JPH0121742Y2 - - Google Patents

Description

[Detailed Description of the Invention] The present invention relates to a teaching device for a weir folding robot of a teaching playback type for separating products from other parts such as feeder runners in castings.

Conventionally, weir folding of castings has been carried out manually using a mallet or a hammer, or by feeding the cast product to a rotating drum or a vibrating conveyor to perform 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 for foundries to develop weir folding robots that can work in adverse environments.

An object of the present invention is to provide a teaching device for a weir folding robot of the teaching playback type that operates in synchronization with a continuous casting line.

The present invention will be explained below based on examples.

First, I will explain about the weir folding robot. FIG. 1 is a diagram showing a state in which a weir folding operation is performed using a weir folding robot of the teaching playback type. In the figure, 1 is a column, and 2a and 2b are frames. Frame 2a extending in the Y-axis direction
A rail 3 is provided on the top, and a Y-axis table 5 can be moved on this rail 3 by actuation of a drive device 4. The Y-axis table 5 is provided with a rail 6 extending in the X-axis direction. An X-axis table 8 can be moved on this rail 6 by the operation of a drive device 7.

A main shaft 9 extending in the Z-axis direction is attached to the X-axis table 8 so as to be rotatable in the R direction by a drive device 10.

At the lower end of the main shaft 9, an impact hammer 11, which is a weir breaking tool and is operated by air pressure, is provided. The impact hammer 11 is attached to a cylinder (not shown) so that it can be rotated at an angle α with respect to the Z-axis direction.

In a continuous casting line, after pouring molten metal into the formed mold and removing the upper mold, the lower mold 1
5 is conveyed by a conveyor (not shown) below the impact hammer 11 in the direction of the arrow. At this time, each riser 13A, 13 of the lower mold 15
Since the upper mold has been removed, the upper parts of B, 13C, . When the lower mold 15 comes to a fixed position below the main shaft 9, the lower mold 15 is stopped for a certain period of time for the weir folding operation. drive device 4,
7, 10 and the impact hammer 11 are controlled by a microcomputer M. Therefore, the impact hammer 11 moves in the X and Y axes and rotates in the R direction on a plane parallel to the XY plane around the Z axis according to instructions from the microcomputer M based on data taught by a teaching device to be described later. The impact hammer 1 is rotated at an angle α with respect to the
1 has a tip arc surface of a protruding weight 12,
This arcuate surface becomes a striking force due to air pressure and collides with the riser 13A, making it possible to perform weir folding.

Next, a teaching device and a teaching method will be explained.
3 to 5 are diagrams showing a method of teaching the impact point of a riser to the impact hammer 11, which is a weir folding tool of the weir folding robot G.

In FIG. 3, numeral 16 is a model used for mold making (a model for making a lower mold). Model 16
There are models 14a, 14b, etc., which will be the cast products.
Feeders 13a, 13b, 13c... are installed. 17 is a fixed plate for setting the model 16 in a fixed position on the base 18 of the teaching device. The model 16 is fixed to a fixed plate 17 by pins 19.

20 is a teaching arm of the teaching device, and a coordinate teaching arm 21 is attached to the end thereof.
By manual operation of the handle 22, the teaching arm 20 moves in the same coordinate system as the weir folding tool of the weir folding robot, that is, two-dimensional movement on the X and Y axes, and
It is designed to be able to rotate around the Z-axis in a plane parallel to the XY plane. The amount of movement of the teaching arm 20 from the reference position (origin P ₀ ) in the X- and Y-axis directions and the rotation amount of the Z-axis (hereinafter referred to as the θ-axis) are detected by rotary encoders 23, 24, 25, etc. As clearly shown in the figure, the microcomputer M stores each detected value. The coordinate teaching arm 21 is capable of vertically rotating with respect to the Z-axis, and a stopper (not shown) is set at an angle α with respect to the Z-axis direction.

FIG. 4 shows a state in which the coordinate teaching arm 21 teaches a striking position. The shape of the coordinate teaching arm 21, especially the lower part and the tip, is the same shape as the impact hammer 11 of the weir folding robot. The teaching bar 26 is made to be extendable back and forth, its position can be adjusted with a stopper screw 27, and furthermore, it has a structure that can be pivoted up and down about a pin 28 so that it does not protrude from the end of the teaching arm 21. Further, since the tip of the teaching bar 26 touches the riser 13a of the model 16 and teaches the robot G the striking position and its direction, the tip has an arcuate shape as shown in FIG. That is, the shape is almost the same as the tip of the weight 12 shown in FIG.

The teaching method will be explained. First, as shown in _FIG .
Mechanical positioning devices (not shown) for the Y-axis and θ-axis are set, and these are set as the origin.

The origin of the weir folding robot G is determined in the same way, but the error is determined using the microcomputer M.
Make corrections with .

Now, using the numeric keypad T, the cast product name (or product code, etc.) of the model 16 is input and stored in the microcomputer M. Next, the coordinate teaching arm 21 is set at the origin, and the X, Y, and θ coordinates are cleared by operating the numeric keypad device T and registered in the microcomputer M. Next, the handle 22
is operated to move the teaching arm 20 to a point _P1 near the feeder 13a to be hit first. In order to determine an appropriate direction of impact for this feeder 13a, the teaching bar 26 is brought into contact with the position Pa where the impact hammer hits while the coordinate teaching arm 21 is rotated at an angle θa of the θ axis and an angle α relative to the Z axis. . Next, when the teaching pushbutton S is pressed, the X-axis and Y-axis position data of the impact point Pa of the riser 13a shown in FIG. is stored in the storage device. Next, the second point Pb of the feeder 13b
The teaching operation when hitting is explained. When taking the shortest route K1 shown in Fig. 5, there are no obstacles (for example, when product 14A
It is assumed that there will be no interference (interference with 1), so it is necessary to check for the presence of a failure. Here, since the shape of the coordinate teaching arm 21 is the same as the actual impact hammer 11, it is possible to easily find out whether there is any interference during movement. On the other hand, as shown in FIG.
Since the piston 12 is stored in the hammer except when hitting, the teaching device will not be able to check interference if the teaching bar 26 corresponding to the piston 12 remains outside the tip 29 of the coordinate teaching arm 21. is inconvenient. As a countermeasure for this, the fourth
As shown in the figure, it is sufficient to move the teaching bar 26 upwardly around the pin 28 by 90 degrees. By performing such an operation, it is possible to check for interference during actual movement of the impact hammer 11 during the teaching stage. If there is interference, the impact hammer 11 may be taught to be horizontal by changing the angle α, or the path may be taught to be from K2 to K3 as shown in FIG.

In addition, during actual weir folding, if the distance l between the piston 12 ejected from the impact hammer 11 and hitting the riser shown in FIG. 2 can be changed depending on the size of the riser, that is, the ease of breakage. This can prevent problems such as non-breakage due to insufficient impact force or dry hitting due to excessive impact force. The teaching on this point is as follows in the 4th section.
The amount of expansion and contraction of the teaching bar 26 shown in the figure can be easily accommodated by loosening the stop screw 27 and adjusting and setting it to a predetermined length l'.

In this way, the impact point coordinate data of the risers that are hit sequentially and the control information during movement can be stored in the storage device of the microcomputer M.

In addition, in the description of the above embodiment, the vertical inclination of the coordinate teaching arm is one type of angle α, and it is not allowed to move in the Z-axis direction. ,
It is also possible to perform a playback operation using a weir folding robot.

As explained above, by using the teaching device of the present invention, it is possible to easily create operation data for the weir-folding robot, and at the same time, it is possible to easily check in advance for interference with obstacles while the robot is driving, and to take appropriate countermeasures. There is an effect that it can be done.

[Brief explanation of the drawing]

Fig. 1 is a diagram showing an outline of the weir folding robot used in the present invention, Fig. 2 is a conceptual diagram when the piston protrudes from the impact hammer shown in Fig. 1 and hits the feeder, and Fig. 3 is a diagram showing the outline of the weir folding robot used in the present invention. FIG. 4 is a diagram showing the outline of the teaching device, FIG. 4 is a state diagram when teaching the striking position of the feeder, and FIG. 5 is a diagram showing the operating path of the teaching device on the model. 11: Impact hammer, 13A, 13B,
13C,...: riser, 13a, 13b, 13c,
...: riser, 15: lower mold, 16: model, 21: coordinate teaching arm, 26: teaching bar.

Claims (1)

[Scope of utility model registration request] In a device for teaching a model that is equipped with a model and a riser to be a cast product, a coordinate teaching arm that can be moved and rotated in two dimensions by manual operation of a handle is provided, and the lower part of this coordinate teaching arm is is equipped with a teaching bar that can be rotated up and down 90 degrees around a pin and has an arcuate surface at the tip.The teaching bar can be adjusted in its forward and backward position with a set screw, and the amount of movement and rotation of the two-dimensional movement is controlled by a rotary encoder. 1. A teaching device for a weir-folding robot, characterized in that data is stored in a microcomputer via a teaching bar, and a tip of a teaching bar is brought into contact with a riser of the model.