ADM Activity 4.2.3

Manual Toolpath Programming

Convert a dimensioned aerospace pattern into a manually planned Mach3-compatible .tap program.

Back to Unit 4 Learning Steps Student Task What You Submit

Learning targets

Today You Will Learn To

Establish a program origin and coordinate table.
Write an instructional program using safe approach, cutting, retract, and end blocks.
Trace and verify every programmed movement before simulation.

Manufacturing context

Why This Matters

Manual programming reveals the machine logic that Fusion later creates automatically. Students will write a short Mach3-compatible milling program, plot the cutter-center path, save it as a teacher-reviewed .tap file, and validate the motion before any machine run.

Learning sequence

Learn Before You Build

Complete these steps in order. Record the requested notes or evidence before moving to the graded activity.

10 min

1. Separate part geometry from cutter motion

Review the dimensioned drawing and identify whether each coordinate represents the part edge, hole center, pocket boundary, or cutter center.

15 min

2. Practice coordinates

Use the CNC Coordinate Trainer to compare absolute and incremental movement from a known starting point.

15 min

3. Watch a teacher code build

Follow the conversion from drawing dimensions to coordinate table, safe-start block, approach, cut, retract, and program end.

15 min

4. Verify with the visualizer

Enter a short approved G00/G01 program and compare the plotted path with a hand-drawn trace.

Detailed activity procedure

Write a Complete Manual Toolpath Program

1
Review the drawing, stock orientation, assigned cutter, tool diameter, origin, safe Z height, cutting depth, and active unit system.
2
Mark the program origin on the drawing and label positive X, Y, and Z directions.
3
Determine whether the coordinates describe the tool center directly or require a cutter-radius offset. Complete the assigned offset calculations.
4
Create a cutter-center coordinate table listing every point in movement order.
5
Classify every move as rapid positioning, plunge, linear cutting, arc cutting, retract, or return.
6
Write the teacher-approved safe-start block and identify the intended work offset.
7
Write the approach sequence so all XY rapid motion occurs above the safe clearance plane.
8
Write the cutting sequence using the assigned feed rate and depth. Keep comments beside major sections.
9
Add spindle instructions only when the assigned machine/controller supports the approved automatic spindle workflow; otherwise add the required operator instruction.
10
Write the final retract, return, spindle stop when applicable, and M30 program end.
11
Trace the completed code by hand. Record the coordinate and active mode after every block.
12
Save the program with the required revision and .tap or teacher-specified file extension.
13
Run the code in the classroom visualizer and Mach3 simulation when assigned. Compare origin, direction, depth, extents, and final position.
14
Correct all discrepancies and submit the final annotated code with a revision record.

Required checkpoints

Stop and Verify Before Moving On

Checkpoint A — Coordinate plan

Origin, cutter reference, safe Z, depth, and point table are correct.

Checkpoint B — Code complete

Safe start, approach, cut, retract, and end are present.

Checkpoint C — Digital verification

Hand trace, visualizer, and controller preview agree.

Safety and process control

Required Operating Habits

Use only teacher-approved files, tools, stock, speeds, feeds, and procedures.
Preserve the last verified working file or code version.
Stop immediately for unexpected motion, unusual sound, vibration, loose workholding, tool damage, or an unclear condition.
Do not operate the CNC mill without the required certification, permission, and supervision.
Record failed trials, defects, and interventions honestly.

Quality check