycles! 18 Rough & finish turning and boring

! 19 Other multiple repetitive cycles

! 20 Threading cycle

! 21 Sub-programming commands

! 22 Differences among control models

! 23 Other special programming features

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25

17: One pass canned cycles

Key concept number six

Cycle consistencies

One pass turning or boring cycleOne pass facing cycle

One pass threading cycle

26

18: Rough and finish turning & boring

Introduction to multiple repetitive cycles

How G71 works

Words in the G71 commandThe finish pass definition

An example of G71 for turning

Finishing with G70

Using G71 and G70 for rough boring

An example program of G71 & G71 for boring

What about tool nose radius compensation?

27

19: Other multiple repetitive cycles

G72 rough facing cycle

G73 pattern repeating cycle

G74 peck drilling cycle

G75 grooving cycle

28

20: G76 threading cycle

How threading is done on a lathe

G32 great for tapping

Point on the threading tool that is programmed

G76 threading command

Words involved

Example program

Other important points about threading

Taper threading

Multiple start threads

29

21: Sub-programming techniques

How sub-programming works

Applications for sub-programming

Related words

ExamplesMultiple identical machining operations (grooves)

Flip jobs

Utility application (bar feeding)

Introduction to parametric programming

30

22: Control model differences

Two styles of programming

Multiple repetitive cycle differences

G71

G72G73

G76

Sub-programming differences

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31

23: Other special programming featuresBlock delete techniques

How block delete works

Another optional stopHelp with trial machining

N word techniques

Changing machining order

Documenting in the program

Other G codes of importance

G04 - dwell

G10 data setting

G20/G21 inch metric

Other M codes of interestM00 program stop

M02 end of program

M13/M14 Spindle & coolant

Understanding parameters

32

Key Concept

Number Seven

! 24 Tasks related to setup & operation

! 25 The two operation panels

You must understand themachine from an

operators viewpoint

33

24: Tasks related to setup & operation

Introduction to setup & operation

Key concept number eight

Operator responsibilities

Setup tasks versus operation tasks

Tasks related to setup

Tasks related to maintaining production

34

25: The two operation panels

The two operation panels

Buttons and switches on the control panel

Buttons and switches on the machine panel

35

Key Concept

Number Eight

! 26 The three modes of operation

You must understand thethree modes of operation

36

26: The three modes of operation

The importance of the mode switch

The three modes of operationManual modeManual data input (MDI) mode

Program execution mode

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37

Key Concept

Number Nine

! 27 Key operation procedures

You must understand thekey operation procedures

38

27: The key operation proceduresProcedure importance

Manual proceduresStart machine

Zero returnStart spindleJog axesUse handwheelLoad tools

Activate coolantReset axis displaysEnter offsets

MDI proceduresIndex turretStart spindle

MDI procedures (continued)

Activate coolantZero return

Setup proceduresProgram manipulation procedures

Load programsPunch programsDirectory of programsDelete programsCall up a programSearch within a programAlter, insert, and delete

39

Key Concept

Number Ten

! 28 How to verify & run programs

You must understand howto safely verify CNC

programs

40

28: How to verify and run CNC programsSafety priorities

Typical mistakes

New vs proven programs

Program verification functions

The most dangerous timeAn example approach

Program verification proceduresFree flowing dry runNormal air cutting runCautiously running first workpieceExample

Rerunning tools

Completing a production run

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Published By:

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This manual is protected by copyright laws of theUnited States Government. No partof thismanualmay be reproduced without the written consent ofCNCConcepts, Inc. Additional copies of this doc-ument must be purchaseddirectlyfrom CNCCon-cepts, Inc. (847) 639-8847Written by Mike Lynch

Turning CenterProgramming and Operation

Answers

Contents:Practice Exercises . . . . . . . . . . . . . . . . . . . . . 1

Programming Activities. . . . . . . . . . . . . . . . . 57

Document number S00017

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To the grader

This answer booklet provides answers to all of theexercises andprogram-ming activities given in the workbook. It is formmated in exactly thesame way as the workbook, which should make it very easy to do thegrading.

The exercises consist of true/false questions, multiple choice questions,

and questions students must answer. While there are many kinds ofCNC turning centers, and there aremanyways to use certain CNC fea-tures, the answers we provide reflect the presentations in the studentmanual. Since our methods are safe and proven, we recommend notallowing students to stray too far from the answers we provide.

If you areholding this course in a live environment, be on the look-out forstudents having problems. Though its rather obvious, special helpshould be offered (or students themselves should ask for it) to anyonehaving problems doing well with the exercises.

Every exercise andprogrammingactivity is worth onehundredpoints. Wesimplydivide onehundredby thenumber of possible answers to deter-

mine how much each answer is worth. When it comes to the programsthat students write completely on their own (programming activitiesseven through twelve), it is likely that students will not perfectly matchthe number of commands we show. To score these programming ac-tivities, start the student off with one hundred points and subtract foreach wrong command. (Instead of starting at zero and adding up cor-rect commands.)

The inside back cover of this booklet provides you with a scoring sheet.You can use it to track the progress of your students.

To students using this as a self-study course

Grading your own exercises can be a little difficult. While we provide the

answers to exercises in this booklet, we do nothing more. If you havesome problems during the course and score poorly on one or more ofthe exercises, youll have no one but yourself to turn to for help. Restassured that all informationwere testingyou on is included in the stu-dent manual, but youll have to dig it out.

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Machine configurations 1Name: Date: Score (100 possible):

Basic machining practice (4.545 points each)

1) Thesingle-most important topic a turningcenter programmer must un-

derstand is the basic machining practice of turning center-related op-erations.

true false

2) Name five kinds of machining operations that can be performed onturning centers.

Answers can include rough facing, rough boring, rough

turning, finish facing, finish boring, finish turning, drilling,

grooving, threading, and knurling.

3) Of the following choices, which machining operation qualifies the veryend of a workpiece?

a. grooving b. drilling c. facing d. turning

4) External operations are done on the outside diameter (O.D) of theworkpiece.

true false

5)Mostrighthandtoolsrequirethatthespindleberotatinginareversedi-rection.

true false

6)Highspeedsteeltoolscommonlyhavecarbideinsertstoformtheircut-ting edges.

true false

7) You are drilling a 0.375 indiameter blind hole(not a through hole) witha 118 degree twist drill. The hole is specified on the print as 0.75 indeep. Knowingthatyoumustaddthedrillpointtotheholedepthinor-derto machine thehole to theproper depth,what hole depth would youspecify in the program?

a. 0.8125 b. 0.8625c. 0.750 d. 0.7954

8) Name the two kinds of peck drillingand describe when they must beused.

a. Peck drilling to break chips when material are gummy.

b. Peck drilling to clear chips from deep holes.

9) A series of machining passes used to remove the bulk of raw materiafrom the outside diameters of a workpiece is called rough turning.

true

false

10) A boring bar should be used for all facing operations because turningtoolswillhavethetendencytobendastheymachineinafacingmode.

true false

11)The actof machiningthreads witha seriesof thread-chasing passesiscalled tapping.

true false

12) A factor that contribute to tool life is.

a. tool nose radius b. tool material c. included angle d. all of the above

13) The act of cutting off a workpiece in a bar feed operation is called.

a. facing b. rough turning c. parting d. grooving

Machine configurations (5.545 points each)

14) The most popular style of turning center is the universal-style slanbed turning center.

true false

15) When it comes to motion directions (axes), turning centers have radically different names and directions from one turning center style to

another.

true false

16) Name three of the turning center types described in lesson one.

Answer could include chucking style, twin spindle

horizontal style, vertical style, twin spindle vertical style,

engine lathe style, and gang style. We also mentioned

swiss style turning centers

c.

17)Name anddescribethe two most commondirections of motion (axesfor a universal slant bed turning center.

a. The X axis is the motion direction perpendicular to the

spindle centerline. It is the diameter-controlling axis.

b. The Z axis is the motion direction to the spindle

centerline. It is the length-controlling axis.

Turning Center Programming and Operation Answers To Practice Exercises

CNC Concepts, Inc. Turning Center Programming And Operation Page 1

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18)Explainwhichwayisplusforthetwomostbasicaxesfoundonturningcenters..

a. X plus (for most machines) is the direction opposite

the spindle centerline (getting bigger in diameter)

b. Z plus is the direction opposite the chuck face

19)Nametheletteraddressusedforturretindexingandexplainitsformat.

The T word has a four digit format. The first two digits

specify the tool station number. The second two digits

specify the wear offset number.

20) Name and describe the three M codes used for spindle activation.

M03 - spindle on forward

M04 - spindle on reverse

M05 - spindle off

21) What is the letter address used to specify spindle speed?

a. M word b. F. word c. S word d. R word

22) What is the letter address used to specify feedrate?

a. M word b. F. word c. S word d. R word

Extension questions (optional)

23)From a basic machiningpracticeviewpoint, describe what is seriouslywrong with the following process.

Operation 1: Rough face and turnOperation 2: Finish face and turn

Operation 3: Drill two inch diameter hole through workpiece

Operation 4: Rough bore

Operation 5: Finish bore

Operation 6: Finish face and turn

This process breaks an important rule of basic machining

practice which states you should rough everything before

you finish anything. The finish face and turn operation

should not be done until after the drilling and rough boring

is completed

24) Name other programmable functions of your company or schoolsCNC turning center.

We cannot provide answers to thisquestion. Yourcompany

or school could have a bar feeder, steadyrest, tool touch-

off probe, partcatcher,live tooling, automatictool changer,

and many other programmable devices.

Answers To Practice Exercises Turning Center Programming and Operation

Page 2 Turning Center Programming And Operation CNC Concepts, Inc.

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Understanding turning center speeds and feeds 2Name: Date: Score (100 possible):

6.25 points each

1) Name three factors that affect spindle and feedrate selection

a. the operation being performed

b. the material being machined

c. the material of the cutting tool

2) Name the method by which most cutting conditions recommendingdata will specify spindle speed

in surface feet per minute (meters per minute in metric)

3) Name the method by which most cutting conditions recommendingdata will specify feedrate

in per-revolution fashion

4) Give the formula to calculate rpm.

rpm = sfm times 3.82 divided by cut diameter

5) Name the two ways to specify spindle speed for CNC turning centersand give the G codes used to invoke them.

a. in surface feet per minute (or meters per minute): G96

b. in rpm: G97

6) Name the two ways to specify feedrates for CNC turning centers andgive the G codes used to invoke them

a. in per-revolution fashion (ipr or mmpr): G99

b. in per-minute fashion (ipm or mmpm): G98

7) Constant surface speed mode should be used whenever diameters arechanging during the machining operation.

true false

8) Constant surface speed lets you specify spindle speed in rpm.

true false

9) Rpm mode should be used whenever drilling holes and chasing

threads.

true false

10) Give the commandneeded to turn the spindle onin the forward direc-tion at 400 sfm

G96 S400 M03

11) Give the command needed to turn the spindle on in the reverse direction at 550 rpm.

G97 S550 M04

12) Name three benefits of using the constant surface speed mode.

a. easy to program spindle speeds

b. finish is consistent throughout workpiece

c tool life is improved

13) Name one potential limitation of constant surface speed if it is nowisely programmed.

Increase in cycle time due to spindles constantly changing

speed in rpm during approach and retract movements

14) Name the feedrate mode that should be used for almost all machiningoperations performed on turning centers.

per revolution mode (G99)

15) Name the only time when feedrate should be programmed inper-minute fashion and give an example.

When you want to make a feedrate movement with the

spindle stopped. Drawing out the bar during bar feed,

light broaching, and live tooling operations are examples

of when the per-minute feedrate mode is required.

16) Which feedrate mode is initialized (automatically selected apower-up)?

per-revolution mode (G99)

Extension question:

17) What will happenif you have the inchesper minute feedrate modeselected when you specify a feedrate in inches per revolution?

The machine willbarely creep along, taking yourprogrammed

feedrate (a tiny one) in inches per minute.



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General flow of CNC usage 3Name: Date: Score (100 possible):

10 points each

1) If a company has morethanone turning center, what kindof criteriade-

termines which of themachines shouldbe used for a given productionrun?

a. Which of similar machinesbecomes available first.

b. An accuracy advantage ofone of the machines.

c. Capacity specification ad-vantages of one machineover the others.

d. All of the above.

2) Why is it important to develop a machining process and order toolingbefore the CNC program is written?

a.To ensurethatall tooling isavailable when the programis ready to run.

b. To keep the programmerfrom forgetting an importantmachining operation.

c. To minimize the potentialfor mistakes in processing.

d. Al of the above.

3) Name two ways to load programs into the controls memory.

a. Type program into the control using control keyboard.

b. Type program off line and load via communications port.

4) Which of the two ways given in question three is better? Why?

Loading via communicationsport. Thisway, themachine can

be running production as the program is typed, saving

production time.

5) The setup should be made before the CNC program is run on the ma-chine tool.

true false

6) AllCNC programs,and especially those writtenby beginningprogram-mers, must be cautiously verified.

true false

7) Even if the program runs exactly as intended, modifications to the pro-gram will likely be made for optimizing purposes.

true false

8) If changes are made to the program during verification and optimizing,what should be done before the program is deleted from the controlsmemory?

Thecorrected version of theprogram shouldbe sent back to

the storage device (computer) for future use.

9) In some companies one person will perform all steps discussed in thislesson.

true

false

10)Nametwo thingsthatshould beincludedwith setupdocumentation.

Answers could include tool list, work holding setup drawing

Offset lists, and written setup instructions.

Extension questions:

11) You work in a job shop that hardly ever sees the same job twice. Is ireally necessary to save a copy of the program for future use? Why owhy not?

Whileacasecouldbemadefornotkeepingcopiesofprevious

work if jobs will never be seen again, it is still wise to keep

copiesofallprogramsruniffornootherreasonthantohelp

people remember how problems were handled when similar

problems are faced in the future.

12) If you currently work for a company that uses CNC turning centersname the person(or position of the person) in your company that handles each of these tasks:

Note that each company will have different answers. You

must come up with these answers on your own.

Decides which machine/s to use:

Develops the machining process:

Checks/designs and orders tooling:

Writes the program:

Types the program:

Makes setup documentation:

Loads program into control:

Makes the setup:

Verifies the program at the machine:

Runs production:

Saves the program for future use:



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Visualizing the execution of a CNC program 4Name: Date: Score (100 possible):

10 points each

1) Why is it more difficult (even for an experienced programmer) to de-

velop a CNC program to perform an operation than it is for a personperforming the operation manually.

The person performing the operation manually has every-

thing in front of them and available. The person preparing

theCNC program must do so with only print, pen, andpaper.

2)CNCprogramsaremadeupofcommands,andcommandsaremadeupof words.

true false

3)For mostcontrols, words can bein any order withina command and the

control will interpret the command in exactly the same way. true false

4) The CNC control will almost always execute the commands of yourprogram in step-by-step, sequential order.

true false

5) All words within CNC programs require a decimal point.

true false

6) CNC words are comprised of a letter address and a numerical value.

true false

7) Any given CNC command could be executed differently by the CNCcontrol, based on the length of the program.

true false

8) A programmer intends to specify an X word of X7., but by mistake,omit the decimal point (programming the word as X7). How will thecontrol interpret this value?

a. X0.0007 b. X0.0070c. X0.0700 d. X0.7000

9) Describe what it means when a CNC word is modal.

A modal word will set a state the remains in effect until

changed or canceled.

10) Describe what it means when a CNC word is initialized.

An initialized word will be automatically instated when the

machine power is turned on.

Extension Questions:

11) Relate what was presented in lesson one about the importance of un-

derstanding basic machining practice to being able to visualize themovements of the machine during the execution of a CNC program.

InordertowriteCNCprograms,aprogrammermustbeable

to visualizemachiningoperationsas theprogram is written.

Without this ability, it will be impossible to write the program

12) Visualize and write down what you would want a tap to do as it machines a hole.

First the tool will move into the hole center position, just

above the hole to tap. With thespindlerunningcw, the tool

is fed into the hole. At the hole bottom, the spindle is

reversedandthetoolfedoutofthehole. Finallythespindle

is reversed again to its original direction.

13) If you work in a company that currently uses CNC turning centers, investigate to find outwhat machiningoperations youwill be performingon a regular basis. Describe them here.

This set of answers will vary with company. The instructor

of this course can compare the students answers with

the operations the company performs.



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Understanding program zero 5Name: Date: Score (100 possible):

5 points each

1) Therectangular coordinate system makes it easy to specify positioning

movements in a CNC turning center program. true false

2) The horizontaland vertical baselines can be likened to the X and Z axisof a turning center.

true false

3)Theleastinputincrementintheinchmodeformostturningcentersis:

a. 0.00001 in b. 0.0001 inc. 0.0010 in d. 0.0100 in

4) The least input increment in the metric mode for most turning centers

is:a. 0.00001 mm b. 0.0001 mm c. 0.0010 mm d. 0.0100 mm

5) What is the accuracy advantage of working in the metric mode?

6) You must actually specify the sign (+ versus -) in all CNC words.

true false

7) The origin of a coordinate system on a turning center is called the pro-gram zero point.

true false

8) How do you determine where to place the program zero point in the Zaxis?

a. It should be placed in themiddle of the workpiece.

b. Itshouldbe placedat the ma-chines home position.

c. It should be placed at thelocation from which dimen-sions are taken on the print.

d. It should be placed on a sur-face that has been machined ina previous operation.

9) In the X axis program zero should always be placed at the center of theworkpiece.

true false

10) When you specify programmed coordinates from program zero, it iscalled:

a. incremental mode b. inch modec. rapid mode d. absolute mode

11) When you specify programmed movements from the tools currenposition, it is called:

a. incremental mode b. inch mode c. rapid mode d. absolute mode

12) Which is better for beginning programmers, the absolute or incremental mode? Explain why.

The absolute modeis better. Mistakes are not compounded,

values going into the program

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