USING PRECISION MACHINERY
LESSON PLAN OVERVIEW
Career: Computer Numeric Control (CNC)
Operators/Machinists set up and operate a variety of computer-controlled and mechanically controlled machine tools to produce precision metal, plastic, and other materials to make parts, instruments, and tools. Computer numeric controlled equipment is precision machinery that cuts, grinds, or drills into the material.
Lesson: This lesson plan will introduce students to CNC Operator/Machinist career by having students how they these machines are programmed from setup to operation to produce parts and tools from metal, plastic or other materials
Grade Level: Middle Grades
Learning Objectives:
〉 Students will explore the roles of a CNC Operator that enable them to fabricate part and tools.
〉 Students will learn about a Cartesian Plane and quadrant graphing to create a graph to understand how a CNC system is programmed.
TABLE OF CONTENTS
Activity #2: Designing a Product using Quadrant Graphing
〉 Students will design a product in a Cartesian Plane and identify the points required for CNC programming. Students will determine the purpose, size, calculate the Area, and select the materials to use for the product.
〉 Students will also gain an insight into the CNC Operator/Machinist profession, including common job tasks, salary, career pathway, and credentials required to perform the job
Materials Needed:
Activity #1: Cartesian Planes and Quadrant Graphing
〉 Student Worksheet: Cartesian Planes and Quadrant Graphing
〉 Sheets of graphing paper or draw Cartesian Plane on notebook paper
Activity #2: Designing a Product using Quadrant Graphing
〉 Student Worksheet: Designing a Product using Quadrant Graphing
〉 Several sheets of graphing paper
〉 If needed, access to a ruler, protractor, compass, or other geometry tools
TEACHER GUIDE
Lesson Instructions: This lesson plan will help you demonstrate to students common skills and procedures used in the unit about Computer Numeric Controlled (CNC) Operator/ Machinist profession. Begin each lesson by reading the Class Message below to your students, then have them watch the recommended Video Introduction. Afterwards, facilitate discussion with the Class Questions listed.
After the discussion, students will work on the included activities. Each activity has a printable worksheet with student instructions and areas to record their work. Have students read their worksheets before beginning each activity.
You should also familiarize yourself with the student worksheets to help demonstrate any procedures and help facilitate the ending activity discussion.
Class Message: Today we are going to learn about CNC operators/machinists and what they do in their jobs. CNC operators program and operate machines to make things from metal, plastic, or wood These machines are called CNC (Computer Numerical Control) machines because they are controlled by computers. One of the main tasks of a CNC operator machinist is to program the CNC machine to make a specific part. The machinist does this by determining the correct coordinates needed to produce the product they want. The coordinates tell the machine where to cut, drill, or grind a piece of metal, wood, or plastic.
This lesson includes two activities which will help you gain some understanding of some of the tasks, skills, and procedures CNC operator/machinists use in their work. In the first, you will learn about Cartesian planes and coordinate graphing, concepts CNC programs are built on. In the second activity, you will be part of a team that designs a product using coordinate graphing and constructs the product using materials provided.
Let’s watch this brief video to better understand the CNC operator career.
Machine Tool Operators (http://tn-caps.com/r/68VCM)
Class Discussion Questions:
〉 How many of you are already familiar with what a Computer Numeric Controlled (CNC) Operator/Machinist does?
〉 What types of job responsibilities do you think a CNC Operator/Machinist performs?
〉 What products do you think a CNC Operator/Machinist creates?
〉 What are some of the challenges a CNC Operator/Machinist may face when creating the products?
Activities Overview: This lesson plan includes two student activities. Activity #1 demonstrates a basic understanding of quadrant graphing to create a graph to understand how a CNC system is programmed. Activity #2 challenges students to design and create a product that could be produced by a CNC Operator/Machinist.
Read and familiarize yourself with the student worksheet for each activity.
Activity #1: Cartesian Plane and Quadrant Graphing
In this activity, students will learn about a Cartesian Plane and quadrant graphing. Students will practice using quadrant graphing to create a graph to understand how a CNC system is programmed using coordinates of a given point. Students will also calculate the Area of the shape.
Activity Instructions:
〉 Hand out the student worksheet.
〉 Facilitate introduction of activity.
〉 If needed, walk students through the activity procedure.
〉 After completion, facilitate discussion questions for this activity.
Activity Results: Students complete the activity by plotting the points on the graph paper and connecting the sequence of points to draw the image. The students will then calculate the Area of the shape. When the exercise is completed, you should see a graph similar to this.
Step 3: Calculate the Area (A = l x w) of the shape shown. Area = 69
Activity #2: Designing a Product Using Quadrant Graphing
Strategic Planning is a way of solving complex problems through a creative process that integrates brainstorming, collaboration, and the possibilities of new technologies. In this exercise, students will use Strategic Planning to design and create a product that could be produced using Computer Numeric Controlled (CNC) technology.
Instructions are shown below, along with handouts that students can use to document their progress in the project. You may decide to extend this project over several class periods in order to let students design and create their product.
Activity Instructions:
〉 Hand out the student worksheet.
〉 Assign students into groups.
〉 Facilitate introduction of activity
〉 Students will need several sheets of graphing paper, access to a ruler, protractor, compass, or other geometry tools.
〉 Optional materials to create a model of product, various materials (cardboard, construction paper, glue, tape, etc.) to use for creating designed product.
〉 Facilitate discussion question for this activity.
Activity Results: In groups, students will design a product on graph paper using a quadrant graph. Then, students will create a model of their product using materials provided and present the product to the class.
CAREER INSIGHT
Career Highlight: This lesson plan highlights some of the basic skills a CNC Operator/ Machinist uses on a daily basis to create parts and products. See Employers in My Area section to contact businesses and organizations in your area about classroom demonstrations, on-site visits, or other additional career exposure opportunities.
Featured Career:
CNC Operator/Machinist
Career Descriptions: Computer Numeric Control (CNC) Operators/Machinists set up and operate a variety of computer-controlled and mechanically controlled machine tools to produce precision metal, plastic, and other materials to make parts, instruments, and tools.
CNC Operators/Machinists typically do the following:
〉 Read blueprints, sketches, or computer-aided design (CAD) and computer-aided manufacturing (CAM) files
〉 Set up, operate, and disassemble manual, automatic, and computer numerically controlled (CNC) machine tools
〉 Align, secure, and adjust cutting tools and workpieces
〉 Monitor the feed and speed of machines
〉 Turn, mill, drill, shape, and grind machine parts to specifications
〉 Measure, examine, and test completed products for defects
〉 Smooth the surfaces of parts or products
〉 Present finished workpieces to customers and make modifications if needed
Other Names for this Career: CNC Tool Operator, Metal and Plastic, Brake Press Operator, Machinist, Machine Operator, CNC Lathe Operator, CNC Mill Operator, CNC Set-Up and Operator, CNC Machinist, CNC Machine Operator
STANDARDS ALIGNMENT
Activities #1 & #2
Mathematics: Geometry
〉 Use ratio and rate reasoning to solve real-world and mathematical problems (e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations).
a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
〉 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself. For example, – (–3) = 3, and that 0 is its own opposite.
b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
〉 Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
〉 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side that joins two vertices (vertical or horizontal segments only). Know and apply these techniques in the context of solving realworld and mathematical problems.
〉 Describe the effect of dilations, translations, rotations, and reflections on twodimensional figures using coordinates.
Activity #2: Designing a Product Using Quadrant Graphing
English Language Arts Standards
〉 Conduct research to answer a question (including a self-generated question), drawing on multiple sources and generating additional related, focused questions that allow for multiple avenues of exploration.
〉 Use technology, including the Internet, to produce and publish writing and to collaborate with others; present the relationships between information and ideas efficiently; type a complete product in a single sitting as defined in W.1-3.
School Counseling Model and Standards
〉 Articulate belief that postsecondary education and life-long learning are necessary for long-term career success
〉 Demonstrate critical thinking and decision-making skills to make informed decisions
〉 Exhibit creativity
〉 Articulate that career development occurs across the lifespan
〉 Research and summarize the education and training needed to achieve specified career goals
〉 Communicate effectively using oral, written, and listening communications skills
EDUCATOR RUBRIC
ITEM
Does Not Meet Expectations
Meets Expectations Exceeds Expectations
Product Research The group research was limited to and lacked detail to support their final product decision. The group had 3 resources documented and had adequate support for their final product decision.
Graphing / Sketch of Product
Graph was sloppily done, did not show sign of using ruler and did not include the identifying coordinates for each point.
Model Project Team’s model was poorly constructed and did not resemble the sketch of the product.
Graph was well done showing attention to detail. Graph included the identifying coordinate pairs for each point.
Team’s model was a close replica of the sketch/graph and showed attention to detail.
The group had more than 3 resources documented and were able to explain the different resources in highlighting why their final product decision.
Graph was completed both on paper and digitally. Both done with attention to detail and included identifying coordinate pairs for each point.
Team’s model was an exact replica in size and dimension of the product graph/sketch and demonstrated superb attention to detail.
Presentation The presentation indicated a lack of understanding of the task through their lack of detailed explanation.
Team Work
Student did not work well in their team.
The presentation was clear and concise and demonstrated a complete and thorough understanding of the task through the addition of supporting details and explanation discovered during the research phase.
Student worked will in their team and contributed equally.
The presentation was clear and concise and demonstrated a complete and thorough understanding of the task through the addition of supporting details and explanation and included nuances not captured easily by other groups. Cited their research in their presentation.
Student worked well in their team, contributed equally and exhibited leadership.
ACTIVITY #1: CARTESIAN PLANE AND QUADRANT GRAPHING
Introduction: In this lesson, we are going to learn about a Cartesian Plane and quadrant graphing and how it relates to the career of a CNC Operator/Machinist.
Cartesian coordinates provide a method of rendering graphs and indicating the positions of points on a two-dimensional (2D) surface or in three-dimensional space. Cartesian coordinates are used to define positions on computer displays, in 3D models and virtual reality renderings. The coordinate system is also employed in mathematics, physics, engineering, navigation, robotics, economics, and other sciences.
The Cartesian plane consists of two perpendicular axes that cross at a central point called the origin. Positions or coordinates are determined according to the east/west and north/south displacements from the origin. The east/west axis is referred to as the x axis and the north/south axis is called the y axis.
In CNC technology, these coordinates on the quadratic graph represent the G-codes that are programmed into the CNC machine and software. G-codes are the generic name for a plaintext language that CNC machines can understand.
G-codes tell the computer-controlled and mechanically controlled machine tools to produce precision metal, plastic, and other materials to make parts, instruments, and tools.
Activity Description: Practice using quadrant graphing to create graph art to understand how a CNC system is programmed using points.
Activity Procedure: Using a pencil, graphing paper or draw a Cartesian Plane on notebook paper plot the points and then connect the points following the sequence order below:
Step 1: Plot the Points (8 Total):
(2,6), (2,-1), (9,-1), (9,-4), (-1,-4), (-1,3), (-8,3), (-8,6)
Step 2: Connect the points in the following sequence to display the graph art.
#1 – (2,6), (2,-1), (9,-1), (9,-4), (-1,-4), (-1,3), (-8,3), (-8,6), (2,6) END
Step 3: Calculate the Area of the shape.
Area = ________
Activity Results: Complete the activity by plotting the points on the graph paper and connecting the sequence of points to draw a shape. Then, calculate the Area of the shape.
Activity Discussion:
〉 How difficult was it to plot the points on the graph?
〉 What types of difficulties did you have following the coordinates to connect the points?
〉 Why is understanding coordinates on the Cartesian Plane help a CNC machine operator work with materials and fabricate products or parts?
ACTIVITY #2: DESIGNING A PRODUCT USING QUADRANT GRAPHING
Introduction: In Activity #1, you learned about a Cartesian plane and quadrant graphing. You practiced plotting points on the graph to create graph art to understand how a CNC system is programmed using points.
In this activity, you will get the opportunity to design your own product using quadrant graphing and identify the points required to program the CNC system.
Activity Description: You are a team of designers and your task today is to design a product using quadrant graphing and create a model of your product
Activity Procedure:
Discussing Ideas for PRODUCT
Separate into groups and discuss the following questions:
〉 What product do you want to design?
〉 Is the product a part that will be assembled to create another product? Or a whole product in itself?
〉 What is the purpose of the product?
〉 Determine size, calculate the Area, and select the materials to use for the product.
Discuss these questions in your group and assign a team member to take notes below:
BACKGROUND KNOWLEDGE AND RESEARCH TO DESIGN YOUR PRODUCT
Use the internet to research your product or part to get design ideas, be creative! Discuss your product design and assign a team member to take notes below:
SKETCH PRODUCT DESIGN
Using graphing paper, create a quadrant graph and sketch your design. Be sure to use coordinates on the graph to identify the points in your design. If graphing paper is not available, use the space below to create a quadrant graph and sketch your design.
CREATE AND PRESENT PRODUCT MODEL
Next, create a model of your product using materials provided and assign a team member to present your product to the class.
Describe your development process and demonstrate your product to the class.
Activity Results:
In this exercise, you learned how to design a product using quadrant graphing and created a model of your product design.
On the job, a CNC Operator/Machinist utilizes these same skills when designing new parts or products. CNC programming codes are based on the points in a quadrant graph. These points/codes are programmed into the CNC system and then the machine cuts, grinds, or drills into the material to produce the part or tool from metal, plastic, or other materials.
Activity Discussion:
〉 Have you ever wondered how a particular everyday item was developed or manufactured? Think about what went into making this pencil or paper clip – what processes do you think were involved?
〉 Why do you think it is important that the quadrant points are precise when programing the CNC system? What could happen if the codes were off by a point?
〉 What are some products or parts that might have been produced using CNC technology?
〉 If you enjoyed th e activities in this lesson and like working with computer systems in an industrial environment, you might consider a career as a CNC Operator/Machinist.
