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Tender

Specifications
III
Guide for the development of Didactic & Assessment Resources related
to the contents:

#1 - The fundamentals of cutting technology

#2 - The tooling (work holding devices, clamping systems and accessories)

#3 -The different steps that leads to the setup of the machine

#4 - The procedures and techniques to run and control the machining


process

Coordinator: Jorge Maurício (CENFIM)

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Introduction
This document is the third and last Tender Specifications that aims to be the reference for the development stage of the learning
activities and learning resources. This is the guide for the developers where through it they will get all the detailed information
and data for the creation of the diverse stuff either digital based (powerpoints, videos, etc), either paper based (quick cards,
drawings, etc), either physical based (placards, parts sample, machine models, demo workbench, etc).

The information here included is the result of joint work between the partners which main source was the LO Units , the
worksheet#3-Technical and Pedagogical requisites for Individual Training and worksheet#4-Matrix Specification, both worked
out from the study and debate around the training and learning methodologies, learning activities, learning resources,
assessment strategies and related instruments.

Each learning content will be detailed as follow:

A. Description & Framework


B. Design of the Learning activities (key notes)
C. List of resources to develop
D. List of additional resources to be used – without developing needs (links, websites, specific brand
software’s, technical books, catalogues, etc)
E. Assignments and Assessment Plan (Methods & Tools)

It is important to highlight that, the LO units and 3D printed maquette of the workshop layout (that detail a set of fundamental
concepts), must be present and be consulted for a full and correct understanding of each of the tender specifications.

Even though the 3D printed maquette will only be presented in Stuttgart, two more of the concepts applied in the workshop are
explained here because it is often referred in this document.

Kiosk for validation of tasks DEMO Workbench

The Kiosks are spread throughout the workshop and each one The DEMO workbench is to be used by both, trainer and
belongs to a specific functional area and/or Individual trainee. Is the spot where the trainer runs a DEMO for one or
Learning Spot (machine tool). Are used to open, close and a small group of trainees and is the spot where the trainee, for
validate tasks related to the execution of practical exercises instance, prepares tools and workholding related to the
involving the various functional areas. The trainee circulates in practical exercises that involve the various functional areas.
the workshop in a guided way

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Learning Content #1
- The fundamentals of cutting technology –

Responsible: Risto Koiranen (SALPAUS)

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A-Description & Framework
Through this content the trainee will know the main cutting tools applied in milling operations, the way it can be used and how to get data in order to calculate the cutting parameters theoretically. The learning topics to develop <associated LO>
are:

A.1. The most common cutting tools applied in milling operations (knowledge acquisition through guided reading)
KSC
A.2. The different factors to be taken into consideration to calculate the cutting data (knowledge acquisition through guided reading) The fundamentals of cutting
A.3. The cutting data in theory (knowledge acquisition through guided reading and understand by doing) technology
A.4. The Tool Data Sheet and the resources to get the data for the calculation of the cutting data (knowledge acquisition through guided reading and understand by doing)
A.5. The tool holders (knowledge acquisition through guided reading)

B- Design of the Learning activities (key notes)


This content is essentially theoretical, but where the learning process will require a regular interaction with the physical resources (samples parts; cutting tools; placards) available through the SHOW RACKS (*) and LEARNING SPOT WORKBENCH (*), both located in the
INDIVIDUAL LEARNING SPOT (*) and where the trainee has to undertake the learning activities.

Thus, being mostly knowledge acquisition, the learning activities should be designed in a way where the trainee has a high level of guidance, mainly via workbook and some via moodle (on-line support). For those that are also based on Understand by doing, the trainee will
have a medium level of guidance, getting validation for the tasks completed via moodle and/or trainer and/or workbook.

The learning will be mostly independent (self-learning), where the trainer will only have a facilitator role, but for some specific topics such as: the different resources to get the data and how to mount the tools into the toolholders, the trainer will assume a central role (face
to face), as first approach to the topic, by doing a DEMO.

So, taking into consideration the notes above, the learning activities are typically guided reading with assignments (case studies applying different practical scenarios and/or set of questions like matching elements, multiple choices, linking, true or false, listing, sorting, etc.)
for learning consolidation. The content is thus based on a dynamic powerpoint to be accessed via Moodle.

remarks:
. Besides the assignments for learning consolidation, at the end it will be required to the trainee the execution of a final assignment (set of questions) to assess the knowledge acquired, graded according to the 3 levels defined in the LO matrix.

. The assignments linked to the formative assessment as well as of the summative assessment must be design in way where the trainee is “forced” to observe and analyze tools and sample parts/models to complete them.

. Area(s) of competence where the trainee has to undertake the activities: Preparation & Setup

(*) - to see the concept on the 3D printed maquette

C- List of resources to develop


Development
id Description Format Already exist New
(to reformulate and/or to improve)
<developer/partner id> <developer/partner id>

Dynamic PowerPoint that should include for each one of the 4 topics listed above:
<Objectives/Shop floor orientation/Learning content>
<for Topic A.1 and A.2 the learning content via Powerpoint>
<for topic A.3 the learning content via Powerpoint & Placard (A2/A3 Format) located on LEARNING SPOT WORKBENCH >
<for Topic A.4 (Tool data sheet) the learning content via placard located on LEARNING SPOT WORKBENCH panel>
C#1C.1 <for topic A.5 the learning content via Powerpoint & SHOW RACK (s)> Digital
<informal assignments for learning consolidation> (*)

Also included in the PowerPoint:


<final assignment to assess and validate the knowledge acquired> (**)

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(*)
- A.1 and A.2 to be done via moodle. Some of questions will required the analysis of cutting tools and sample parts that are available in the SHOW RACK(s)
- A.3 and A.4 to be done via workbook, validation via moodle through a questionnaire
- A.5 to be done via moodle. Some of questions will required the analysis of cutting tools and sample parts that are available in the SHOW RACK(s)
(**) Some questions via moodle and others via workbook (both for validation via moodle through a questionnaire)

3D CAD Models for topic A.1


<To identify each tool and its application> (*)
<individual tool image and parts sample to show the application> (*) (**) Digital
C#1C.2 (Inventor or Solidworks
or similar)
(*) To be used/included in Powerpoint C#1C.1
(**) To use the same and/or similar models applied in the Learning Content #2 - The main machining operations in milling and its features
Parts sample for Topic A.1
<One model/part to show the tools used in 2 ½ D roughing, finishing operations> (*)
<One model/part to show the tools used for thread milling, drilling, tapping, reaming, boring, etc operations> Non-Digital
C#1C.3
<One model to show the tools used in 3D roughing and finishing operation> (physical model)

(*) Each part must be labeled and stored in the SHOW RACK(s)
Placard for topic A.3
Non-Digital
<With all formulas to calculate the cutting data and an example of how to use it> (*)
C#1C.4 (placards A2 or A3
format)
(*) To be placed on the LEARNING SPOT WORKBENCH panel
Tool Data Sheet Template for Topic A.4
<To design the tool data sheet template to be applied in all kind of assignments that require the use of cutting tools> (*)
<to consider a field to register the geometric dimensions> Digital
C#1C.5
<to consider a field to register the cutting data, both theoretical and practical data> (A4 format)

(*) Must be easy to edit and fill in order to allow the trainer to create various exercises
Placard for topic A.4
Non-Digital
<Explaining the meaning of each tool data sheet field and an example of how to fill it > (*)
C#1C.6 (placards A2 or A3
format)
(*)To be placed on the LEARNING SPOT WORKBENCH panel
DEMO guide for Topic A.4 (how to get the data using different resorces)
<Demo guide for the trainer explaining step by step how he should perform the demo and the available resources > (*) Digital
C#1C.7
(pdf file)
(*) To be included in the Trainer guide (paper format)
Digital
(pdf file)
Tutorial –Hands ON for Topic A.4
C#1C.8 Non-Digital
<A step by step tutorial (practical example) explaining how to get the data from a catalogue>
(paper-trainee
workbook/folder)
3D CAD Models for topic A.5
<To identify the most common tool holders> (*) Digital
C#1C.9 (Inventor or Solidworks
(*) To be used/included in Powerpoint C#1C.1 or similar)

DEMO guide for Topic A.5 (how to mount the tools into the toolholders)
<Demo guide for the trainer explaining step by step how to perform the demo and the available resources > (*) Digital
C#1C.10
(pdf file)
(*) To be included in the Trainer guide (paper format)
Digital
Trainee´s Booklet
C#1C.11 (pdf file)
(chapter: contents, instructions, available resources, etc)
(a) Non-Digital
<every content is worked out independently. The trainee will get a document (in paper) that will include the content and some blank fields to register it´s notes>
(paper-trainee folder)
Digital
C#1C.12 Trainer´s Guide
(pdf file)
(a) <instruction for the trainer about his role, how to manage the training and the list of all resource available>
Non-Digital

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(paper-trainer folder)
(a) – each content necessarily has a booklet for the trainee and a guide for the trainer. At the end of training the set of booklets will form the trainee portfolio (workbook)

D- List of additional resources to be used – without developing needs (links, websites, specific brand software, technical books, catalogues, etc.)
id Description Format
C#1D.1 Catalogues of different cutting tools brands (to be placed in each of the LEARNING SPOT WORKBENCH) Paper
C#1D.2 Apps to calculate tool data from 2 to 3 of major cutting tools brand Links/website
C#1D.3 HIT, Keller or similar interactive software (is up to the trainer to used them, depending on the trainee needs) Links

E- Assignments and Assessment Plan (Methods & Tools)


Methods &Tools Type
id Assignment description (F-Formative, S- Whom
(to apply/develop)
Summative)
Topic A.1 – Set of questions like matching elements, multiple choices, linking, true or false for learning consolidation
Online questionnaire Trainee
C#1E.1 F (self-assessment)
remarks: (via moodle/Powerpoint)
(automatically via moodle)
. some of the questions must be interactive requiring the use of sample parts (available through the SHOW RACKS)
Topic A.2 – Set of questions like matching elements, multiple choices, linking, true or false, listing, sorting for learning consolidation Online questionnaire Trainee
C#1E.2 F
(via moodle/Powerpoint) (self-assessment)
Topic A.3 and A.4 – To prepare 3 different kind of assignments based on practical scenarios as described below:
Type 1 - A data sheet totally filled to detect with 3 to 4 errors –prepare 3 exercises
Type 2 – A data sheet partially filled, to calculate de remaining cutting data – prepare 3 exercises
Each exercise will have an online
Type 3 – blank data sheet, to calculate the cutting data using different resources – prepare 3 exercises Trainee
C#1E.3 questionnaire for data validation F
(self-assessment)
(via moodle)
remarks:
. All exercises must be available via trainee workbook
. Each exercise must have a front page in order to explain the steps that must be followed/respected to complete the exercise
Topic A.4 – Set of questions like matching elements, multiple choices, linking, true or false for, listing, sorting for learning consolidation
Online questionnaire Trainee
C#1E.4 F
remarks: (via moodle/Powerpoint) (self-assessment)
. some of the questions must be interactive requiring the use of sample parts (available through the SHOW RACKS)
Topic A.5 – Set of questions like matching elements, multiple choices, linking, true or false for, listing, sorting for learning consolidation
Online questionnaire Trainee
C#1E.5 F
remarks: (via moodle/Powerpoint) (self-assessment)
. some of the questions must be interactive requiring the use of sample parts (available through the SHOW RACKS)
Final Assignment – A combination of the exercises listed above
Trainee
remarks: Online questionnaire (self-assessment)
C#1E.6 S
. To make available via workbook (via moodle)
. Some of the questions must be interactive requiring the use of tools and sample parts (available through the SHOW RACKS) Marks are granted automatically, via moodle
. The evaluation of the trainee must be possible through the questionnaire, for the 3 levels defined in the Unit of Learning Outcomes – Criteria of assessment

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Learning Content #2
- The tooling -
(Work holding devices, clamping systems and accessories)

Responsible: Jon Egaña (IMH) & Carlos Coimbra (CENFIM)

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A-Description & Framework
Through this content the trainee will learn how to identify the most common work holding devices and clamping solutions taking into consideration the production type (one-of-a-kind items, small batches or large quantities of <associated LO>
one part) and part shape (raw block, pre-machined, cast). The learning topics to develop are:

A.1 The most common work holding devices (machine vice, vacuum plate, magnetic plate, etc), features, advantages and Practical applications (knowledge acquisition through guided reading)
KSC
A.2 The Standard clamps and support blocks (clamps for machine vice, sliding clamps, pull down clamps, plain and step clamps, etc). Features, advantages and Practical applications (knowledge acquisition through guided The fundamental knowledge of
reading) the type of tool holding and work
A.3 The Mechanical and Hydraulic clamping accessories (toggle clamps, screw jack, cylinders, etc) for pre-machined and cast part. Features, advantages and practical applications (knowledge acquisition through guided holding devices and theirs
reading) applications
A.4 The zero point system, pallet system and multiple clamping systems. Features, advantages and Practical applications (knowledge acquisition through guided reading)

B- Design of the Learning activities (key notes)


This content is essentially theoretical but where the learning process will require a regular interaction with the physical resources (samples parts; clamping devices; various accessories, placards) available through the SHOW RACKS (*) and LEARNING SPOT WORKBENCH (*),
both located in the INDIVIDUAL LEARNING SPOT (*) and where the trainee has to undertake the learning activities.

Thus, being mostly knowledge acquisition, the learning activities should be designed in a way where the trainee has a high level of guidance, mainly via moodle (on-line support) and some via workbook.

The learning will be mostly independent (self-learning), where the trainer will be only play a facilitator role, but for some specific topics that require a DEMO for instance practical application, the trainer plays a classic role (face to face – trainer centered)

So, taking into consideration the notes above, the learning activities are typically guided reading with assignments (observing various practical scenarios and answer to a set of questions like matching elements, multiple choices, linking, true or false, listing, sorting, etc) for
learning consolidation. The content is thus based on a dynamic powerpoint being accessed via Moodle.

remarks:
. Besides the assignments for learning consilidation, at the end it will be required to the trainee the execution/realization of a final assignment to assess/validate the knowledge acquired, graded according to the 3 levels defined in the LO matrix.

. The assignments linked to the formative assessment as well as summative assessment must be design in way that the trainee is “forced” to observe and analyze practical scenarios, clamping systems available through the SHOW RACKS

. Area(s) of competence where the trainee has to undertake the activities: Preparation & Setup

(*) - to see the concept on the 3D printed maquette

C- List of resources to develop


Development
id Description Format Already exist New
(to reformulate and/or to improve)
<developer/partner id> <developer/partner id>

Dynamic PowerPoint for topic A.1 & A.2:


<Objectives/Shop floor orientation/Learning content>
<informal assignments for learning consolidation> (*)
Dynamic PowerPoint for topic A.3:
<Objectives/Shop floor orientation/Learning content>
<informal assignments for learning consolidation> (*)
C#1C.1 Dynamic PowerPoint for topic A.4: Digital
<Objectives/Shop floor orientation/Learning content>
<informal assignments for learning consolidation> (*)

(*)
Some of questions will required the analysis of cutting tools and sample parts that are available in the SHOW RACK(s)

C#1C.2 3D CAD Models for all topics Digital

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<To identify each clamping system, accessories, etc.> (*) (Inventor or Solidworks
or similar)
(*) To be used/included in the Powerpoints C#1C.1
Practical examples to be stored in the SHOW RACKS
<it will be a mix of real components and 3D printing parts(**)>
Non-Digital
C#1C.3
(physical model)
(*) Each part must be labeled and stored in the SHOW RACK(s)
(**) To use the 3D CAD Models to get the STL file.
Placard for topic A.1
Non-Digital
<explaining and showing the application of the vacuum system> (*)
C#1C.4 (placards A2 or A3
format)
(*) To be placed on the LEARNING SPOT WORKBENCH panel
Placard for topic A.4
Non-Digital
<Explaining and showing the application of the zero-point system> (*)
C#1C.5 (placards A2 or A3
format)
(*)To be placed on the LEARNING SPOT WORKBENCH panel
DEMO guide (to show how to use and to mount some of the most common clamping systems) (*)
<Demo guide for the trainer explaining step by step how he should perform the demo and use the available resources > (**)
Digital
C#1C.6
(pdf file)
(*) To undertake on the DEMO WORKBENCH
(**) To be included in the Trainer guide (paper format)
Digital
Tutorial –Hands ON for some practical scenarios (*)
(pdf file)
<HAVE a GO where the trainee has the chance to mount two or three sets - A step by step tutorial explaining how to do it >
C#1C.7 Non-Digital
(paper-trainee
(*) To undertake on the LEARNING SPOT WORKBENCH
workbook/folder)
Digital
Trainee´s Booklet
C#1C.8 (pdf file)
(chapter: contents, instructions, available resources, etc)
(a) Non-Digital
<every content is worked out independently. The trainee will get a document (in paper) that will include the content and some blank fields to register it´s notes>
(paper-trainee folder)
Digital
C#1C.9 Trainer´s Guide (pdf file)
(a) <instruction for the trainer about his role, how to manage the training and the list of all resource available> Non-Digital
(paper-trainer folder)

D- List of additional resources to be used – without developing needs (links, websites, specific brand software’s, technical books, catalogues, etc)
id Description Format
C#1D.1 Catalogues of different clamping system brands (to be placed on each of the LEARNING SPOT WORKBENCH) Paper
C#1D.2 HIT, Keller or similar interactive software (is up to the trainer to used them, depending on the trainee needs) Links

E- Assignments and Assessment Plan (Methods & Tools)


Methods &Tools Type
id Assignment description (F-Formative, S- Whom
(to apply/develop)
Summative)
Topic A.1, A.2, A.3 and A.4 – Set of questions like matching elements, multiple choices, linking, true or false for learning consolidation
Online questionnaire Trainee
C#1E.1 F (self-assessment)
remarks: (via moodle/Powerpoint) (automatically via moodle)
. some of the questions must be interactive requiring the analysis of some practical examples (available through the SHOW RACKS)
Practical Experience Both Trainee and Trainer
C#1E.2 Have a GO – Practical experiences where the trainee has the chance to mount some sets F
(via Learning spot workbench) (joint assessment, manual validation)
Final Assignment – A combination of the exercises listed above Online questionnaire Trainee
C#1E.3 S
(via moodle) (self-assessment)

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remarks: Marks are granted automatically, via moodle
. To make available via workbook
. some of the questions must be interactive requiring the use of tools and sample parts (available through the SHOW RACKS) Both Trainee and Trainer
(joint assessment, manual validation via moodle)
. The evaluation of the trainee must be possible through the questionnaire, for the 3 levels defined in the Unit of Learning Outcomes – Criteria of assessment

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Learning Content #3
- The different steps that leads to the setup of a CNC
machine tool –

Responsible: Jon Egaña (IMH) & Jorge/Miguel (CENFIM)

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A-Description & Framework
Through this content the trainee will learn how to identify the steps that leads to the setup of a CNC machine tool applying the appropriate techniques to prepare & measure the cutting <associated LO>

tools, to mount & align the work holding devices and to set the piece reference point. The learning topics to develop are:
KSC
A.1 Start-Up and Shut-Down Procedures (Skills acquisition through learning by practicing) The fundamentals of a CNC
A.2 Different modes of machine operation (knowledge acquisition through guided reading & Skills acquisition through learning by practicing) milling machine operation
A.3 techniques to prepare and measure the cutting tools and check it by running axes and if necessary make corrections in it (knowledge acquisition through guided reading & Skills
acquisition through learning by practicing)
A.4 Techniques to mount and align the work holding device. The techniques to mount and align the raw material and/or work-piece (knowledge acquisition through guided reading & KSC
Skills acquisition through learning by practicing) The steps and techniques that
A.5 Techniques to set the zero point and check it by running axes and if necessary make corrections in it (knowledge acquisition through guided reading & Skills acquisition through lead to the setup of a CNC milling
learning by practicing) machine
A.6 Techniques to transfer the CNC code to the machine tool, to test it in both: test run (graphic simulation) and dry run mode, checking collision in the working area (Skills acquisition
through learning by practicing)
KSC
Prepare tools and make
measurements

KSC
Mount and align the work holding
device, block of raw material
and/or work piece

KSC
Set the piece reference point

B- Design of the Learning activities (key notes)


Despite some knowledge acquisitions this learning content is essentially practical, where the trainee will have to acquire a set of skills related to the machine operation and setup procedures. The learning process will be mostly base on HAVE-A-GO (practical session), some
with full autonomy from the trainee and some others under the supervision of the trainer. Various learning resources will be used, some available through the LEARNING SPOT WORKBENCH (*) such as QuickCards and others via Moodle such as videos explaining step by
step the key setup procedures.

Thus, being mostly skills acquisition, the learning activities should be designed in a way where the trainee has an initial support from the trainer (DEMO session) followed by a set of practical activities (HAVE-A-GO) with high level of guidance via workbook and moodle.

The desired sequence to be applied to each of the learning topics is:

Learning by reading (knowledge acquisition, totally independent study via moodle) – Learning by watching (Trainer practical DEMOs demonstrating how to do it) – Learning by practicing (skill acquisition, mostly independent study via HAVE-A-GO, practical session)

remarks:
. Besides the assignments for learning consilidation, at the end will be required to the trainee the execution/realization of a final assignment to validate the knowledge and skills acquired, graded according to the 3 levels defined in the LO matrix.

. Area(s) of competence where the trainee has to undertake the activities: Preparation & Setup and Machining

(*) - to see the concept on the 3D printed maquette

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C- List of resources to develop
Development
id Description Format Already exist New
(to reformulate and/or to improve)
<developer/partner id> <developer/partner id>

Dynamic PowerPoint for topic A.1


C#1C.1 <The start-up and shut-down, general procedures> Digital
<to include the warm-up program>
Quick cards for topic A.1 (as per the machines model) (*) Paper format –
C#1C.2
(*) Available through the MACHINE WORKBENCH and/or KIOSK A5/A6
DEMO guide (to show the start-up and shut-down procedures) (*)
<Demo guide for the trainer explaining step by step how he should perform the demo and the available resources > (**)
Digital
C#1C.3
(pdf file)
(*) To undertake in the CNC MachineTool
(**) To be included in the Trainer guide (paper format)
Dynamic PowerPoint for topic A.2
C#1C.4 <To framework and to explain the main operating modes available in every CNC machine tool> Digital

Tutorial –Hands ON for topic A.2 (*) Non-Digital


C#1C.5 (*) To undertake on the CNC MachineTool and/or control simulator (paper-trainee
workbook/folder)
Dynamic PowerPoint for topic A.3
<To framework and to explain the different methods and techniques to measure a cutting tool>
(Standard Tool/Spindle Nose; piece ref. plane/gauge; Advantages/disadvantages)
C#1C.6 (different devices on-line/off-line: Inside-Machine tool -manual presetter; touch probe; laser, Outside-Machine tool - presetting device) Digital
<informal assignments for learning consolidation> (*)

(*)Set of questions like matching elements, multiple choices, linking, true or false
3D CAD Models for topic A.3
<For each one of the devices listed above> (*) Digital
C#1C.7 (Inventor or Solidworks
<for each one of the methods/techniques listed above> (*) or similar)
(*) To be included in the powerpoint
Videos/Animations for topic A.3
C#1C.8 <to demonstrate the methods/techniques listed above> (*) Digital
(*) To be included in the powerpoint
DEMO guide (topic A.3 - to demonstrate the methods/techniques listed above) (*)
<Demo guide for the trainer explaining step by step how he should perform the demo and the available resources> (**)
Digital
C#1C.9
(pdf file)
(*) To undertake on the CNC MachineTool as well as on the presetting machine
(**) To be included in the Trainer guide (paper format)
Quick Cards (the measuring procedures on machine tool as well as on the presetting machine) Paper format –
C#1C.10
(*) Available through the MACHINE WORKBENCH and/or KIOSK A5/A6
Placard for topic A.3
Non-Digital
< showing and explaining the different methods and techniques to measure a cutting tool> (*)
C#1C.11 (placards A2 or A3
format)
(*) To be placed on the LEARNING SPOT WORKBENCH panel
Tutorial –Hands ON for topic A.3(*) (**) Digital
<HAVE a GO where the trainee has the chance to mount and measure a set of tools - A step by step tutorial explaining how to do it > (pdf file)
C#1C.12 Non-Digital
(*) A set of tutorials to cover the practical scenarios listed above. Some to undertake via CNC MACHINE TOOL and others via PRE-SETTING MACHINE (paper-trainee
(**) To use the tool data sheet workbook/folder)
Dynamic PowerPoint for topic A.4
<To framework and to explain the techniques to mount and align the work holding device>
C#1C.13 (different alignment techniques: machine vice, chuck, etc.) Digital
(different alignment instruments: Dial test indicator, Dial indicator, 3D Taster, machine probe)
<informal assignments for learning consolidation> (*)

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(*)Set of questions like matching elements, multiple choices, linking, true or false
3D CAD Models for topic A.4
<For each one of the instruments listed above> (*) Digital
C#1C.14 (Inventor or Solidworks
<for each one of the methods/techniques listed above> (*) or similar)
(*) To be included in the powerpoint
Videos/Animations for topic A.4
C#1C.15 <to demonstrate the methods/techniques listed above> (*) Digital
(*) To be included in the powerpoint
DEMO guide (topic A.4 - to demonstrate the methods/techniques listed above) (*)
<Demo guide for the trainer explaining step by step how he should perform the demo and the available resources> (**)
C#1C.16 Digital
(*) To undertake on the CNC MachineTool
(**) To be included in the Trainer guide (paper format)
Part Sample for the DEMO (topic 4) (*) Non-Digital
C#1C.17
(*) Technical drawing to include in the Trainer Guide (physical model)
Tutorial –Hands ON for topic A.4(*) (**) Digital
<HAVE a GO where the trainee has the chance to mount and align some work holding devices - A step by step tutorial explaining how to do it > (pdf file)
C#1C.18 Non-Digital
(*) A set of tutorials to cover the practical scenarios listed above. To undertake via CNC MACHINE TOOL (paper-trainee
(**) To use the work process data sheet workbook/folder)
Dynamic PowerPoint for topic A.5
<To framework and to explain the techniques to set the zero point >
(different alignment techniques & scenarios: corner; middle; between two faces; hole)
C#1C.19 (different alignment instruments: Dial test indicator, 3D Taster, edge finder, machine probe) Digital
<informal assignments for learning consolidation> (*)

(*)Set of questions like matching elements, multiple choices, linking, true or false
3D CAD Models for topic A.5
<For each one of the instruments listed above> (*) Digital
C#1C.20 (Inventor or Solidworks
<for each one of the methods/techniques listed above> (*) or similar)
(*) To be included in the powerpoint
Videos/Animations for topic A.5
C#1C.21 <to demonstrate the methods/techniques listed above> (*) Digital
(*) To be included in the powerpoint
DEMO guide (topic A.5 - to demonstrate the methods/techniques listed above) (*)
<Demo guide for the trainer explaining step by step how he should perform the demo and the available resources> (**)
Digital
C#1C.22
(pdf file)
(*) To undertake in the CNC MachineTool
(**) To be included in the Trainer guide (paper format)
Part Sample for the DEMO (topic 5) (can be the same model used in topic A.4 (*) Non-Digital
C#1C.23
(*) Technical drawing to include in the Trainer Guide (physical model)
Quick Cards (the procedures to set the zero point) Paper format –
C#1C.24
(*) Available through the MACHINE WORKBENCH and/or KIOSK A5/A6
Tutorial –Hands ON for topic A.4(*) (**) Digital
<HAVE a GO where the trainee has the chance to mount and align some work holding devices - A step by step tutorial explaining how to do it > (pdf file)
C#1C.25 Non-Digital
(*) A set of tutorials to cover the practical scenarios listed above. To undertake via CNC MACHINE TOOL (paper-trainee
(**) To use the work process data sheet workbook/folder)
Tutorial –Hands ON for topic A.6(*) (**)
<HAVE a GO where the trainee has the chance to prepare and set cutting tools, to mount and align the work holding device, to upload NC program and check it through the graphic simulation - A step by step tutorial Digital
explaining how to do it > (pdf file)
C#1C.26 <The NC program has some errors for detection> Non-Digital
(paper-trainee
(*) A set of tutorials to cover the practical scenarios listed above. To undertake via cutting tool DEMO WORKBENCH, work holding DEMO WORBENCH and CNC MACHINE TOOL workbook/folder)
(**) To use the work process data sheet and Tool data sheet

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Quick Cards (the procedures to upload and simulate NC programs)
C#C.27
(*) Available through the MACHINE WORKBENCH and/or KIOSK
Digital
Trainee´s Booklet
C#1C.28 (pdf file)
(chapter: contents, instructions, available resources, etc)
(a) Non-Digital
<every content is worked out independently. The trainee will get a document (in paper) that will include the content and some blank fields to register it´s notes>
(paper-trainee folder)
Digital
C#1C.29 Trainer´s Guide (pdf file)
(a) <instruction for the trainer about his role, how to manage the training and the list of all resource available> Non-Digital
(paper-trainer folder)

D- List of additional resources to be used – without developing needs (links, websites, specific brand software’s, technical books, catalogues, etc)
id Description Format
C#1D.1 HIT, Keller or similar interactive software (is up to the trainer to used them, depending on the trainee’ needs) Links

E- Assignments and Assessment Plan (Methods & Tools)


Methods &Tools Type
id Assignment description (F-Formative, S- Whom
(to apply/develop)
Summative)
Topic A.1, A.2, A.3, A.4 and A.5 – Set of questions like matching elements, multiple choices, linking, true or false for learning consolidation
Online questionnaire Trainee
C#1E.1 F (self-assessment)
remarks: (via moodle/Powerpoint)
(automatically via moodle)
. via powerpoint for knowledge acquisition

Online questionnaire Trainee


(self-assessment)
(via moodle)
(automatically via moodle)
C#1E.3 Have a GO –For topic A.3, A.4, A.5 - Practical experiences where the trainee has the chance to face real world scenarios F
Trainer supervision
Both Trainee and Trainer
(observing trainee procedures) (joint assessment, manual validation)

Have a GO –For topic A.6 - Practical experiences where the trainee has the chance to face real world scenarios Online questionnaire Trainee
(To use the work process data sheet and Tool data sheet) (Kiosk, via moodle) (self-assessment)
C#1E.4
(To use the Kiosk for task validation, for instance: after setting the tools using the DEMO WORKBENCH and presetting machine the trainee has to validate the F
(automatically via moodle)
measurements through a questionnaire) Trainer supervision
(observing trainee procedures) Both Trainee and Trainer
(joint assessment, manual validation)

Final Assignment – To follow the format applied in the topic A.6 Trainee
Online questionnaire (self-assessment)
remarks: (via moodle) Marks are granted automatically, via moodle
C#1E.5 S
. To make available via workbook
. some of the questions must be interactive requiring the use of tools and sample parts (available through the SHOW RACKS) Have a GO Both Trainee and Trainer
. The evaluation of the trainee must be possible through the questionnaire, for the 3 levels defined in the Unit of Learning Outcomes – Criteria of assessment (joint assessment, manual validation via moodle)

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Learning Content #4
- The procedures and techniques to run and control the
machining process–

Responsible: Miguel (CENFIM)

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