螺纹切削循环指令分析及应用

介绍分析了FANUC数控系统中螺纹切削循环指令G92、G76的含义及其区别,并就各自的加工特点对工件的加工精度产生的影响作了阐述,同时对如何合理地选用螺纹切削循环指令提供了方案。     

螺纹编程指令介绍及多头螺纹的编程技巧

详细介绍了在数控车床上加工螺纹的编程指令G32、G92、G76的具体含义,并分析多头螺纹的加工原理,通过实例说明单头螺纹和多头螺纹的编程方法,说明加工多头螺纹主要是需在Z轴方向上改变起点位置来实现分度.     

螺纹切削循环在数控车床中的应用

分析FANUC数控系统中数控车床螺纹切削循环加工的两种加工指令G92和G76的含义及区别.并通过实例就各自的进刀方式、加工方法、编程方法、及工件的加工精度方面做了直观的验证.     

梯形螺纹数控加工分析

在数控车床上加工螺纹主要分为单行程螺纹切削、简单螺纹循环、螺纹复合切削循环。本文对数控车床螺纹加工指令G32,G92,G76切削方法进行了比较;在螺纹加工中梯形螺纹加工难度较大,对梯形螺纹的数控加工进行了分析为梯形螺纹加工进一步研究提供理论基础。     

浅析FANUC-0iT系统数控车床的螺纹加工

本文分析了FANUC-0iT系统数控车床中螺纹车削加工的特点及注意事项.对常用的三种加工指令G32、G92和G76的含义进行了说明,并对它们各自的进刀方式、加工方法、编程方法及工件的加工精度方面进行了比较。并通过实例进行了说明。     

数控机床工件坐标系的设定方法分析

介绍了数控机床常用的工件坐标系的设定方法及思路,以华中世纪星铣床数控系统为例总结介绍了几种工件坐标系的设定方法。阐明了G54-G92指令的功能和应用实例。     

数控车锥体零件编程R值巧算方法

文章针对FANUC系统数控车床锥体加工编程格式指令G90、G92、G76中R值的技巧性计算,使编程人员在程序编写时能够快速、准确计算出该值,避免了复杂耗时且容易导致不精确的计算。具有事半功倍效果。在实际编程应用中准确、灵活、方便、好用,深得业内人士的认可。具有较高的参考价值。     

数控加工编程及操作课程的“圆弧插补指令”教学探讨

《数控加工编程及操作》是高等职业教育中数控技术专业的核心专业课之一,该课程实践性较强。基本编程指令的教和学不容忽视,其中圆弧插值指令G02/G03的掌握难度更大。文章结合自己的教学经验,总结了圆弧插补指令G02/G03指令的学习步骤,为其他指令的学习提供了借鉴。     

固定循环数控指令的编程特点及工艺分析

该文以铣削型腔为例，通过用一般指令(G01)编程及用固定循环指令(G87、G88)编程两种方法比较，介绍了固定循环数控指令的编程与加工特点，阐述了循环指令在加工矩形槽及圆形槽的编程方法，详细分析了固定循环功能在数控铣床上的编程特点及加工工艺。     

传统数控系统三点圆弧插补指令的二次开发

本文介绍了利用FANUC-0TF数控系统的宏程序开发三点圆弧插补指令的基本过程.通过加工实例表明该指令正确可靠,并且完全可与标准圆弧插补指令(G02/G03)等效,从而拓展了第五代数控系统圆弧插补指令功能.这不仅缩短了与第六代开放式数控系统的差距,而且使圆弧数控编程显得更为灵活.本文对实际圆弧轮廓的生产加工具有一定的使用价值.     

The Effect of Four Sets of Test Instructions on Scores in Mental Ability Tests

Berglund, G. W. (1970). The Effect of four Sets of Test Instructions on Scores in Mental Ability Tests. Scand. J. Educ. Res. 14, 31‐38. Four hundred and eighteen Swedish children (11‐year‐olds) were divided randomly into four experimental groups. Three mental ability tests of the factor type were administered to the groups by means of four different sets of instructions. In the first group the tests were presented as intelligence tests and in the second group as achievement tests. The third group received the original instructions of the tests and the fourth group received routine instructions. It is concluded (a) that the four instructions do not differentiate the groups in power tests, and (b) that the routine instruction does not affect the subjects’ working speed to the same degree as the other instructions.     

数控车床加工编程技巧应用三篇

通过对FANUC-0i系统数控车床G94、G72功能指令在编程中技巧性的应用,以及锥体加工编程中参数R(或I)值的计算技巧介绍,意在论述数控知识运用的灵活性。此三项编程技巧方便、实用。     

Letter names and sounds: their implications for the phonetisation process

Our aim was to analyse the impact of the characteristics of words used in spelling programmes and the nature of instructional guidelines on the evolution from grapho-perceptive writing to phonetic writing in preschool children. The participants were 50 5-year-old children, divided in five equivalent groups in intelligence, phonological skills and spelling. All the children knew the vowels and the consonants B, D, P, R, T, V, F, M and C, but didn’t use them on spelling. Their spelling was evaluated in a pre and post-test with 36 words beginning with the consonants known. In-between they underwent a writing programme designed to lead them to use the letters P and T to represent the initial phonemes of words. The groups differed on the kind of words used on training (words whose initial syllable matches the name of the initial letter—Exp. G1 and Exp. G2—versus words whose initial syllable is similar to the sound of the initial letter—Exp. G3 and Exp. G4). They also differed on the instruction used in order to lead them to think about the relations between the initial phoneme of words and the initial consonant (instructions designed to make the children think about letter names—Exp. G1 and Exp. G3—versus instructions designed to make the children think about letter sounds—Exp. G2 and Exp. G4). The 5th was a control group. All the children evolved to syllabic phonetisations spellings. There are no differences between groups at the number of total phonetisations but we found some differences between groups at the quality of the phonetisations.     

Using Primary Language Support via Computer to Improve Reading Comprehension Skills of First-Grade English Language Learners

Through this exploratory study the authors investigated the effects of primary language support delivered via computer on the English reading comprehension skills of English language learners. Participants were 28 First-grade students identified as Limited English Proficient. The primary language of all participants was Spanish. Students were assigned to two groups for an 8-week intervention period. Treatment Group 1 used a computer-based literacy program with English oral language instructions. Treatment Group 2 used a computer-based literacy program with Spanish oral language instructions. Data indicated that all participants experienced significant growth in fluency, word reading, and passage comprehension. Results revealed no significant difference between the two groups in the areas of fluency or word reading. However, the students who received Spanish language support via the computer had significantly higher scores in the area of reading comprehension.     

加工中心工件坐标系的建立

用数字化加工机床加工的第一步,是要建立工件坐标系,即建立编程零点和程序零点。目的是用数字形式把工件的位置,告知机床,使机床能准确地判断出被加工零件的位置。工件坐标系是建立在机床坐标系的基础上,把机床坐标系通过G54、G55、G56、G57、G58、G59、G92等形式,搬移到工件上一个方便各象关尺寸换算的位置上。工件坐标系位置选择位置不同,对编程的难易程度至关重要。