JPS59209471A - Teaching method of gate breaking robot - Google Patents

Abstract

PURPOSE:To break and remove automatically and exactly risers, etc. from an as-cast casting attached with the risers and runners by treating said casting with a gate breaking robot of a teaching playback system operating cooperatively with a casting line. CONSTITUTION:The hammering point Pa and hammering direction thetaa of a gate are first stored in a storage device of a microcomputer 15 of a robot R which hammers and breaks the gates S1-S4 of respective risers 3a-3d by means of an impact hammer with a pattern 2 for a casting attached with the risers, runners, etc. The moving route K1 or K2-K3 of the impact hammer to the gate S2 of the riser 3b is stored in a microcomputer 13. The hammering points Pb, Pc, Pd and hammering directions thetab, thetac, thetad of the risers 3b, 3c, 3d and the moving route from the gate S3 to S3, S4 are thereafter stored in the microcomputer 13 in the same way. The robot R is operated by such device to break successively, automatically and exactly the gates of the respective risers with the actual as-cast casting.

Description

DETAILED DESCRIPTION OF THE INVENTION The present invention relates to a teaching method for a weir folding robot using a teaching playback method for separating products from other parts such as risers and runners in castings.

Conventionally, weir folding of castings has been carried out manually using a wooden mallet or a hammer, or by feeding the cast product to a rotating drum or a vibrating conveyor to perform the weir folding. The former method has disadvantages in that it must be done manually under adverse conditions, and the latter method has limitations in the shape and size of products to which it can be applied. For this reason, there is an urgent need to develop weir-folding robots that can work in harsh environments at foundries.

An object of the present invention is to provide a teaching playback weir folding robot that operates in synchronization with a continuous casting line, and in particular, a teaching method thereof.

The present invention provides that the cast product after casting can be easily folded by striking the feeder, and that the point of impact of the riser to the folding robot can be taught using a model used during mold making. This was done with the focus on the fact that accurate teaching can be achieved by using .

The present invention will be explained below based on examples. FIGS. 1 to 3 are diagrams showing a method of teaching an impact point of a feeder to an impact hammer, which is a weir breaking tool of a weir folding robot.

In FIG. 1, reference numeral 1 denotes a model used for mold production (a model for lower mold production). In the model 1, a model 2, which will be a cast product, and feeders 3a, 3b, 3c, etc. are installed. 4 is a fixed plate for setting the model 1 in a fixed position on the base 5 of the teaching device. The model 1 is fixed to the fixed plate 4 with a pin 6.

7 is a teaching arm of the teaching device, and a coordinate teaching arm 8 is attached to the end thereof. By manual operation of the handle 9, the teaching arm 7 can be moved in three dimensions along the Y axis and Y@Z@, and rotated R about the Z axis in a plane parallel to the XY plane.
is now possible. Teaching arm 70 reference position (
The amount of movement in the Y-axis, Y-axis, and Z-axis directions and the rotation amount θ of the Z-axis from the origin Po) can be measured using a rotary encoder shown in FIG. 5 or the like. The coordinate teaching arm 8 is
It is attached at an angle α to @.

Nao, Sl shown in FIG. 2, 82, S5. S4 is the riser 5a.

This is a weir that connects 5b, 5C, and 5d with model 2, which will become a cast product. Further, 10 and 1 of the teaching device shown in FIG.
112 and 16 are rotary encoders for measuring the amount of movement of the teaching arm 7 from the origin Po in the X@, Y-axis, and Z-axis directions and the amount of rotation θ in the R direction.

Next, the teaching method will be explained. First, the numeric keypad device T
Enter the casting product name (or product code, etc.) of model 1 using , operate the numeric keypad device T to register the position of the origin Po in the microcomputer-15.
Point o is the origin of the operation of the weir breaking tool. Next, handle 9
The weight protruding from the impact hammer (shown in Fig. 4) of the robot (G) that bends the teaching arm 7 by operating the
It is moved to the vicinity of the riser 6a to be hit next.

Then, with respect to this riser 6a, the tip of the coordinate teaching arm 8 is aligned with the position Pa where the impact hammer hits, and the teaching arm is rotated by an angle θa in the R direction in order to determine the appropriate direction of impact.

Subsequently, when the teaching pushbutton 14a is pressed, the data of the coordinates of the impact point Pa0 of the riser 3a shown in FIG. .

Next, the microcomputer 15 moves to the teaching point P.

P1 in front of Pa (impact hammer is at teaching point Pa
The distance to the stop position of the tip of the impact hammer when striking the object, the time it takes for the impact hammer to move from the teaching point Po to Pl, and the total time until it hits the teaching point Pa are calculated, and the display device displays the Display as shown in Figure 5. Calculation of this time is by Weir Folding Robot y)G
This is made possible by storing in advance the moving speed of the impact hammer per unit distance and the cycle time of one impact of the impact hammer in the storage device of the microcomputer 15.

Next, the riser 6 is hit second by the impact hammer.
A method of teaching the movement of point b to impact point pb using linear interpolation will be described. In this case, as the method of moving the impact hammer, as shown in FIG. 2, path 1 or path 2 → path 5 can be considered.

In this path, after hitting the feeder 6a with the impact hammer, there is no obstacle (for example, if the product 2 gets in the way) when moving the impact hammer to the impact point Pb of the feeder 6b. It can be adopted if there is no. If the product 2 becomes an obstacle when moving the impact hammer from the impact point Pa of the riser 3a to the impact point PbK of the riser 3b by linear interpolation, the position teaching arm 8
The tip of is moved along the path 2 to the movement point D1. This movement point D1 is a teaching point at which the impact hammer is not operated, and by pressing the teaching pushbutton 14b, only the coordinates of the D1 point are stored in the storage device of the microchip computer 15. Subsequently, the position teaching arm 8 is moved along the path 6 to the striking point pb of the riser 3b by linear interpolation. Next, at the impact point Pb, the impact direction θ
After determining b, push the teaching pushbutton 14a. Then, the coordinate data of the striking point pb of the riser 5b and the striking direction θb of the impact hammer are stored in the storage device of the microcomputer-15. Note that if there is another obstacle such as the product 2 on the linear interpolation path 2, a teaching point at which the impact hammer does not operate is further taught and stored.

In this way, the feeders 5b, 5c, which will be struck next,
If necessary, the impact points pb, Pc, Pd and impact directions θb, θc, ad of 5d are sequentially taught and stored in the microcomputer 15, and if necessary, the moving point D2 where the impact hammer does not operate, and each teaching point Pb is sequentially taught. , Pc.

The travel time of the impact hammer when hitting Pd, its cumulative time, and its travel route PO→P1→D1→P2
→P3→D2→P4→Po are displayed on the display device as shown in FIGS. 5 and 6.

When the teaching of the striking points of the impact hammer is completed for all feeders of the model 1, the teaching completion push button 16 is pressed and this signal is input to the microcomputer 15. Then, the microcomputer 15 stores all data regarding this model in the external storage device 17.

In this way, the above-mentioned teaching for weir folding is performed in advance on the models of all cast products to be weir folded, and is stored in the external storage device 17.

In the above teaching method, assuming that the teaching point is to be taught, the cumulative time from the operation origin Po is displayed on the display device. It has the effect of being able to do the following.

Furthermore, since the trajectory of the impact hammer's motion can also be displayed on the display device, it can be used to find a hint of the motion path, for example, a shorter motion path.

Furthermore, when it becomes necessary to modify the teaching points that have been taught, you can easily modify each teaching point by instructing which teaching point to modify using the numeric keypad while looking at the display device. There is also.

Next, the weir folding robot G will be explained. FIG. 4 is a diagram showing a state in which a weir folding operation is performed using a weir folding robot of the teaching play bank type. In the figure, 18 is a column, 19a, 19b is a frame. Y
A rail 2o is provided on the frame 19a extending in the axial direction, and the Y-axis table 22 can be moved on the rail 2o by the operation of a drive device 21. Y
The shaft table 22 is provided with a rail 26 extending in the X-axis direction. The X-axis table 25 can be moved on this rail 26 by the operation of the drive device 24.

A main shaft 26 extending in the Z-axis direction is attached to the X-axis table 25 so as to be rotatable in the R direction by a drive device 27. Further, the main @26 can be moved in the vertical direction by a drive device (not shown).

At the lower end of the main shaft 26, an impact hammer 28, which is a weir breaking tool and is operated by air pressure, is provided. The impact hammer 28, like the coordinate teaching arm 8 of the teaching device shown in FIG. 6, is attached at an angle α with respect to the Z-axis direction.

In the continuous casting line, after pouring molten metal into the formed mold and removing the upper mold, only the lower mold 29 is conveyed by a conveyor (not shown) K below the impact hammer 28 in the direction of the arrow. At this time, the upper part of each riser 5A, 3B, 5C, ... of the lower mold 29, that is, the part that becomes the impact point of the impact hammer 28,
Since the upper mold has been removed, it is exposed from the casting sand as shown in Figure 4.

When the lower mold 29 reaches a fixed position below the main shaft 26, the lower mold 29 is stopped for a certain period of time for the weir folding operation. Drive devices 21, 24, 27 and impact hammer 2
8 is controlled by a microcomputer 15. Therefore, the impact hammer 28 is operated on the X-axis, Y-axis, and Z-axis according to the instructions from the microcomputer 15.
It is possible to rotate around the axis and the Z axis in a plane parallel to the XY plane.

Next, weir folding work will be explained. First, the name of the casting product to be weir-folded is input by operating the numeric keypad device T shown in FIG. Then, the microcomputer 15 reads the teaching data of this product stored in the external storage device 17 into the storage device of the microcomputer 15.

After casting this product on a continuous casting line, the upper mold is removed and the lower mold 29 is attached to the main shaft 26 of the weir folding robot shown in FIG.
When the lower mold 29 is moved to a fixed position below, the lower mold 29 is temporarily stopped without folding. The stopping position of the lower mold 29 is set at a position where the impact hammer 28 normally hits the impact points of the risers 3A, 3B, 3C1, . . . based on the teaching data described above. Subsequently, the microcomputer 15 controls each drive device 21, 24, 27, etc. based on the teaching data.

The impact points of each feeder 3A, 3B, 3Q, . . . are struck with the impact hammer 28 in the order taught. Then, the weir folding can be performed by the impact force of the impact hammer 28.

The weir folding robot performs the above operation every time the lower mold, which is continuously flowing on the conveyor, temporarily stops at a fixed position below the ball shaft 26. The lower mold, which has completed the weir folding, is
The molds are sequentially transported to a demolding device.

When the name of the product to be cast changes due to a setup change in the casting line, the name of the cast product is inputted using the numeric keypad device T, and the teaching data for this product is read from the external storage device 17 to the storage device of the microcomputer 15. , the following weir folding of the cast product can be carried out.

The present invention described above has the following effects.

) Each time the impact point of each riser is taught, the total operating time until the impact hammer hits that riser can be displayed, so if the weir folding robot is installed in a continuous casting line, 1. Line tact You can check in advance whether or not you can complete the entire dam fold within a certain period of time. This effect is particularly great when the number of feeders per frame is large. Then, two weir-folding robots are installed in the continuous casting line, and for the risers that cannot be struck within the takt time by the first pewter weir-folding robot, the second weir-folding robot is taught how to strike them in one operation. It can be done with

2) Since the taught movement path of the impact hammer can be displayed on the display device, it is possible to reliably teach while looking at a shorter movement path.

[Brief explanation of the drawing]

Figures 1 and 2 are diagrams showing a method of teaching the operating path of an impact hammer using a model, Figure 3 is a diagram showing an outline of a teaching device, Figure 4 is a diagram showing an outline of a weir folding robot, FIG. 5 shows an example of the operation time displayed on the display device when the impact hammer operates according to the taught order, and FIG. 6 similarly shows an example of the operation locus of the impact hammer. 1; Model, 3a, 3b, 5c, 5d,
5A, 5B, 5C, 5D + riser, 71 teaching 7-m, 15: microcomputer, 28: impact hammer, 29; lower flask, D: display device,
G. Weir folding robot.

Claims (1)

[Scope of Claims] 1. In a teaching playback type weir folding robot teaching method in which the feeder after casting is struck by a weir breaking tool, the point of impact on the riser by the weir breaking tool is the same as the model used for mold making. At the same time, each time the impact point is taught, the time required for the weir breaking tool to move from its operating origin to hit this impact point is calculated, and the teaching is performed while displaying this time value on a display device. A teaching method for a weir folding robot, characterized by: 2. The method for teaching a weir folding robot according to claim 1, characterized in that the motion locus of the weir folding tool based on the taught impact point is displayed on a display device.