Elements

Your Course:

Since you designed the course to suit your needs, it is your course. To build pride in ownership and reinforce your commitment to your students, your logo can appear prominently.

Custom Course Page

Structure and Sequence:

The course is divided into 5 Levels. Each Level has a number of instructional Modules which may include both "Core" and "Specific" sections. A Core section covers the general aspects of the topic that apply to all CNC controls, even those not shown in the Specific sections.

Each Specific section explains how a particular CNC control handles the topic being taught. Level 1 is shown below as an example. After watching the Core and Specific instruction, students answer the printed Work Sheet questions to be sure they have acquired all the information. Then the Interactive Test for each Module can be completed. Once all the test questions are 100% correct, or the test has been made inactive by the instructor, the student can begin the next module.

Level Structure

- 5 Levels of Instruction -
Level 1:
Level 2:
Level 3:
Level 4:
Level 5:
The Basic CNC Lathe
Understanding Part Programs
Lathe Operator Skills
Basic Setup Skills
Advanced Setup Skills
9 Modules with 17 Sections (see graphic above)
8 Modules with 12 Sections
12 Modules with 30 Sections
13 Modules with 22 Sections
19 Modules with 23 Sections

Modules and Sections:

In the 61 modules there are 106 Sections of instruction. On average, each Section is 10 minutes in length. A section topic would cover information or a task that must be mastered by the student, for example, the mounting of chuck jaws. For a topic such as this, since there are very few differences between machines, the instructional Module shows the procedure on a typical CNC lathe. As seen above in Level 1, when general topics are presented many Modules may only have a Core section.

If you wish to inform people about CNC but not have them operate a machine, Levels 1 and 2 would be appropriate. If you wish to have a person that can operate a CNC lathe but will not be setting them up, Levels 1, 2, and 3 would provide the instruction. If you wish to train a setup operator that will not be doing any editing to correct problems, Levels 1, 2, 3 and 4 should be used. If you want a complete setup programmer, all 5 Levels should be utilized.

Module Flow:

Module Flow As students begin this module, they will see the Core section of instruction. Next, assuming the person was signed up for the Haas control, they would only see the instruction for the Haas control from the four sections of Specific instruction available for that Module.

The Work Sheet, generated and printed by the Instructor from the web pages for this individual, would include questions covering both the Core and Haas specific instruction. As a student attempts to answer the questions, they can return to look at either the Core or Specific instruction as many times as they need. Taking the time to answer all the Work Sheet questions will make it much easier for them to answer the Interactive test that follows.

Once they complete the Work Sheet, the student can proceed to the Interactive Test online. The test may have all of the Core questions followed by all the Specific questions, or it may have the Specific questions interspersed within the Core material. The order the questions are presented will follow the sequence used in the instructional material.

EIA and Conversational:

Throughout the instruction, EIA based programming is explained since it is the most widely used form of programming. Because of the expanding use of conversational programming, the Mazak control is used as the primary example of this programming method. The differences in conversational approaches are illustrated in Sections covering Fanuc FAPT and Okuma IGF as well.

Real-World Examples:

Most scenes were recorded in manufacturing shops and show actual production environments and workpieces. Computer animations and graphics are used to explain some concepts. To see samples of the instruction click on the Free Samples section.