Lesson Plan Industry Sector
Manufacturing & Product Development

## Knowing the Code by Lance Tatro

### Lesson Plan Overview / Details

Student will be introduced to CNC code writing, and learn to decipher a simple code using information learned in this lesson.

1 Class Period
85 Minutes

### Standards

#### California Academic Content Standards (Reinforced)

Teacher Performance Expectations: TPE 1, TPE2, TPE 3, TPE 5, TPE7, TPE 9,
TPE10, TPE 12

SDAIE Strategies: Modeling, Bridging, Contextualization

### Material Needed

Materials Needed :
1. Paper
2. Pencil
3. Computer W/PowerPoint
4. Worksheet/Handouts

### Objectives and Goals

• Identify the values of typical CNC code used in simple programming.
• Know the roll of G code as used in Numerical control programming language.
• Know the roll of M code as used in Numerical control programming language.
• Interpret a simple code used for a CNC Mill

### Vocabulary Words/Terms

• G Codes, or preparatory code or function, are functions in the Numerical control programming language. The G-codes are the codes that position the tool and do the actual work
• M Codes control the overall machine, causing it to stop, start, turn on coolant, etc.
• S Codes controls the speed of the spindle (cutter).

### Activities in this Lesson

• Review
In the following series of activities, I have a powerpoint presentation that covers all elements referred to and covered throughout this lesson from this point forward, so please make sure to download the presentation and related student worksheets that guides them through the various pieces of information we will explore in this fairly lengthy lesson.

Show the following information using the PowerPoint Presentation. Have this slide up (with the prompting questions below) as students enter the room.

Teacher will reflect on and review the “Developing CNC Code” lesson. (If this lesson is used as a stand alone lesson, then reflect upon the use of absolute coordinates to draw using AutoCAD, or using Coordinate Systems to plot in Algebra.

Q. How are points named? By a coordinate system (Groupings listed as (X,Y)).
Q. What is the first number, second, third? X position left or right, Y position forward and back, Z position Up and Down of the cutter.
Q. Do you need to name all the points on your design? If so, why? Yes, to allow the programmer to assign values to the Points

Teacher will call upon random non-volunteers to suggest ideas

Teacher will say We have learned that the CNC uses the coordinates to move the cutting tool along a path to remove the unwanted material. In addition to pathways that the machine takes to remove the material, there are other functions that the machine must take in order to successfully complete a task.

Teacher will ask for volunteers to suggest what other functions the machine might take.

•  Use the PowerPoint Presentation simultaneously with the lecture.

Teacher will introduce the lesson and explain the vocabulary words.
In order for the lesson to be effective, students will need to become familiar with the vocabulary terms.

Vocabulary Words: Terms

• G Codes: or preparatory code or function, are functions in the Numerical control programming language. The G-codes are the codes that position the tool and do the actual work
• M Codes: control the overall machine, causing it to stop, start, turn on coolant, etc.
• S Codes: controls the speed of the spindle (cutter).

Teacher will explain the words and then ask the students to pair share with another student the meaning of one of the terms.

Teacher will check for understanding (random call, sticks, etc.)

Teacher will explain the lesson objectives.

By the end of this lesson, you should be able to:

• Identify the values of typical CNC code used in simple programming.
• Know the roll of G code as used in Numerical control programming language
• Know the roll of M code as used in Numerical control programming language
• Interpret a simple code used for a CNC Mill

Teacher will explain to students that they will use the handouts to develop a reviewable artifact for their binders, which they will develop throughout the unit.

Teacher will explain the handouts will need to be developed throughout the lesson, and the students will use the information from their handouts to interpret a simple code at the end of the lesson.

Teacher will say in each of your handouts, there is information missing. You must look at the handouts, and analyze what your sheet needs to have all the information complete. You will need to have all your information complete in order to finish the final step of this lesson. You will find all the missing information in this PowerPoint Presentation. It is important that you look to find all the required information. If at any point you need assistance, you may peer-share information.

Teacher will use the PowerPoint presentation to introduce typical G code values, and the performance function that will result from each value entry.

Students will use the information provided in the PowerPoint to complete missing handout information.

Teacher will use the PowerPoint presentation to introduce typical M code values, and the machine function that will result from each value entry.

Students will use the information provided in the PowerPoint to complete missing M Code values in the handouts.

Teacher will use the PowerPoint presentation to introduce “general purpose” or supplemental code values, and the function of each of the supplemental codes.

Students will use the information provided in the PowerPoint to complete missing supplemental code information in the handout.

At this point, allow students to pair-share information and/or ask for assistance.
Teacher will use this time to observe, reteach or redirect as students need.

Teacher will introduce, using PowerPoint, an example of a simple code used for CNC Milling.

Teacher will call on a random non-volunteer student to recite the code and each of the functions that will result from each code entry.

At this point allow students to ask questions as needed. Review or Reteach as needed.

• Know the Code Presentation [ Download ] This presentation will be used during lecture to help students visualize the lecture material.
• Work Sheets for Developing G Code [ Download ] These sheets provide the information that will help them develop simple code.
• Code Handout [ Download ] This is the handout for analyzing the code during the guided practice.

• Teacher will use PowerPoint to introduce a simple code without any interpretations.

Teacher will say at this point you will be asked to write down the code, and use your handouts to interpret the code the best you can.

Allow students 15 minutes to complete this portion of the lesson. Students who understand quickly can help those that are slower with this part of the assignment.

After the time has expired, or you feel that they have gotten as far as they can. Use the PowerPoint Presentation to reveal the code explainations. Allow for student questions and review or reteach as needed.

• Students will use the coordinates developed in the “Developing CNC Code” lesson to write a complete code. Students can use the practice code from this lesson and their coordinates from the previous lesson (Developing Code) to complete the independent practice assignment.

### Assessment

Assessment Types:
Formal/Informal

Evaluation:

Informal Assessment:

Teacher will
observe students during guided practice to assess student understanding of concepts and techniques. Revision/reteach will occur as needed before moving to Independent Practice portion of the lesson.

Teacher will circulate through lab as students work on drawings independently to redirect/reteach as necessary.

Students will self-assess their interpretations using a posted answer sheet. Fix any misinterpretations and use for their independent practice.

Formal Assessment:

Students will turn in independent assignment for assessment using the model rubric for this assignment.

### Enrichment/Intervention Strategies

Intervention Strategy:

If the student is not learning, or finding the correct information:

• The teacher will review the instructions, and identify if problem is understanding or procedural.
• The teacher will guide the student on the correct pathway for discovery.
• Student is allowed to receive peer help.
• Student can be assigned a partner.

Enrichment:

Have students visit:

http://www.linuxcnc.org/handbook/gcode/g-code.html

Students will:

• Import the CAD drawing into your CAM software. Set the tooling parameters and
• simulate the cutting of the designs created by the students.
• Actually cut the designs into a .25 x 4 x 6 piece of wood for the students.
• Students can now proceed to more complicated designs if you wish to spend more time on CNC programming.