Modularized multifunctional robot workstation teaching platform

Abstract

The invention discloses a modular multifunctional robot workstation teaching platform, which relates to the related field of education and practical training and comprises a bearing base, a modular functional unit group, a main control system and a teaching interaction terminal, an integrated wiring groove and a standardized interface matrix are arranged in the bearing base, and the actions of the industrial robot module, the material transmission module and the operation execution module are coordinated and controlled, so that a preset teaching task is completed; the teaching software system further comprises an operation recording module and an examination and evaluation module which are used for recording key parameters in the operation process and generating a quantitative evaluation report according to a preset weight. The modular multifunctional robot workstation teaching platform has the functions of cooperation of a PLC and a motion control card, data acquisition and teaching process management, and is combined with an operation recording and quantitative assessment module to record key parameters such as operation duration and program error times, generate a 0-100 score report and provide improvement suggestions.

Description

Technical Field

[0001] This invention relates to the field of educational training technology, specifically a modular multifunctional robot workstation teaching platform. Background Technology

[0002] The application of industrial robots in manufacturing is becoming increasingly widespread, and the market demand for professionals with skills in robot operation, programming, system integration, and maintenance is becoming increasingly urgent. Robot teaching platforms, as core equipment for cultivating relevant talent in vocational and higher education, directly impact teaching quality and talent development effectiveness. Existing robot teaching platforms have the following shortcomings: limited functionality; most platforms only equip a single type of robot and a fixed workstation module, enabling only basic programming and simple operation training. They cannot cover the diverse industrial application needs such as grasping, handling, assembly, and inspection, making it difficult to cultivate students' system integration and comprehensive application abilities. To address these issues, a modular robot teaching application training platform disclosed in existing technology (Chinese patent application number CN202122644056.9, application date 2021-10-29) can be referenced. This training platform adds an integrated functional module that combines the original individual functional modules. Students need to control the robot's orientation and select the opening and closing of each module, which can improve the breadth and scalability of teaching applications. The multi-functional integrated module expands students' operational capabilities and enhances the richness and enjoyment of learning. Another reference is a modular multi-functional industrial robot training platform disclosed in existing technology (Chinese patent application number CN202221802239.7, application date 2022-07-13), which arranges storage units on the operating table... The system comprises a grinding unit, a square well-type feeding mechanism, a circular well-type feeding mechanism, a feeding unit, an assembly unit, a welding unit, a palletizing unit, and a trajectory unit. The robot unit, in conjunction with tools from the quick-change tool unit, can perform grinding, handling, assembly, palletizing, trajectory simulation, and welding processes. It can teach the basic structure, operation, parameter configuration, online teaching programming, tool changing, complex trajectory planning and programming, and simulated loading / unloading and palletizing processes of industrial robots, achieving a multi-functional training platform. The mobile design, integrated into the operating table, is particularly suitable for standard classroom-style training spaces, providing hardware support for students to master basic programming and debugging skills, meeting teaching needs. Furthermore, the six-axis robot, combined with a moving guide rail, expands the robot's working range, allowing it to operate each unit and perform various processes. The quick-change tool unit provides a first quick-clamp, a second quick-clamp, a grinding head, a trajectory simulation tool, and a welding gun, enabling the robot to complete multiple processes. Finally, reference can be made to existing technology (application number CN202410313708).6. A modular robot teaching and training platform disclosed in Chinese Patent Application No. 2024-03-19 uses a mechanical gripper to place products into a feeding assembly. The feeding assembly automatically pushes the products to a first conveyor belt, where a flipping assembly flips the products before they enter a second conveyor belt. Visual inspection units are installed on both the first and second conveyor belts to detect different surfaces of the products. A product placement assembly is also included, allowing each step of the mechanical gripper's operation to be clearly and dynamically displayed. The product processing unit can also clearly see the entire processing process, greatly enriching the training course, realizing the designability of robot training, and achieving a synergistic effect between the various steps. Most importantly, this design can inspire students' independent design ideas.

[0003] While the aforementioned teaching platforms offer rich functionality, they still have certain shortcomings. Due to their limitations, they cannot adequately support advanced teaching from basic programming to system integration, necessitating the use of multiple platforms with varying performance levels. Therefore, we propose a modular, multi-functional robot workstation teaching platform to address these issues. Summary of the Invention

[0004] The present invention aims to overcome the shortcomings of the prior art and provide a modular multifunctional robot workstation teaching platform to solve the current market problems mentioned in the background art.

[0005] The technical problem solved by this invention is achieved through the following technical solution: A modular multifunctional robot workstation teaching platform includes a support base, modular functional unit groups, a main control system, and a teaching interaction terminal. The support base has an integrated wiring channel and a standardized interface matrix inside, and a T-shaped guide rail on the top for positioning the modular functional units. The modular functional unit groups are detachably connected to the support base through the standardized interface matrix and achieve precise positioning through the T-shaped guide rail. Each modular functional unit group includes at least an industrial robot module, a material handling module, and a task execution module. The main control system is electrically connected to both the modular functional unit groups and the teaching interaction terminal. The teaching interaction terminal is equipped with a teaching software system. The teaching platform is equipped with… The teaching software system includes a virtual simulation module for constructing a virtual scene corresponding to the physical workstation at a 1:1 scale. It supports offline programming and motion simulation of the industrial robot module, and the generated virtual programming code can be directly downloaded to the main control system for execution. The main control system has a built-in motion control module, data acquisition module, and teaching process management module for receiving and executing the virtual programming code, coordinating and controlling the actions of the industrial robot module, material handling module, and task execution module to complete preset teaching tasks. The teaching software system also includes an operation recording module and an assessment module for recording key parameters during the operation process and generating a quantitative assessment report based on preset weights.

[0006] Preferably, the main control system also has a built-in safety protection module. The safety protection module is electrically connected to the emergency stop button, safety light curtain and overload protector of the modular functional unit group on the edge of the support base, and is configured to: trigger the emergency stop of the industrial robot module and the shutdown of the material transfer module within ≤10ms when a safety hazard is detected; wherein, the assessment module can record the triggering events of the safety protection module and incorporate them into the safety operation specification compliance assessment.

[0007] By incorporating a built-in safety protection module into the main control system and linking it with emergency stop buttons, safety light curtains, and overload protectors, and achieving a rapid emergency stop response of ≤10ms, the system can minimize safety risks such as equipment collisions and accidental touches during practical operations. This avoids teaching interruptions or equipment damage caused by safety hazards, ensuring a safe and controllable teaching process. Furthermore, by including the triggering events of the safety protection module in the safety operation specification compliance assessment, the system breaks through the limitation of the existing teaching platform's disconnect between safety protection and assessment. This guides students to pay attention to safety operation details during training, cultivates safety operation awareness that meets the requirements of industrial scenarios, and integrates safety training throughout the entire teaching process, thereby improving the standardization and practicality of teaching.

[0008] Furthermore, the industrial robot module includes a six-degree-of-freedom robot body, an end effector quick-change device, and a drive controller. The end effector quick-change device has a built-in signal feedback unit, which can detect the connection status of the end effector in real time and transmit the data to the main control system.

[0009] The six-DOF robot can cover the multi-pose and multi-directional operation requirements in industrial scenarios, meeting students' training needs for flexible robot movement; the end effector quick-change device supports rapid switching between different tools, allowing for tool replacement without disassembling the entire module, greatly expanding the types of operations a single robot can perform; and the signal feedback unit detects the end effector connection status in real time and transmits data, avoiding operational errors caused by improper tool installation, protecting hardware equipment, and allowing students to intuitively understand the industrial logic of equipment status monitoring, thus enhancing the practical depth of advanced teaching.

[0010] Furthermore, the material transfer module includes a belt conveyor, a blocking and positioning mechanism, and a material identification sensor. The material identification sensor is a visual recognition module capable of recognizing at least three different shapes of teaching materials. The motion control module of the main control system adopts a PLC controller and motion control card collaborative control architecture, which can realize the motion coordination between the industrial robot module and the material transfer module.

[0011] The material recognition sensor can identify ≥3 different shapes of teaching materials, breaking through the limitations of existing platforms in single material sorting. It can carry out advanced training such as complex material classification and positioning grasping, which is in line with the actual scenario of handling multiple types of materials in industrial production. The main control system adopts a collaborative architecture of PLC controller and motion control card, which can realize precise synchronization of the actions of industrial robot module and material conveying module. For example, when the belt conveyor delivers the material to the designated position, the robot synchronously completes the grasping action, solving the problem of uncoordinated actions of various modules and low integration training difficulty in existing platforms. It helps students master the core ability of multi-device collaborative control and provides hardware support for system integration teaching.

[0012] Furthermore, the repeatability of the six-degree-of-freedom robot body is ≤ ±0.02 mm; the transmission speed of the belt conveyor can be steplessly adjusted from 0.1 to 1 m / s by the main control system; and the positioning accuracy of the blocking positioning mechanism is ≤ ±0.1 mm.

[0013] To make teaching and training more closely aligned with actual industrial standards: the six-degree-of-freedom robot body has a repeatability accuracy of ≤±0.02mm, and the blocking positioning mechanism has a positioning accuracy of ≤±0.1mm, ensuring that students can experience industrial-grade high-precision operation requirements in hands-on practice, avoiding a disconnect between training and reality due to insufficient equipment precision; while the belt conveyor's stepless speed adjustment of 0.1-1m / s can be flexibly adjusted according to the teaching difficulty, covering the full range of training needs from basic operations to complex integration, improving the gradient and adaptability of teaching.

[0014] Furthermore, the operation execution module includes an assembly unit, a sorting unit, and an inspection unit. Each unit is equipped with a standardized mounting base plate, which is positioned by locating pins and T-shaped guide rails on the support base. Students can complete different types of practical training without changing the teaching platform, reducing the investment cost of teaching equipment. The standardized mounting base plate of each unit, together with the locating pins and T-shaped guide rails, enables rapid disassembly and precise positioning of the modules, significantly shortening the module switching time and improving the teaching capacity efficiency of a single platform. At the same time, it allows students to understand the importance of standardized design in industrial equipment integration.

[0015] Preferably, the teaching interactive terminal includes a touch screen with a size of not less than 15.6 inches and a data interface panel, wherein the data interface panel is equipped with at least two USB 3.0 ports, one Ethernet port and one HDMI port.

[0016] The ≥15.6-inch touchscreen display offers clear visuals and convenient operation, allowing students to intuitively view virtual simulation images, program code, and device status data, avoiding operational errors caused by a small screen. The configuration includes two USB 3.0 ports, one Ethernet port, and one HDMI port, supporting external USB flash drives for exporting programs and assessment reports, Ethernet-based multi-platform collaborative teaching, and HDMI projection for group teacher presentations. This overcomes the limitations of existing platforms with insufficient interfaces and inconvenient data transmission, adapting to different teaching scenarios such as group teaching and small-group training, thus enhancing teaching flexibility.

[0017] Moreover, the virtual simulation module is developed using the Unity3D engine.

[0018] Unity3D engine is a mature industrial-grade simulation tool with advantages such as high-precision modeling and smooth motion simulation. It can accurately reproduce the equipment structure and motion logic of the physical workstation (such as the rotation angle of robot joints and the material transport trajectory) in a 1:1 ratio, ensuring that the virtual scene is consistent with the physical platform and avoiding the problem of correct virtual programming but incorrect physical execution due to simulation distortion. At the same time, the engine supports the rendering of complex motion effects, such as material collision feedback and equipment failure simulation, which allows students to more intuitively understand the relationship between program logic and equipment actions, and improve the effectiveness of basic programming and simulation training.

[0019] Furthermore, the drive controller supports switching between pulse control and bus control modes.

[0020] The drive controller supports switching between pulse control and bus control modes to meet the teaching needs of different stages: the pulse control mode is simple to operate and intuitive in principle, making it suitable for basic teaching stages, such as helping students understand the basic logic of controlling robot movement steps with pulse signals, thus lowering the learning threshold for beginners; the bus control mode is the mainstream control method in the industrial field, with advantages such as strong anti-interference ability, high control precision, and the ability to connect multiple devices, making it suitable for advanced teaching stages, such as multi-robot collaborative control and remote monitoring, allowing students to master control technologies that are in line with industrial practice, avoiding the problem that existing platforms only support a single control mode and have great teaching limitations, and improving students' job adaptability.

[0021] Furthermore, the key parameters include operation time, number of programming errors, accuracy of action completion, and compliance with safety operation standards. The quantitative evaluation report is a report with a score of 0-100, and provides error point analysis and improvement suggestions.

[0022] It can comprehensively cover the training process with key parameters such as operation time and number of program errors, ensuring objective evaluation dimensions and avoiding teachers scoring based on experience. The quantitative report from 0 to 100 points intuitively reflects the students' training results, while error point analysis, such as 3 program errors, all of which were errors in the calculation of joint movement angles, and improvement suggestions, such as strengthening the application of trigonometric functions in trajectory planning, can help students accurately identify their own weaknesses. Teachers can also adjust the teaching focus accordingly, forming a closed loop of training, evaluation and improvement, effectively improving teaching quality and students' learning efficiency.

[0023] The beneficial effects of this invention are as follows: 1. The modular multi-functional robot workstation teaching platform of the present invention, in terms of hardware architecture, features a T-shaped guide rail and standardized interface matrix on the support base, enabling rapid disassembly and precise positioning of modular units such as industrial robots, material handling, and task execution. This eliminates the need for multiple teaching devices with different performance levels, allowing for training in various industrial applications such as grasping, handling, assembly, and testing through module combination and switching, significantly reducing the investment cost of teaching equipment. In terms of the teaching process, the virtual simulation module of the interactive teaching terminal constructs a 1:1 physical scene based on the Unity3D engine, supporting offline programming and motion simulation of industrial robots. The generated code can be directly downloaded to the main control system for execution, completely breaking down the barriers between virtual programming, simulation verification, and physical practice, helping students gradually transition from basic programming to multi-module collaborative system integration training. Simultaneously, the main control system integrates motion control, PLC and motion control card collaboration, data acquisition, and teaching process management functions. Combined with the operation recording and quantitative assessment module, it records key parameters such as operation time and number of program errors, generating a 0-100 score report and providing improvement suggestions.

[0024] 2. The modular multifunctional robot workstation teaching platform of the present invention has a virtual simulation module that supports offline programming and motion simulation. Students can repeatedly write, debug and simulate the program without occupying physical equipment, avoiding the training queuing problem caused by insufficient physical platforms, and reducing the wear and tear on the robot body, end effector and other hardware caused by frequent trial and error.

[0025] 3. The modular multifunctional robot workstation teaching platform of the present invention is equipped with a ≥15.6-inch touch screen and multiple data interfaces, including 2 USB 3.0 ports, 1 Ethernet port, and 1 HDMI port. It is easy to operate and supports data export and sharing. The end effector quick-change device of the industrial robot module has a built-in signal feedback unit, which can detect the connection status in real time. The visual recognition sensor of the material transfer module can identify more than 3 kinds of materials. Students can quickly switch training tasks without making significant adjustments to the equipment structure, which significantly improves the teaching capacity and training diversity of a single platform.

[0026] 4. The modular multifunctional robot workstation teaching platform of the present invention has a built-in safety protection module in the main control system, which is linked with the emergency stop button, safety light curtain and overload protector. It can trigger the emergency stop of the equipment within ≤10ms to minimize the risk of practical operation. At the same time, the triggering event of the safety protection module will be included in the assessment and evaluation to guide students to develop standardized operating habits.

[0027] 5. The modular multifunctional robot workstation teaching platform of this invention uses standardized mounting base plates for the assembly, sorting, and testing units of the task execution modules. These base plates, connected to T-shaped guide rails via positioning pins, achieve a positioning accuracy of ≤±0.1mm, ensuring consistency and accuracy of the training scenario even after different students or modules are replaced. The quantitative evaluation report, generated based on preset weights, not only provides scores but also accurately analyzes program errors and deviations in motion accuracy, helping teachers provide targeted guidance and enabling students to clearly identify their weaknesses, thereby improving teaching quality and learning efficiency. Attached Figure Description

[0028] Figure 1 This is a schematic diagram of the overall process of the present invention; Figure 2 This is a flowchart of the core functions of the main control system of the present invention; Figure 3 This is a flowchart illustrating the integrated teaching process of virtual simulation and hands-on practice in this invention. Detailed Implementation

[0029] The present invention will now be described in more detail through specific embodiments. These embodiments are intended to provide a further understanding and explanation of the present invention, and are for descriptive purposes only, and do not constitute any limitation on the scope of protection of the present invention.

[0030] Example 1: A modular multifunctional robot workstation teaching platform includes a support base, modular functional unit groups, a main control system, and a teaching interaction terminal. The support base has an integrated wiring channel and a standardized interface matrix inside, and a T-shaped guide rail on the top for positioning the modular functional units. The modular functional unit groups are detachably connected to the support base via the standardized interface matrix and achieve precise positioning via the T-shaped guide rail. Each modular functional unit group includes at least an industrial robot module, a material handling module, and a work execution module. The main control system is electrically connected to the modular functional unit groups and the teaching interaction terminal. The main control system also has a built-in safety protection module, which is electrically connected to an emergency stop button, a safety light curtain, and an overload protector of the modular functional unit groups on the edge of the support base. This safety protection module is configured to trigger an emergency stop of the industrial robot module and a shutdown of the material handling module within ≤10ms when a safety hazard is detected.

[0031] The assessment module records the trigger events of the safety protection module and incorporates them into the safety operation specification compliance assessment. The industrial robot module includes a six-degree-of-freedom robot body, an end effector quick-change device, and a drive controller. The end effector quick-change device has a built-in signal feedback unit, which can detect the connection status of the end effector in real time and transmit the data to the main control system. The material transfer module includes a belt conveyor, a blocking positioning mechanism, and a material recognition sensor. The material recognition sensor is a vision recognition module capable of recognizing at least three different shapes of teaching materials. The motion control module of the main control system adopts a PLC controller and motion control card collaborative control architecture, which can realize the motion coordination between the industrial robot module and the material transfer module. The repeatability of the six-degree-of-freedom robot body is ≤ ±0.02mm. The transmission speed of the belt conveyor can be steplessly adjusted from 0.1 to 1m / s through the main control system, and the positioning accuracy of the blocking positioning mechanism is ≤ ±0.1mm. The operation execution module includes an assembly operation unit, a sorting operation unit, and an inspection operation unit. Each operation unit is equipped with a standardized mounting base plate, which is positioned by the cooperation of the positioning pin and the T-shaped guide rail of the support base.

[0032] The support base is welded from high-strength aluminum alloy profiles, ensuring both stability and compatibility with teaching environments. The internal integrated wiring channels are divided into power and signal channels with independent pathways for laying AC220V power cables and DC24V equipment power lines; dedicated low-interference signal lines such as Ethernet and RS485 are also provided, with a metal shielding layer inside the channels to prevent power signals from interfering with robot control signals and ensure data transmission stability. A standardized interface matrix is ​​embedded in the top edge of the base. The electrical interfaces include 16 industrial Ethernet interfaces (Profinet protocol), 8 DC24V power interfaces, and 4 emergency stop signal interfaces, all using coded plugs to prevent mis-insertion. The mechanical interfaces are M8-sized positioning screw holes, precisely matching the mounting base of the modular units. The clearance between the guide rail and the slider at the bottom of the modular unit is ≤0.05mm, and with the positioning pins, recalibration is not required after module replacement, significantly reducing the time for switching teaching scenarios (e.g., switching from sorting training to assembly training takes only 8-10 minutes).

[0033] Industrial robot module: Utilizing a lightweight six-DOF body, the end effector quick-change device employs a pneumatic quick-change connector and incorporates two Hall effect sensors as signal feedback units. When the actuator (such as a pneumatic gripper or vacuum suction cup) is properly connected, the sensors output a high-level signal to the main control system. If not connected or loose, an audible and visual alarm is triggered to prevent the equipment from running idle or materials from falling off. The drive controller supports switching between pulse control and bus control. In the basic teaching stage, pulse control is used (controlling the robot's joint step distance by sending pulse signals) to help students understand the basic logic of signals and motion. In the advanced stage, it switches to Profinet bus control to simulate multi-device collaborative scenarios in an industrial environment.

[0034] Material handling module: The transfer speed is controlled by the frequency converter of the main control system. Basic training (such as programming logic verification) uses a low speed of 0.2 m / s, while advanced training (such as multi-module action coordination) uses a high speed of 0.8 m / s, simulating the different cycle times required by an industrial production line. The blocking and positioning mechanism uses an SMC cylinder to drive the blocking block, in conjunction with a diffuse reflection photoelectric sensor. When the material reaches the positioning point, the sensor triggers the cylinder to extend the blocking block, achieving a positioning accuracy of ≤±0.1 mm—, ensuring precise material positioning and consistent robot gripping position. The material recognition sensor uses an industrial camera combined with the OpenCV machine vision algorithm to recognize three typical material shapes: cylindrical, square, and triangular. It transmits the material type and position coordinates to the main control system in real time, providing accurate data support for robot gripping.

[0035] The work execution module includes two sets of precision tooling for training in three-level assembly of shafts, bearings, and bushings. The sorting unit has three material storage boxes with guide funnels at the openings to prevent materials from falling out. The inspection unit is equipped with laser displacement sensors to detect the coaxiality and flatness errors of assembled parts. This facilitates understanding of the core value of standardized design in industrial equipment integration. For example, in training the entire process of material sorting, assembly, and inspection, students first assemble the material transport module and sorting unit, writing programs to achieve shape recognition and classification; then, they add the assembly unit, optimizing the program to achieve seamless grasping and assembly; finally, they add the inspection unit to complete the assembly quality inspection and defective product rejection closed loop, covering core industrial processes without changing the teaching platform.

[0036] III. Practical Guarantee Role of Safety Protection Module The main control system's safety protection module employs a dual redundancy design, with a Siemens S7-1200 PLC as the core control chip. It communicates in real-time with three emergency stop buttons on the edge of the support base, two sets of safety light curtains, and overload protectors for each module. When a safety hazard is detected, such as a student's hand entering the light curtain detection area or the robot motor current exceeding the overload threshold, the safety protection module triggers an emergency stop on the industrial robot module within ≤8ms, cutting off the servo motor power, locking the joints with the brakes, and stopping the material handling module. Simultaneously, an alarm pop-up appears on the teaching interactive terminal. Furthermore, the assessment module automatically records the safety protection module's trigger events and incorporates them into the safety operation compliance assessment with a 20% weighting. For example, if a student starts the equipment without confirming the light curtain's status, causing it to trigger, 30% of the score for this item will be deducted. This guides students to develop the industrial operation habit of checking the safety status before starting the equipment, aligning with the company's requirements for employee safety awareness.

[0037] Example 2: A modular, multi-functional robot workstation teaching platform includes a teaching software system on its interactive teaching terminal. The teaching platform is configured such that the software system includes a virtual simulation module for constructing a virtual scene corresponding to the physical workstation at a 1:1 scale, supporting offline programming and motion simulation of the industrial robot module, and the generated virtual programming code can be directly downloaded to the main control system for execution. The main control system has a built-in motion control module, data acquisition module, and teaching process management module, used to receive and execute the virtual programming code, and coordinate the actions of the industrial robot module, material handling module, and task execution module to complete the preset teaching tasks. The teaching software system also includes an operation log... The system includes a recording module and an assessment module, which record key parameters during operation and generate a quantitative assessment report based on preset weights. The interactive teaching terminal includes a touch screen with a size of no less than 15.6 inches and a data interface panel, which is equipped with at least two USB 3.0 ports, one Ethernet port, and one HDMI port. The virtual simulation module is developed using the Unity3D engine. The drive controller supports switching between pulse control and bus control modes. Key parameters include operation time, number of programming errors, accuracy of action completion, and compliance with safety operation procedures. The quantitative assessment report is a 0-100 score report, which provides error point analysis and improvement suggestions.

[0038] The interactive teaching terminal features an integrated design, with a 15.6-inch IPS touchscreen display. Students can drag and drop to adjust the joint angles of the virtual robot and the speed slider of the material transport line, intuitively experiencing the impact of parameter changes on the device's movement. The data interface panel is integrated on the side of the terminal, including two USB 3.0 ports, one Ethernet port, one HDMI port, and an additional RS232 port. In actual teaching, the USB 3.0 ports can be used to insert USB flash drives or connect a mouse and keyboard; the Ethernet port supports access to the campus LAN, allowing teachers to monitor the real-time operation of multiple platforms through the teaching management backend and remotely push teaching tasks, such as writing programs to enable the robot to grasp and assemble triangular materials; the HDMI port can be connected to a classroom projector, allowing teachers to demonstrate virtual simulation steps. When operating a material transport line model created using a Unity3D scene, all students can clearly see the operational details, improving collective teaching efficiency.

[0039] Virtual Simulation Module (based on Unity3D engine): The module uses 1:1 physical modeling technology, strictly replicating the size, material, and motion parameters of the hardware during modeling. For example, the T-shaped guide rails of the support base, the six joints of the industrial robot, and the belt texture of the material conveyor are all consistent with the real objects. The robot joint movement speed and load capacity are perfectly matched with the physical body, ensuring that the simulation results are consistent with the actual operation. The module has two built-in programming modes: basic and advanced. The basic mode provides a graphical programming interface, where students can combine programs by dragging joint movement, grasping materials, waiting for signals, and other instruction blocks. No coding syntax is required, making it suitable for beginners. The advanced mode supports G-code and robot-specific language programming, allowing students to write complex programs such as circular interpolation force control assembly. During the simulation, key data is displayed in real time: the angles of each robot joint, the position coordinates of the end effector, and the speed of the material conveyor. If there is a logical error in the program, the module will pop up a red alarm box, indicating the collision location: X=500mm, Y=300mm, the error reason: failure to avoid the safety light curtain detection area, and providing modification suggestions, such as adjusting the joint angle 2 to -15° to avoid the light curtain. The generated virtual programming code can be directly downloaded to the main control system via Ethernet without the need for format conversion. For example, RAPID code that students have debugged in the simulation can be transferred to the robot drive controller within 10 seconds after clicking the download button, avoiding syntax errors caused by code conversion and greatly improving the efficiency of connecting simulation and hands-on operation.

[0040] The operation recording module and the assessment module record the entire training process of students: operation time from opening the teaching software, clicking "start task," to completing all actions; timing is accurate to 1 second; the number of programming errors includes syntax errors and logical errors, with each type of error counted separately; the accuracy of action completion is calculated by comparing the actual action parameters of the virtual / physical devices with the target parameters; the compliance with safety operating procedures is recorded, including whether the equipment was started in sequence and whether the safety protection module was triggered. The assessment module generates a quantitative report of 0-100 points based on preset weights (operation time 20%, number of program errors 30%, action completion accuracy 30%, and safety compliance 20%). The report includes three parts: detailed score, error point analysis, and improvement suggestions.

[0041] The main control system integrates a motion control card, a data acquisition card, and a teaching process management module, forming an integrated architecture for logic control, motion drive, data processing, and task management. The motion control module adopts a PLC + motion control card collaborative mode: the PLC handles logic signals, and the motion control card generates the robot's motion trajectory. The two are synchronized through Profinet communication. For example, when a photoelectric sensor on a material conveyor detects material arrival, the PLC immediately sends a gripping permission command to the motion control card, which drives the robot to grip along a preset trajectory, avoiding material deviation due to motion delay. The teaching process management module supports teachers in pre-setting tiered teaching tasks: basic, intermediate, and advanced tasks. Students log into the system and receive tasks according to their permissions. Only after completing the previous stage and achieving a score ≥80 can they unlock the next stage, ensuring a gradual learning process. The data acquisition module collects operational data from each module in real time. If the data exceeds the normal range, it immediately sends a signal to the safety protection module, triggering equipment protection. Simultaneously, it uploads the abnormal data to the teaching interactive terminal, helping students understand the basic logic of equipment fault diagnosis.

[0042] Although the embodiments and drawings of the present invention have been disclosed for illustrative purposes, those skilled in the art will understand that various substitutions, variations and modifications are possible without departing from the spirit and scope of the invention and the appended claims. Therefore, the scope of the invention is not limited to the contents disclosed in the embodiments and drawings.

Claims

1. A modular multifunctional robot workstation teaching platform, comprising a support base, modular functional unit groups, a main control system, and a teaching interaction terminal; characterized in that: The bearing base is equipped with an integrated wiring channel and a standardized interface matrix inside, and a T-shaped guide rail for positioning modular functional units is provided on the top. The modular functional unit group is detachably connected to the support base through the standardized interface matrix and is precisely positioned through the T-shaped guide rail; the modular functional unit group includes at least an industrial robot module, a material transfer module, and a work execution module. The main control system is electrically connected to the modular functional unit group and the teaching interactive terminal, respectively. The interactive teaching terminal is equipped with a teaching software system; The teaching platform is configured such that the teaching software system includes a virtual simulation module, which is used to construct a virtual scene corresponding to the physical workstation at a 1:1 scale, and supports offline programming and motion simulation of the industrial robot module. The generated virtual programming code can be directly downloaded to the main control system for execution. The main control system has a built-in motion control module, data acquisition module and teaching process management module, which are used to receive and execute the virtual programming code, coordinate and control the actions of the industrial robot module, material transfer module and work execution module to complete the preset teaching tasks. The teaching software system also includes an operation recording module and an assessment module, which are used to record key parameters during the operation process and generate a quantitative assessment report based on preset weights.

2. The modular multifunctional robot workstation teaching platform according to claim 1, characterized in that, The main control system also has a built-in safety protection module. The safety protection module is electrically connected to the emergency stop button, safety light curtain and overload protector of the modular functional unit group on the edge of the support base, and is configured to trigger the emergency stop of the industrial robot module and the shutdown of the material transfer module within ≤10ms when a safety hazard is detected. The assessment module can record the triggering events of the safety protection module and incorporate them into the safety operation specification compliance assessment.

3. The modular multifunctional robot workstation teaching platform according to claim 1, characterized in that, The industrial robot module includes a six-degree-of-freedom robot body, an end effector quick-change device, and a drive controller. The end effector quick-change device has a built-in signal feedback unit, which can detect the connection status of the end effector in real time and transmit the data to the main control system.

4. The modular multifunctional robot workstation teaching platform according to claim 3, characterized in that, The material conveying module includes a belt conveyor, a blocking and positioning mechanism, and a material identification sensor. The material identification sensor is a visual recognition module capable of recognizing at least three different shapes of teaching materials. The motion control module of the main control system adopts a PLC controller and motion control card collaborative control architecture, which can realize the motion coordination between the industrial robot module and the material conveying module.

5. The modular multifunctional robot workstation teaching platform according to claim 4, characterized in that, The repeatability of the six-degree-of-freedom robot body is ≤ ±0.02 mm; the transmission speed of the belt conveyor can be steplessly adjusted from 0.1 to 1 m / s by the main control system; and the positioning accuracy of the blocking positioning mechanism is ≤ ±0.1 mm.

6. The modular multifunctional robot workstation teaching platform according to claim 1, characterized in that, The operation execution module includes an assembly operation unit, a sorting operation unit, and an inspection operation unit. Each operation unit is equipped with a standardized mounting base plate, which is positioned by cooperating with the T-shaped guide rail of the support base through positioning pins.

7. The modular multifunctional robot workstation teaching platform according to claim 1, characterized in that, The interactive teaching terminal includes a touch screen with a size of not less than 15.6 inches and a data interface panel. The data interface panel is equipped with at least two USB 3.0 ports, one Ethernet port and one HDMI port.

8. The modular multifunctional robot workstation teaching platform according to claim 1, characterized in that, The virtual simulation module is developed using the Unity3D engine.

9. The modular multifunctional robot workstation teaching platform according to claim 3, characterized in that, The drive controller supports switching between pulse control and bus control modes.

10. The modular multifunctional robot workstation teaching platform according to claim 1, characterized in that, The key parameters include operation time, number of programming errors, accuracy of action completion, and compliance with safety operation standards. The quantitative evaluation report is a report with a score of 0-100, and provides error point analysis and improvement suggestions.

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