Teaching with Fanuc Certified Education CNC Training
On-Line Content
Thank you for deciding to use our on-line content to help you teach your CNC classes. We hope you find
that it streamlines your teaching process, makes it easier for your students to learn CNC, and frees you up to
spend more time with your students in your school's lab/shop.
Two CNC Classes
You can have your students access two classes:
• Machining Center Programming, Setup, and Operation
• Turning Center Programming, Setup, and Operation
Each is quite comprehensive, and we recommend that you have them take one class at a time to avoid
confusion. Each class is self-contained, meaning it doesn't matter which class they take first.
Prerequisites include basic machining practice topics:
• Shop safety
• Shop math
• Blueprint reading
• Tolerance interpretation
• Measuring devices
• Machining operations performed on the type of machine being studied
• Cutting tools used to perform the machining operations
Post-requisites (classes commonly taken after these classes) include classes for computer aided
manufacturing systems and advanced computer integrated manufacturing. These two CNC classes nicely fill
the gap between the two.
Lesson plans for each class (separate documents) provide specific information about class-content, including
what is covered in each lesson, suggestions for supplemental lectures and lab activities, tests and exercises,
and approximate time to complete each lesson.
Getting Students into the On-Line Class
The initial purchase of Fanuc Certified Education CNC training includes a set of access code coupons.
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Teaching With Fanuc Certified Education CNC Training On-Line Content
Access code coupons may be class specific (machining center or turning center). Distribute the access code
coupons to your students. They will have access to the on-line content for the run time of your class (usually
16 weeks, a semester). Students will log-in to the registration page and provide an access code, name, email
address, and password. We will complete the registration within two business days.
Student materials
When students log in to the class, they will be greeted with a Welcome Page showing folders containing
classes for which they are registered:
When they click on a folder, they are shown more folders containing major topics and Key Concepts:
When they click on a Key Concept, they will be shown folders containing the lessons related to that Key
Concept.
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When they click on a lesson they will be shown the activities in that lesson:
Activities include presentations, reading material, tests, coordinate sheet exercises and programming
activities. Students simply click the "Launch" button to view/do an activity. When they complete an activity,
it will disappear from the welcome (to-do) page, but will still be available (on the "completed" page).
Here are the on-line activities that students will be working on when they use our on-line CNC content.
“Communicate with your instructor” activity
This is the first activity in each class. It provides the student with a way to communicate with you – to ask a
question or to submit a coordinate sheet exercise or programming activity. This activity provides a list of all
the assignments contained in the course.
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The student simply chooses the one they are submitting. If, for example, they are submitting the coordinate
sheet exercise for lesson five, they click the appropriate link from the list. This will invoke their email
software, select your email address as the recipient, use their email address as the sender, and place the class
name and lesson number in the subject. They’ll then paste the assignment in the email body and send it.
When you receive it, you’ll know exactly who sent it and what assignment is being submitted. You can
easily respond (with a grade, answers, and comments) by replying to the email. We'll provide some
suggestions for doing so when we describe the Instructor Materials a little later.
“Getting Started” activities
We provide a presentation that explains the eLearning system to help students get started. We then provide
some other important information in the the Preface for the reading material.
Presentations
Next comes the content for each lesson. Again, content includes presentations, reading materials, tests, and
possibly coordinate sheet exercises or programming activities. Students learn by studying presentations and
reading material. Presentations contain the same kind of information you would present in face-to-face
lectures. They are very graphic and illustrative, played in an easy to control and use media player. Use the
Lesson Plans for each class to see the list of topics covered in each lesson, the lesson objective, the main
topics covered in each presentation, and the approximate time it will take students to complete each lesson.
You can rest assured that all of the topics listed in “Key Points To Make For Each Topic” are well covered in
the narrated presentations.
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Reading material
Again, the second way we get material across to students is reading material. These are Adobe Acrobat
(.pdf) files that can be downloaded, saved, and printed or viewed on a computer display. They contain
exactly the same material that is included in our self-study manuals. Be sure students know they can save the
the reading materials to have a permanent reference for the class.
Tests
We provide three ways to evaluate the students’ understanding of presented material, tests, coordinate sheet
exercises, and programming activities. Every lesson contains a test. Once the student has studied a lesson's
presentation and reading material, they will take the test.
Results are automatically emailed to you (students will see their grades right away too). You’ll record their
grade in the grade book (we'll describe the grade book in Instructor Materials later). We recommend
emailing them a confirmation of your receipt as well as complete results. Doing so is easy. Simply respond
to the test results email – it has the student set up as the sender so your response will go to the student taking
the test. And it will contain complete results - every question, whether the student got it right, and correct
answers.
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Coordinate sheet exercises
Programming-related classes contain a coordinate sheet exercises and programming activities. Like reading
material, these are .pdf files that students cab print (it allows them to write down their answers). When their
finished, they can either turn them in to you or you can have students type answers into the .pdf file (it
contains form fields), and save it. Again, the “Communicate with your instructor” activity makes it easy for
them to submit assignments. If they saved the .pdf file containing their answers, they can simply attach it to
the submission email.
To help with grading, we have provided answers (that we describe in Instructor Materials later). In essence,
you’ll be pasting their submission into a template Word file that contains the answers. Then you can check
provided answers against the answers we’ve given in the Word file and provide a grade. A place is provided
in the template Word file make comments should you need to do so. The word file can then be copied and
pasted into a reply email to the student. Don’t forget to record the student’s grade in the Excel grade book
(discussed in Instructor Materials later).
Programming activities
Like coordinate sheet exercises, programming activities are provided in .pdf files that students will print
(again, they must write down their answers). Once they are finished, have them use NC Guide to enter and
verify the program. Since there are eleven programming activities in this class, they will bet plenty of
practice entering, modifying, and verifying programs with a Fanuc control.
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Grading programming activities is the same as grading coordinate sheet exercises. Again, students will print
and write on each programming activity, and hopefully using NC Guide to verify them. When finished, have
them email the program file to you or send you a screen shot from NC Guide (again, they should use the
“Communicate with your instructor” activity). Typing and verifying programs exposes any bad typing
tendencies students may have, like typing a capital letter oh instead of a number zero. You’ll paste their
answer program in a reply, provide a grade (and record it in the grade book), make any necessary comments
to the student, and email it back to them. Again, this is much responding to like coordinate sheet exercises.
Instructor materials
We’ve already mentioned many of these materials. Here we describe them in greater detail.
List of all activities
A list of activities for each of our on-line CNC classes is provided at the end of this document. This provides
you with a comprehensive outline of the class and will help you choose content you want students to view.
Lesson Plans manual
This manual provides you with detailed information about what is presented in each lesson. For each lesson,
we present the objective for the lesson and a list of topics that will be covered, so you’ll know exactly what
students will be learning. Should you come across a topic that you don’t want students to view, simply let
them know. They can easily skip it when they view the presentation and read the reading material. You can
rest assured that all of the “Key points to make for each topic” are well covered in the presentations and
reading material.
Though it’s not part of our on-line CNC content, the Lesson Plans manual also includes suggestions for what
you can be doing in your lab/shop to emphasize and demonstrate what has been learned in each lesson. We
also show examples of homework exercises.
Finally, we provide approximate study times for each activity related to each lesson. Times are based on
students with moderate aptitude for learning CNC and average reading skills.
Answers to coordinate sheet exercises and programming activities
These are a series of Microsoft Word documents. They are templates that will help you grade assignments
and respond to students. With these templates, you can easily provide their grade, any comments you need
to make about their work, and you can include a complete set of correct answers. Here is an example for a
coordinate sheet exercise:
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Dear Student,
I have graded this assignment for the Machining Center Programming, Setup, and Operation class. You have
scored ___%. If any of your answers are incorrect, I have stated such and provided correct answers below for
comparison.
If you have questions or need further assistance, please respond to this email with your question.
Comments on your work:
Enter your comments here.
Your answers:
Paste the student’s submission here.
Answers to coordinate sheet exercise:
# X Y
1 0.375 0.375
2 1.0 0.375
3 3.625 0.375
4 3.625 2.625
5 3.0 2.625
6 0.375 2.625
7 2.0 1.5
Explanation: Notice that all of these coordinates are specified from one central location – the lower-left
corner of the drawing. Some do require arithmetic to calculate, but all coordinates are calculated from the
same place – again, the lower-left corner.
Again, a complete set answer templates is provided for each class. When a student submits an assignment
(again, using the “Communicate with your instructor” activity), you will receive an email containing their
submission. Their name and email address will be shown as the sender. The activity and lesson number will
be provided in the subject. And the exercise itself will be in the body. If, for example, the student is
submitting the coordinate sheet exercise for lesson 1.4 (above), FCTMCPO L1.4 – Coordinate Sheet
Exercise will appear in the subject for the email.
To grade the submission:
1) Call up the template file in Word. File names match lesson numbers, so they're easy to find.
2) Copy the submission from the email and paste it into the template file.
3) Compare the student’s answers to those we have provided.
4) Make any needed corrections and comments.
5) Determine a grade (I use a general percentage of correct answers) and type it into the blank space
provided.
6) Highlight the entire text in the Word file (Control C with Windows systems). DON’T save it or
you’ll lose the “template” form.
7) Use the Reply function of your email software to reply to the student’s submission email.
8) Paste the text into the submission email body.
9) Send it to the student.
10) Don’t forget to record the student’s grade in the Excel grade book.
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While the procedure may sound a bit complicated, the time it takes after a bit of practice (not including
grading) is less than a minute. If students are using NC Guide to enter and verify their programs, grading
should be quite easy, especially if you have them submit a screen shot from NC Guide. If you prefer some
other method of grading or recording grades, of course, feel free to use it.
Grade book
You may already have a way to record/track your students’ progress. But we have provided a simple
Microsoft Excel file for each class to help with this task. It has been formatted with the correct number of
lessons. And there is an appropriate registers to enter grades for all tests, coordinate sheet exercises, and
programming activities. When students complete a class, you will be shown a final (percentage) grade for
each student.
Navigating the eLearning system
We have provided you with an on-line access account that does not expire. You can access the same content
that students see. If students have any problems with the system, this will prepare you help them. The list of
lesson activities at the end of this document is taken from a student account.
Be sure to view the on-line content so that you know what students are doing. If you feel at all weak in your
CNC skills, of course, or if you feel weaker with one machine type than the other, you can use this content to
improve your understanding of CNC.
Instructor access
You will also have the ability to track your students’ progress. There may be other things you will have
access to (like entering new students into the system), but it is not our intention for you to use these
functions. Again, please limit your instructor access use to monitoring student progress.
When you log in, you will notice a series of blue tabs at the top of the page. The “Content” tab will be
highlighted, meaning you will be able to see ALL of the content provided on the eLearning platform. Feel
free to look through anything you wish, but there is nothing of importance in content that helps you monitor
students.
Please limit your use of instructor access to “Users” and “Reports”. Indeed almost everything you’ll need to
see is shown in “Users”. When you click the “Users” tab, you will see a list of students in your classes. If
you click on the student’s name or “Edit User”, you’ll see the data I entered when I registered them for your
class. More importantly, if you click on “View Activity Report”, you will see a history (for the period
selected) of the student’s progress. This includes test scores and lesson activities viewed.
Please be careful on this page. You have full access at this point, meaning if you select the student (with the
check box) and click delete, you will delete the student from the class. Also, you do have access to adding
students with the “Users” tab. But please contact us if you need to add a student to your classes.
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Assigning activities and allowing time for work
The activity lists below (one for machining centers and the other for turning centers) show all of the
activities in each class. We show them below in precisely the same order they show up in the virtual
classroom. The list is in outline form, providing the names and numbers for each Key Concept and Lesson.
This should make it easier for you to specify to students what it is you want them to work on – during class
and/or as homework.
Notice that presentation times are provided for each lesson presentation, but even more time-related
information is provided in the lesson plans. You can approximate how long students will be viewing the
presentations given in each lesson.
Filtering content
Also notice the naming structure for each activity. All activities in the machining center content begin with
FCTMCPO. In the turning center content they begin with FCTTCPO. If a student is registered for both sets
of content, this starter makes it to filter the content, showing only the content they are interested in. If for
example, students type FCTMCPO in the filter, only the machining center content will be available. To
further filter, they can type FCTMCPO L1.5 to see only the machining center content related to lesson five.
Activities in the Machining Center Programming, Setup, and Operation class
Accessories:
FCTMCPO AC - Communicate with your instructor
Ask questions, submit assignments, etc.
Getting started:
FCTMCPO GS - Getting started presentation
How to work through this class
FCTMCPO GS - Preface to reading material
Introduction to content for this class.
Key Concept number one
FCTMCPO L1.1 – Presentation (14:36)
Machine configurations
FCTMCPO L1.1 - Reading material
Machine configurations
FCTMCPO L1.1 - Test
Machine configurations. 16 questions.
FCTMCPO L1.2 – Presentation (11:26)
Flow of the CNC process
FCTMCPO L1.2 - Reading material
Flow of the CNC process
FCTMCPO L1.2 - Test
Flow of the CNC process. 10 questions.
FCTMCPO L1.3 – Presentation (11:25)
Visualizing CNC program execution
FCTMCPO L1.3 - Reading material
Visualizing the execution of a CNC program
FCTMCPO L1.3 - Test
Visualizing the execution of a CNC program. 10 questions.
FCTMCPO L1.4 – Presentation (17:18)
Understanding program zero
FCTMCPO L1.4 - Reading material
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Program zero and the rectangular coordinate system
FCTMCPO L1.4 - Test
Understanding program zero. 15 questions.
FCTMCPO L1.4 - Understand coordinate calculations assignment
Fill in the coordinate sheet
FCTMCPO L1.5 – Presentation (10:46)
Determining program zero assignment values
FCTMCPO L1.5 - Reading material
Determining program zero assignment values
FCTMCPO L1.5 – Test
Determining program zero assignment values. 8 questions.
FCTMCPO L1.5 - Understand coordinate calculations assignment
FCTMCPO L1.6 – Presentation (06:00)
The two ways to assign program zero
FCTMCPO L1.6 - Reading material
Assigning program zero
FCTMCPO L1.6 - Test
The two ways to assign program zero. 12 questions.
FCTMCPO L1.6 - Understanding coordinates assignment
Fill in the coordinate sheet
FCTMCPO L1.7 – Presentation (17:15)
Introduction to programming words
FCTMCPO L1.7 - Reading material
Introduction to programming words
FCTMCPO L1.7 - Test
Introduction to programming words. 15 questions.
FCTMCPO L1.7 - Understanding coordinates assignment
Fill in the coordinate sheet
Key Concept number two
FCTMCPO L2.1 – Presentation (10:16)
The importance of preparation
FCTMCPO L2.1 - Reading material
Preparation for programming
FCTMCPO L2.1 - Test
Introduction to programming words. 12 questions.
FCTMCPO L2.1 - Understanding coordinates assignment
Fill in the coordinate sheet
Key Concept number three
FCTMCPO L3.1 - Presentation part 1 (10:32)
Programming the motion types - Understanding interpolation, motion commonalities, point programmed
FCTMCPO L3.1 - Presentation part 2 (08:01)
The three basis motion types - Rapid motion, linear motion
FCTMCPO L3.1 - Presentation part 3 (05:09)
The three basis motion types
FCTMCPO L3.1 - Reading material
Three basic motion types
FCTMCPO L3.1 - Test
Three basic motion types. 24 questions
FCTMCPO L3.1 - vProgramming activity
Tests comprehension of motion types
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Key Concept number four
FCTMCPO L4.1 – Presentation (10:09)
Introduction to compensation
FCTMCPO L4.1 - Reading material
Introduction to compensation
FCTMCPO L4.1 – Test
Introduction to compensation
FCTMCPO L4.2 - vProgramming activity
Tests comprehension of motion types
FCTMCPO L4.2 – Presentation (15:56)
Tool length compensation
FCTMCPO L4.2 - Reading material
Tool length compensation
FCTMCPO L4.2 - Test
Tool length compensation. 25 questions.
FCTMCPO L4.2 - vProgramming activity
Tool length compensation
FCTMCPO L4.3 - Presentation part 1 (10:30)
Cutter radius compensation
FCTMCPO L4.3 - Presentation part 2 (11:55)
Cutter radius compensation
FCTMCPO L4.3 - Reading material
Cutter radius compensation
FCTMCPO L4.3 - Test
Cutter radius compensation. 21 questions.
FCTMCPO L4.3 - vProgramming activity
Cutter radius compensation
FCTMCPO L4.4 – Presentation (11:53)
Fixture offsets
FCTMCPO L4.4 - Reading material
Fixture offsets
FCTMCPO L4.4- Test
Fixture offsets. 12 questions.
FCTMCPO L4.4- vProgramming activity
Fixture offsets
Key Concept number five
FCTMCPO L5.1 – Presentation (5:55)
Introduction to program formatting
FCTMCPO L5.1 - Reading material
Introduction to program formatting
FCTMCPO L5.1 - Test
Introduction to program formatting. 11 questions.
FCTMCPO L5.1 - vProgramming activity
Introduction to program formatting
FCTMCPO L5.2 – Presentation (11:48)
Four kinds of program format
FCTMCPO L5.2 - Reading material
Four kinds of program format
FCTMCPO L5.2 - Test
Four kinds of program format. 10 questions.
FCTMCPO L5.2 - vProgramming activity
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Four kinds of program format
Key Concept number six
FCTMCPO L6.1– Presentation (10:56)
Hole machining canned cycles
FCTMCPO L6.1- Reading material
Hole machining canned cycles
FCTMCPO L6.1- Test
Hole machining cannned cycles. 18 questions.
FCTMCPO L6.1- vProgramming activity
Hole machining canned cycles
FCTMCPO L6.2 – Presentation (08:49)
Sub programming techniques
FCTMCPO L6.2 - Reading material
Sub-programming techniques
FCTMCPO L6.2 - Test
Sub-programming techniques. 10 questions.
FCTMCPO L6.2 - vProgramming activity
Sub-programming
FCTMCPO L6.3 – Presentation (17:50)
Other special programming features
FCTMCPO L6.3 - Reading material
Other special programming features
FCTMCPO L6.3 - Test
Other special programming features. 20 questions.
FCTMCPO L6.3 - vProgramming activity
Special programming features
FCTMCPO L6.4 – Presentation (06:50)
Rotary device programming
FCTMCPO L6.4 - Reading material
Rotary device programming
FCTMCPO L6.4 - Test
Rotary device programming. 14 questions.
FCTMCPO L6.4 - vProgramming activity
Rotary device programming
Key Concept number seven
FCTMCPO L7.1 – Presentation (07:08)
Tasks related to setup and the production run
FCTMCPO L7.1 - Reading material
Setup versus production running tasks
FCTMCPO L7.1 - Test
Tasks related to setup and maintaining production - 18 questions.
FCTMCPO L7.2 – Presentation (18:09)
Buttons and switches on the operation panels
FCTMCPO L7.2 - Reading material
Buttons and switches on the operation panels
FCTMCPO L7.2 - Test
Buttons and switches. 20 questions.
Key Concept number eight
FCTMCPO L8.1 – Presentation (08:45)
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Three modes of operation
FCTMCPO L8.1 - Reading material
The three basic modes of operation
FCTMCPO L8.1 - Test
The three modes of operation. 10 questions.
Key Concept number nine
FCTMCPO L9.1 - Presentation Part 1 (06:59)
The key operation procedures - Manual procedures
FCTMCPO L9.1 - Presentation Part 2 (07:07)
The key operation procedures - MDI procedures
FCTMCPO L9.1 - Presentation Part 3 (08:34)
Key operation procedures, part three - Setup procedures
FCTMCPO L9.1 - Presentation Part 4 (07:03_
Key operation procedures - program editing
FCTMCPO L9.1 - Presentation Part 5 (05:19)
Key operation procedures - Program running procedures
FCTMCPO L9.1 - Reading material
Importance of procedures
FCTMCPO L9.1 – Test
Key operation procedures
Key Concept number ten
FCTMCPO L10.1 - Presentation part 1 (10:04)
Safely verifying and running CNC programs
FCTMCPO L10.1 - Presentation part 2 (05:18)
Safely verifying and running programs
FCTMCPO L10.1 - Reading material
Program verification
FCTMCPO L10.1 - Test
Safely verifying and running programs - 12 questions.
Total time for presentations: approximately 5 hours, 31 minutes (More specific time-related information is
provided in the lesson plans.)
Similar activities are provided for the twenty-eight lessons in the Turning Center Programming, Setup, and
Operation class, though they all start with FCTTCPO
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