Sheet metal stamping teaching workstation

Abstract

The embodiment of the application provides a sheet metal stamping teaching workstation, which comprises a feeding robot, a simulation stamping workbench and a discharging robot arranged in sequence along a processing procedure direction; the simulation stamping workbench comprises a simulation stamping platform and a simulation stamping die, the simulation stamping die is arranged above the simulation stamping platform and is configured to move close to or away from the simulation stamping platform along a vertical direction, and the simulation stamping platform is used for placing a simulation workpiece; the feeding robot is arranged at the head end of the processing procedure direction and is used for conveying the simulation workpiece to the simulation stamping platform, and the discharging robot is arranged at the tail end of the processing procedure direction and is used for taking out the simulation workpiece on the simulation stamping platform. The sheet metal stamping teaching workstation can show the simulation stamping procedure to students, help the students master the sheet metal stamping process knowledge and operation skills, improve the teaching quality, and reduce the safety risk in the teaching process in a simulation mode, thereby guaranteeing the personal safety of the students.

Description

Technical Field

[0001] This application belongs to the field of production process teaching technology, specifically relating to a sheet metal stamping teaching workstation. Background Technology

[0002] Sheet metal stamping is a key process in manufacturing, and the training of professionals in this field relies on effective teaching. Current teaching methods have the following shortcomings: First, when using real industrial stamping equipment for practical training, careless operation by students can easily lead to serious personal injury accidents, directly threatening safety and forcing educational institutions to incur high protective costs and restrict high-risk training. Second, relying solely on purely theoretical teaching methods such as static drawings, models, or video explanations prevents students from visually observing the overall process of sheet metal stamping, making it difficult for them to truly understand the process principles. Summary of the Invention

[0003] This application aims to provide a sheet metal stamping teaching workstation, which at least solves one of the problems of significant safety hazards and poor teaching effectiveness in existing sheet metal stamping teaching.

[0004] To solve the above-mentioned technical problems, this application is implemented as follows: In a first aspect, embodiments of this application propose a sheet metal stamping teaching workstation, which includes a loading robot, a simulated stamping worktable, and an unloading robot arranged sequentially along the processing direction. The simulated stamping worktable includes a simulated stamping platform and a simulated stamping die. The simulated stamping die is disposed above the simulated stamping platform and configured to move closer to or further away from the simulated stamping platform in a vertical direction. The simulated stamping platform is used to place simulated workpieces. The loading robot is disposed at the beginning of the processing direction and is used to transfer the simulated workpieces to the simulated stamping platform. The unloading robot is disposed at the end of the processing direction and is used to remove the simulated workpieces from the simulated stamping platform.

[0005] Optionally, the sheet metal stamping teaching workstation also includes a conveyor belt, the conveyor belt being in the opposite direction to the processing procedure and used to transfer the simulated workpiece from the unloading robot to the loading robot.

[0006] Optionally, at least two simulated stamping worktables are provided, and a transfer robot is provided between two adjacent simulated stamping worktables. The transfer robot is used to transport the simulated workpiece from one of the simulated stamping platforms to the simulated stamping platform of the other adjacent simulated stamping worktable.

[0007] Optionally, the above-mentioned loading robot, unloading robot and transfer robot all include a robotic arm, and the output end of the robotic arm is provided with a clamping assembly, which is used to clamp the above-mentioned simulated workpiece.

[0008] Optionally, the aforementioned transfer robot further includes an additional axis group, which is disposed at the output end of the aforementioned robotic arm, and the aforementioned gripper assembly is disposed on the aforementioned additional axis group; wherein, the aforementioned additional axis group has at least one degree of freedom of movement along the aforementioned processing direction.

[0009] Optionally, the fixture assembly includes a fixture base and a suction cup assembly disposed on the fixture base, the suction cup assembly being used to adsorb the simulated workpiece.

[0010] Optionally, the suction cup assembly described above includes several negative pressure suction cups.

[0011] Optionally, the aforementioned negative pressure suction cup is equipped with a vacuum sensor.

[0012] Optionally, the simulated stamping platform is provided with a number of positioning posts, and the simulated stamping die is provided with positioning grooves that cooperate with the positioning posts.

[0013] Optionally, a plurality of positioning cylinders are provided on the outer periphery of the aforementioned simulated stamping platform, and the output end of the positioning cylinders is configured to abut against the aforementioned simulated workpiece placed on the aforementioned simulated stamping platform.

[0014] Optionally, the sheet metal stamping teaching workstation also includes a fence, which encloses a workspace where the loading robot, the simulated stamping workbench, and the unloading robot are all located.

[0015] Optionally, the aforementioned fence is equipped with a gate for people or materials to enter or exit, and the gate is equipped with a safety light curtain.

[0016] Optionally, the aforementioned safety light curtain is connected to at least one of a warning light and an alarm bell.

[0017] Optionally, the aforementioned simulated stamping worktable is also equipped with an emergency stop switch.

[0018] In the embodiments of this application, the sheet metal stamping teaching workstation consists of a loading robot, a simulated stamping worktable, and an unloading robot arranged sequentially along the processing direction. The loading robot is located at the beginning of the processing direction, and the unloading robot is located at the end. The loading robot picks up the simulated workpiece and places it on the simulated stamping platform of the simulated stamping worktable, completing the loading process. Subsequently, the simulated stamping die moves vertically towards the simulated stamping platform, completing one simulated stamping action and the simulated stamping process. Then, the unloading robot removes the simulated workpiece from the simulated stamping platform, completing the unloading process. At this point, the complete simulated stamping process is finished. This sheet metal stamping teaching workstation automatically loads and unloads simulated workpieces and simulates the stamping of simulated workpieces through the loading robot, simulated stamping worktable, and unloading robot. It can demonstrate the complete simulated stamping process to students, helping them better master sheet metal stamping technology knowledge and operating skills, improving teaching quality and efficiency. At the same time, by demonstrating the sheet metal stamping process through simulation rather than actual stamping equipment, the safety risks in the teaching process are greatly reduced, ensuring the personal safety of students.

[0019] Additional aspects and advantages of this application will be set forth in part in the description which follows, and in part will be obvious from the description, or may be learned by practice of this application. Attached Figure Description

[0020] The above and / or additional aspects and advantages of this application will become apparent and readily understood from the description of the embodiments taken in conjunction with the following drawings, in which: Figure 1 This is an isometric view of the sheet metal stamping teaching workstation according to an embodiment of this application; Figure 2 This is a partial enlarged view of the simulated stamping worktable located at the simulated stamping platform according to an embodiment of this application; Figure 3 yes Figure 1 A magnified view of a section at point A in the middle; Figure 4 yes Figure 1 A magnified view of a section at point B.

[0021] Figure label: 1. Simulated workpiece; 10. Loading robot; 11. Robotic arm; 12. Fixture assembly; 121. Fixture base; 122. Negative pressure suction cup; 20. Simulated stamping workbench; 21. Simulated stamping platform; 211. Positioning column; 212. Positioning cylinder; 22. Simulated stamping die; 221. Positioning groove; 23. Protective cover; 30. Unloading robot; 40. Transfer robot; 41. Additional shaft assembly; 50. Fence; 51. Door; 60. Conveyor belt. Detailed Implementation

[0022] The embodiments of this application will now be described in detail. Examples of these embodiments are illustrated in the accompanying drawings, wherein the same or similar reference numerals denote the same or similar elements or elements having the same or similar functions throughout. The embodiments described below with reference to the accompanying drawings are exemplary and are only used to explain this application, and should not be construed as limiting this application. All other embodiments obtained by those skilled in the art based on the embodiments of this application without inventive effort are within the scope of protection of this application.

[0023] The terms "first" and "second" in the specification and claims of this application may explicitly or implicitly include one or more of the features. In the description of this application, unless otherwise stated, "multiple" means two or more. Furthermore, "and / or" in the specification and claims indicates at least one of the connected objects, and the character " / " generally indicates that the preceding and following objects are in an "or" relationship.

[0024] In the description of this application, it should be understood that the terms "center", "longitudinal", "lateral", "length", "width", "thickness", "upper", "lower", "front", "rear", "left", "right", "vertical", "horizontal", "top", "bottom", "inner", "outer", "clockwise", "counterclockwise", "axial", "radial", "circumferential", etc., indicating the orientation or positional relationship based on the orientation or positional relationship shown in the accompanying drawings, are only for the convenience of describing this application and simplifying the description, and do not indicate or imply that the device or element referred to must have a specific orientation, or be constructed and operated in a specific orientation, and therefore should not be construed as a limitation of this application.

[0025] In the description of this application, it should be noted that, unless otherwise expressly specified and limited, the terms "installation," "connection," and "linking" should be interpreted broadly. For example, they can refer to a fixed connection, a detachable connection, or an integral connection; they can refer to a mechanical connection or an electrical connection; they can refer to a direct connection or an indirect connection through an intermediate medium; and they can refer to the internal connection between two components. Those skilled in the art can understand the specific meaning of the above terms in this application based on the specific circumstances.

[0026] like Figure 1 and Figure 2As shown in the embodiment of this application, a sheet metal stamping teaching workstation is proposed. The sheet metal stamping teaching workstation includes a loading robot 10, a simulated stamping workbench 20, and an unloading robot 30 arranged sequentially along the processing direction. The simulated stamping workbench 20 includes a simulated stamping platform 21 and a simulated stamping die 22. The simulated stamping die 22 is disposed above the simulated stamping platform 21 and configured to be close to or away from the simulated stamping platform 21 in the vertical direction. The simulated stamping platform 21 is used to place a simulated workpiece 1. The loading robot 10 is disposed at the beginning of the processing direction and is used to transfer the simulated workpiece 1 to the simulated stamping platform 21. The unloading robot 30 is disposed at the end of the processing direction and is used to remove the simulated workpiece 1 from the simulated stamping platform 21.

[0027] The sheet metal stamping teaching workstation in this embodiment consists of a loading robot 10, a simulated stamping workbench 20, and an unloading robot 30 arranged sequentially along the processing direction. The loading robot 10 is located at the beginning of the processing direction, and the unloading robot 30 is located at the end of the processing direction. The loading robot 10 picks up the simulated workpiece 1 and places it on the simulated stamping platform 21 of the simulated stamping workbench 20 to complete the loading process. Then, the simulated stamping die 22 moves vertically towards the simulated stamping platform 21 to complete one simulated stamping action and the simulated stamping process. Afterward, the unloading robot 30 removes the simulated workpiece 1 from the simulated stamping platform 21 to complete the unloading process. At this point, the complete simulated stamping process is completed. This sheet metal stamping teaching workstation uses a loading robot 10, a simulated stamping workbench 20, and an unloading robot 30 to automatically load and unload the simulated workpiece 1 and simulate the stamping of the simulated workpiece 1. It can demonstrate the complete simulated stamping process to students, helping them to better master sheet metal stamping technology knowledge and operating skills, and improve teaching quality and efficiency. At the same time, by demonstrating the sheet metal stamping process through simulation rather than actual stamping equipment, the safety risks in the teaching process are greatly reduced, ensuring the personal safety of students.

[0028] It should be noted that the simulated stamping workbench 20 in this embodiment only completes the stamping action, that is, the simulated stamping die 22 moves close to the simulated stamping platform 21, without performing the actual stamping process. The simulated workpiece 1 is never subjected to force, so the simulated stamping workbench 20 does not need to have a huge impact capability. It can not only show students the complete simulated stamping process, but also reduce the safety risks in the teaching process. At the same time, it does not require huge energy consumption to maintain the operation of the stamping equipment, which can reduce the cost in the teaching process.

[0029] Please continue to refer to this. Figure 1The aforementioned sheet metal stamping teaching workstation also includes a conveyor belt 60. The conveyor belt 60's transport direction is opposite to the processing direction and is used to transport the simulated workpiece 1 from the unloading robot 30 to the loading robot 10. In this embodiment, after the simulated workpiece 1 completes one simulated stamping action in the simulated stamping worktable 20, the unloading robot 30 removes the simulated workpiece 1 and places it on the conveyor belt 60. The conveyor belt 60 then transports the simulated workpiece 1 back to the loading robot 10. Therefore, the transport direction of the conveyor belt 60 needs to be opposite to the processing direction. Subsequently, the loading robot 10 removes the simulated workpiece 1 and completes another simulated stamping process. The conveyor belt 60 improves the transport efficiency of the simulated workpiece 1 and enables its return and recycling, allowing the simulated stamping process in sheet metal stamping teaching to be repeated cyclically. This reduces the material cost of the simulated workpiece 1 and also improves teaching efficiency and effectiveness.

[0030] Furthermore, at least two simulated stamping worktables 20 are provided, and a transfer robot 40 is provided between two adjacent simulated stamping worktables 20. The transfer robot 40 is used to transport the simulated workpiece 1 from one of the simulated stamping platforms 21 to the simulated stamping platform 21 of the adjacent simulated stamping worktable 20. In this embodiment, multiple simulated stamping worktables 20 are provided to simulate and demonstrate different stamping processes and stamping procedures. For example, different workpieces require different stamping processes, such as stamping separation processes (blanking, punching) and stamping forming processes. Stamping forming processes include bending, stretching, drawing, expanding, flanging, and necking. Different parts require multiple stamping processes to be completed sequentially. That is, multiple simulated stamping worktables 20 are needed to demonstrate the corresponding simulated stamping processes, so that trainees can become familiar with and understand the complete stamping process of the parts.

[0031] The main function of the transfer robot 40 is to transport the simulated workpiece 1 between two adjacent simulated stamping worktables 20. This automated transport method improves the efficiency of workpiece 1 transport. The transfer robot 40 can accurately and stably transfer the simulated workpiece 1 between adjacent simulated stamping worktables 20, achieving seamless connection between multiple processes without human intervention. On the one hand, automated transport significantly improves transport efficiency, ensuring a continuous and smooth teaching process. Students can intuitively observe the complete process of the transfer robot 40 quickly delivering the workpiece to the next process after the completion of one stamping process, deepening their understanding of the collaborative logic of multiple stamping processes. On the other hand, the precise positioning capability of the transfer robot 40 ensures the accurate placement of the simulated workpiece 1 in the next process, avoiding the impact of human error on the demonstration effect and allowing students to see a more standardized and realistic stamping process operation.

[0032] Furthermore, automated transport eliminates the safety risks of manual access to hazardous areas, reduces collision damage to the simulated workpiece 1 during transport, extends its service life, and lowers material costs in teaching. In summary, the automated transport provided by the transport robot 40 not only solves the efficiency and safety issues of traditional transport but also enhances teaching effectiveness through improved process coherence and demonstration standardization, helping trainees gain a deeper understanding of the core operational logic of automated sheet metal stamping production lines.

[0033] Continue to refer to Figure 1 The aforementioned sheet metal stamping teaching workstation also includes a fence 50, which encloses a workspace where the loading robot 10, the simulated stamping workbench 20, and the unloading robot 30 are all located. The fence 50 prevents unauthorized personnel from entering during equipment operation, avoiding accidental injuries to the loading robot 10, the simulated stamping workbench 20, and the unloading robot 30, thus ensuring teaching safety. Furthermore, centralized equipment arrangement facilitates cable management and reduces maintenance difficulty; it also allows trainees to intuitively understand the standard layout of industrial automation workstations and comprehend equipment integration principles.

[0034] In industrial sheet metal stamping scenarios, the movement of the robotic arm 11 and the stamping action of automated equipment pose potential dangers. In teaching scenarios, students lack operational experience and safety awareness needs to be cultivated. The physical isolation function of the fence 50 becomes the basic line of defense to ensure teaching safety. By incorporating core equipment such as the loading robot 10 and the simulated stamping workbench 20 into a closed space, the unauthorized entry path of students during equipment operation is directly blocked, allowing students to intuitively perceive the necessity of industrial safety isolation and establish a standardized awareness of "no unauthorized entry into dangerous areas" from the initial stage of operation.

[0035] The fence 50 can be equipped with a transparent observation window (such as an acrylic panel). The transparent observation window resolves the conflict between safety isolation and intuitive teaching: if the fence 50 is completely closed and opaque, students cannot clearly observe the details of core processes such as the robotic arm 11 gripping the workpiece, positioning the mold, and stamping, which will greatly reduce the teaching effect; while the transparent observation window maintains the safety of physical isolation and ensures that students can observe the internal operation process of the workstation from multiple angles, ensuring the intuitiveness and continuity of the teaching process.

[0036] In addition, the fence 50 can display precautions and instructions, labeling equipment names and key operating points to help trainees quickly familiarize themselves with the specific components of the sheet metal stamping workstation. For example, it can label the gripping area of ​​the clamping component 12 of the loading robot 10 and the position of the positioning column 211 of the simulated stamping platform 21. Trainees can refer to these details at any time while observing the equipment without needing to consult additional materials, thus deepening their understanding of the workstation structure and reinforcing their memory of operating procedures. The fence 50 provides a solid safety barrier through physical isolation, ensures intuitive teaching through transparent observation windows, and assists in knowledge absorption through posted instructions. These three elements work together to simultaneously improve both safety and teaching effectiveness.

[0037] In this embodiment, the aforementioned fence 50 is equipped with a door 51 for personnel or materials to enter and exit, and the door 51 is equipped with a safety light curtain (not shown in the figure). After the fence 50 encloses the closed space, personnel need to enter to perform equipment maintenance, such as replacing the simulated stamping die 22, cleaning the workbench, or replenishing the simulated workpiece 1. Traditional designs without a door 51 require the removal of part of the fence 50, which is not only inefficient but also easily damages the protective structure. However, the setting of the door 51 in the fence 50 provides a convenient access channel, and maintenance and material replenishment can be completed without dismantling the fence 50, which greatly improves the operation and maintenance efficiency in the teaching process.

[0038] Simultaneously, when someone approaches or enters, the safety light curtain triggers the equipment to stop, offering a faster response and wider range compared to mechanical interlocks, effectively preventing danger. The safety light curtain is installed at the door frame 51 and can detect people or objects in the door 51 area in real time. Once someone approaches or enters, it immediately triggers the equipment to stop, with a response speed far faster than mechanical interlocks. Furthermore, the detection range covers the entire width and height of door 51, with no blind spots. In teaching scenarios, students may try to approach the operating equipment out of curiosity; the rapid response of the safety light curtain effectively prevents accidents, and its automatic shutdown function eliminates the need for manual operation, saving emergency response time. In addition, the safety light curtain provides a vivid and standardized demonstration for teaching. Teachers can guide students to observe the process of the safety light curtain triggering to stop when someone approaches, allowing students to intuitively understand the operating procedures of prohibiting entry into the workspace while the equipment is running, and cultivating the good habit of confirming that the equipment is stopped and the light curtain is not alarming before entering.

[0039] Optionally, the aforementioned safety light curtain is connected to at least one of a warning light and an alarm bell (not shown in the figure). This design achieves a multi-dimensional upgrade in safety protection. First, the protection method that relies solely on the safety light curtain to trigger a shutdown has limitations. In teaching scenarios, trainees often focus on observing the operational details of the simulated stamping equipment or the movement trajectory of the robotic arm 11, and may not notice the shutdown status of the equipment in time, or be unable to quickly locate the source of danger, resulting in potential risks not being effectively avoided. The combination of warning lights and alarm bells complements each other through a dual warning mechanism of vision and hearing. The flashing of the warning lights allows trainees at different perspectives to intuitively capture the danger signal, and even if the trainees have their backs to the equipment, they can perceive the abnormality through the sounding of the alarm bell. Compared with a single shutdown action, this is more proactive, ensuring that trainees react immediately when danger occurs and preventing the danger from escalating.

[0040] Secondly, warning lights and alarms can be associated with different warning levels. For example, warning lights can be set to a multi-color mode, with different colors corresponding to different levels of danger (such as yellow for approach warning and red for emergency shutdown). Alarms can use various sound effects to distinguish the intensity of the warning (such as intermittent ringing for warning prompts and continuous ringing for emergency states). This allows trainees and managers to quickly assess the degree of danger and take targeted measures. When an approach warning is issued, trainees can proactively evacuate the danger zone, and in an emergency state, a shutdown will be triggered, which reduces unnecessary interruptions to the teaching process and ensures safety.

[0041] Furthermore, the design of remotely connecting warning lights and alarm bells to the control room or monitoring room is suitable for the centralized management needs of multiple workstations in teaching scenarios: managers do not need to be on duty at each workstation, and can quickly locate the location of potential hazards and intervene in a timely manner through remotely received warning signals, greatly improving management efficiency; at the same time, the recording of warning events can also be used for subsequent teaching review, helping trainees understand which operational behaviors will trigger safety warnings, deepening their understanding of industrial safety regulations, and achieving a dual improvement in safety protection and teaching effectiveness.

[0042] Specifically, the simulated stamping worktable 20 is also equipped with an emergency stop switch (not shown in the figure). During the teaching process, due to insufficient operating experience, trainees may accidentally press equipment buttons, experience workpiece placement errors leading to jamming, or misjudge the movement trajectory of the robotic arm 11, among other unexpected situations. If the brakes are not applied in time, it can easily cause equipment damage or personal injury. This immediate braking capability is well-suited to the characteristics of trainees' insufficient operating skills in the teaching scenario, significantly reducing the risk of misoperation, making trainees feel safer during practical operation, and encouraging them to try different operating steps, thereby enhancing the practical depth of the teaching.

[0043] Meanwhile, the emergency stop switch can also serve as an important teaching tool: by demonstrating its usage scenarios and operation methods, trainees can intuitively understand the design principles of emergency braking systems in industrial equipment, recognize the importance of safety redundancy design in automated production, and cultivate the good habit of always paying attention to the location of safety devices when operating equipment, laying a solid safety foundation for their subsequent entry into actual industrial scenarios. Furthermore, the emergency stop switch has a simple and reliable structure, low maintenance costs, and can function stably for a long time, ensuring the continuous safe operation of the teaching process.

[0044] The emergency stop switch effectively solves this problem: it is usually located in a conspicuous and easily accessible position on the workbench (such as the front of the control panel or the outside of the fence 50). Students or teachers can press it directly the moment they discover danger. Compared with stopping the machine through the software interface, the response speed is faster and the power supply of the equipment can be cut off in the shortest time, stopping the operation of the simulated stamping workbench 20 and related equipment (such as the loading robot 10 and the unloading robot 30), thus avoiding secondary danger caused by the continued movement of the linked equipment.

[0045] like Figure 2 As shown, the simulated stamping platform 21 is provided with a plurality of positioning posts 211, and the simulated stamping die 22 is provided with positioning grooves 221 that cooperate with the positioning posts 211. Aligning the positioning grooves 221 of the simulated stamping die 22 with the positioning posts 211 completes the initial positioning of the simulated stamping platform 21. Compared to manual alignment, this significantly shortens the positioning time, adapting to the needs of frequent die changes in teaching to demonstrate different processes and improving efficiency. Simultaneously, the positioning posts 211 ensure the accurate installation position of the simulated stamping die 22, avoiding simulation stamping failure caused by misalignment, allowing trainees to observe precise process demonstrations. Furthermore, trainees can observe the mating process and understand commonly used methods for industrial die positioning, such as the positioning method of the positioning posts 211 and positioning grooves 221 in this embodiment.

[0046] In this embodiment, the layout of the positioning column 211 is adjustable to adapt to different types of simulated stamping dies 22 and simulated workpieces 1, thus expanding the applicability of the sheet metal stamping teaching workstation.

[0047] Optionally, a plurality of positioning cylinders 212 are provided on the outer periphery of the aforementioned simulated stamping platform 21. The output end of the positioning cylinder 212 is configured to abut against the simulated workpiece 1 placed on the simulated stamping platform 21. The positioning cylinder 212 can achieve automated positioning, improving the positioning efficiency and accuracy of the simulated workpiece 1. After the robot places the simulated workpiece 1, the positioning cylinder 212 quickly extends its output end to abut against the simulated workpiece 1, saving time and ensuring consistency compared to manual positioning, thus improving the smoothness of the teaching process.

[0048] In this embodiment, the output end of the positioning cylinder 212 may also be provided with flexible items such as buffer pads to avoid damage to the thin-walled or easily deformable simulated workpiece 1 by the rigid output end, and to protect the integrity of the simulated workpiece 1.

[0049] Specifically, the position and number of positioning cylinders 212 are adjustable to accommodate workpieces of different sizes and shapes, improving the platform's versatility. Positioning cylinders 212 are linked with robots (such as the loading robot 10, automatically positioning itself after placing the simulated workpiece 1 on the simulated stamping platform 21), allowing trainees to intuitively see the complete process of workpiece preparation before stamping and grasp the core points of the process.

[0050] In this embodiment, as Figure 3 and Figure 4 As shown, the loading robot 10, unloading robot 30, and transfer robot 40 all include a robotic arm 11. The output end of the robotic arm 11 is equipped with a clamping assembly 12, which is used to clamp the simulated workpiece 1. The loading robot 10, unloading robot 30, and transfer robot 40 all utilize the robotic arm 11 for transportation. This allows them to overcome the limitations of traditional fixed conveying devices by leveraging the multi-degree-of-freedom motion characteristics of the robotic arm 11. The robotic arm 11 can flexibly adjust its posture to adapt to the workpiece clamping requirements at different positions. Whether it's picking up a part from the loading platform during loading, picking up a part from the simulated stamping platform 21 during unloading, or transferring the simulated workpiece 1 across the simulated stamping workbench 20 during transfer, precise positioning can be achieved through joint angle adjustment, significantly improving handling flexibility.

[0051] In sheet metal stamping teaching scenarios, simulated workpiece 1 often corresponds to different stamping processes (such as bending, stretching, flanging, and necking). Its shape, size, and material vary significantly; some are thin-walled curved structures, some are rigid planar structures, some are made of lightweight plastics, and some are thin metal sheets. General-purpose fixtures, needing to adapt to various workpieces, typically employ standardized gripper structures, making it difficult to precisely fit the contour and material characteristics of a specific simulated workpiece 1. This not only leads to interruptions in teaching demonstrations (e.g., workpiece falling and needing to be repositioned), but also increases teaching material costs due to frequent workpiece damage and replacements. Furthermore, it prevents students from intuitively understanding the fitting logic between the fixture and the workpiece.

[0052] The clamping assembly 12 in this embodiment can be customized for the simulated workpiece 1. Compared with general clamps, it is more closely matched to the shape and material characteristics of the workpiece, ensuring stable clamping and avoiding workpiece damage, and adapting to the need for repeated use of the simulated workpiece 1 in teaching scenarios. This customized design makes the shape and material of the clamp highly matched with those of the simulated workpiece 1: on the one hand, it significantly improves clamping stability. Even when the robot moves at high speed or adjusts its posture, the workpiece will not shift or fall off, ensuring a continuous and smooth teaching process, allowing students to observe the entire process from clamping to transfer to completion of the procedure; on the other hand, the flexible clamping method minimizes workpiece damage, extends the service life of the simulated workpiece 1, reduces the cost of teaching materials, and perfectly adapts to the need for repeated use of the simulated workpiece 1 in teaching scenarios.

[0053] Furthermore, the design of customized fixtures provides rich demonstration materials for teaching: teachers can guide students to compare customized fixtures corresponding to different workpieces, explain the relationship between fixture shape, material selection and workpiece characteristics, and help students understand the core industrial design principle that fixtures need to be customized according to workpiece characteristics. This deepens their understanding of the role of fixtures in sheet metal stamping automation systems, enhances the professionalism and depth of teaching, and helps students establish logical thinking from workpiece characteristics to fixture design, laying a solid foundation for subsequent industrial practice.

[0054] Furthermore, the loading robot 10, unloading robot 30, and transfer robot 40 all utilize the same structure for the robotic arm 11 and fixture assembly 12. This unified structural design ensures that the sheet metal stamping teaching workstation has consistent operating logic and maintenance standards. Operators only need to master the operation of the robotic arm 11 and fixture assembly 12 to complete the entire process, reducing training costs and operational complexity. From a teaching perspective, trainees can directly observe the movement trajectory of the robotic arm 11 and the gripping action of the fixture assembly 12, understanding the core role of robots in stamping automation. Through practical operation, they can deepen their understanding of the collaborative working principle of the robot system and improve their hands-on skills. In addition, the fixture assembly 12 supports quick replacement and can be adapted to different types of simulated workpieces 1, expanding the teaching scope of this workstation and demonstrating more diverse stamping processes.

[0055] Optionally, the aforementioned transfer robot 40 further includes an additional axis group 41, which is disposed at the output end of the aforementioned robotic arm 11, and the aforementioned clamping assembly 12 is disposed on the aforementioned additional axis group 41; wherein, the aforementioned additional axis group 41 has at least one degree of freedom of movement along the aforementioned processing direction. The additional axis group 41 effectively expands the workspace of the robotic arm 11, solving the problem of limited joint movement range in traditional robotic arms 11. In particular, the degree of freedom of movement along the processing direction perfectly matches the workpiece flow direction, making the transfer path simpler and more efficient, and enabling cross-workbench transfer without complex joint adjustments.

[0056] In this embodiment, the additional shaft group 41 is a linear conveying guide rail along the processing direction, which can expand the motion degree of the transfer robot 40, perfectly match the workpiece flow direction, make the transfer path simpler and more efficient, reduce the movement range of the transfer robot 40, and complete the transfer of the simulated workpiece 1 more quickly, thereby improving transportation efficiency and teaching efficiency.

[0057] In this embodiment, the independent degrees of freedom of the additional axis group 41 coordinate with the joint motion of the robotic arm 11, reducing control complexity. For example, during transfer, the additional axis is responsible for linear movement in the process direction, while the robotic arm 11 only adjusts its posture to ensure the workpiece is level, improving transfer accuracy while reducing vibration and error, and preventing workpiece from falling off or shifting. Furthermore, this structure enhances the adaptability of the transfer robot 40. When adjusting the worktable layout or spacing, there is no need to replace the robotic arm 11; only the movement range of the additional axis needs to be adjusted to meet the requirements, improving the flexibility of the workstation. From a teaching perspective, students can observe the coordinated movement of the additional axis and the robotic arm 11, and understand the application of multi-axis linkage in robot systems. The design of moving along the process direction helps students intuitively understand how to adapt to process flows through structural optimization in industry, deepening their understanding of customized design of automated equipment.

[0058] Please continue to refer to this. Figure 3 and Figure 4 The aforementioned fixture assembly 12 includes a fixture base 121 and a suction cup assembly disposed on the fixture base 121. The suction cup assembly is used to adsorb the simulated workpiece 1. The suction cup assembly provides a gentler adsorption method, suitable for lightweight, thin-walled, or curved simulated workpieces 1 in teaching scenarios, avoiding deformation or damage caused by the grippers, ensuring workpiece reusability, and reducing material costs. Secondly, the suction cup has a large contact area and uniform force distribution, so even if the robotic arm 11 moves quickly or adjusts its posture, the workpiece is not easily detached, improving handling safety and reliability. Furthermore, the fixture base 121 provides a stable mounting foundation for the suction cup assembly and supports quick replacement of different suction cups (such as a flat suction cup for flat workpieces and an arc-shaped suction cup for curved workpieces) without replacing the entire fixture, improving versatility and maintenance convenience.

[0059] From a teaching perspective, students can observe the suction cup adsorption process, understand the principle of suction cup adsorption and gripping of workpieces, and the application of suction cups in industrial fixtures; by comparing the applicable scenarios of suction cups and grippers, they can deepen their understanding of the basis for selecting fixture types.

[0060] Furthermore, the aforementioned suction cup assembly includes several negative pressure suction cups 122. The distribution of multiple negative pressure suction cups 122 ensures more uniform suction force, adapting to irregular or large-area simulated workpieces 1 and preventing workpiece tilting or detachment caused by uneven force on a single suction cup. Secondly, the arrangement of multiple negative pressure suction cups 122 provides greater fault tolerance; even if one negative pressure suction cup 122 leaks, the remaining negative pressure suction cups 122 maintain suction force, preventing the simulated workpiece 1 from suddenly detaching and improving operational safety. In terms of teaching, students can observe the multi-point negative pressure adsorption process, understand its principles and advantages, and deepen their understanding of workpiece adaptability in fixture design by adjusting the layout and number of negative pressure suction cups 122 through practice. In addition, the design of multiple suction cups provides more demonstration content for teaching, such as demonstrating the impact of the number of suction cups on the adsorption effect, helping students intuitively grasp the technical points of this type of fixture, enriching the depth of teaching.

[0061] In this embodiment, the number and layout of the negative pressure suction cups 122 can be flexibly adjusted to adapt to workpieces of different sizes and shapes, thus expanding the applicability of the fixture assembly 12.

[0062] Optionally, the aforementioned negative pressure suction cup 122 is equipped with a vacuum sensor (not shown in the figure). The vacuum sensor provides accurate monitoring of the negative pressure adsorption process, detects the vacuum level in real time, and triggers adjustments (such as re-adsorption) if the preset value is not reached, thus preventing the workpiece from falling off due to weak adsorption and improving safety. At the same time, if the preset value is not reached, it can also be determined that no simulated workpiece 1 is adsorbed at this time, and the simulated stamping worktable 20 will not perform subsequent simulated stamping processes, thus avoiding the failure to grasp the simulated workpiece 1 but still performing simulated sheet metal stamping actions, thereby improving work efficiency.

[0063] In the description of this specification, the references to terms such as "one embodiment," "some embodiments," "illustrative embodiment," "example," "specific example," or "some examples," etc., indicate that a specific feature, structure, material, or characteristic described in connection with that embodiment or example is included in at least one embodiment or example of this application. In this specification, the illustrative expressions of the above terms do not necessarily refer to the same embodiment or example. Furthermore, the specific features, structures, materials, or characteristics described may be combined in any suitable manner in one or more embodiments or examples.

[0064] Although embodiments of this application have been shown and described, those skilled in the art will understand that various changes, modifications, substitutions and alterations can be made to these embodiments without departing from the principles and spirit of this application, the scope of which is defined by the claims and their equivalents.

Claims

1. A sheet metal stamping teaching workstation, characterized in that, It includes a loading robot (10), a simulated stamping worktable (20), and a unloading robot (30) arranged sequentially along the processing direction. The simulated stamping workbench (20) includes a simulated stamping platform (21) and a simulated stamping die (22). The simulated stamping die (22) is disposed above the simulated stamping platform (21) and configured to be close to or away from the simulated stamping platform (21) in the vertical direction. The simulated stamping platform (21) is used to place the simulated workpiece (1). The loading robot (10) is located at the beginning of the processing direction and is used to transfer the simulated workpiece (1) to the simulated stamping platform (21). The unloading robot (30) is located at the end of the processing direction and is used to remove the simulated workpiece (1) from the simulated stamping platform (21).

2. The sheet metal stamping teaching workstation according to claim 1, characterized in that, The sheet metal stamping teaching workstation also includes a conveyor belt (60), the conveyor belt (60) having a transmission direction opposite to the processing procedure direction and being used to transfer the simulated workpiece (1) from the unloading robot (30) to the loading robot (10).

3. The sheet metal stamping teaching workstation according to claim 1, characterized in that, At least two simulated stamping worktables (20) are provided, and a transfer robot (40) is provided between two adjacent simulated stamping worktables (20). The transfer robot (40) is used to transport the simulated workpiece (1) from one of the simulated stamping platforms (21) to the simulated stamping platform (21) of the other adjacent simulated stamping worktable (20).

4. The sheet metal stamping teaching workstation according to claim 3, characterized in that, The loading robot (10), the unloading robot (30) and the transfer robot (40) all include a robotic arm (11), and the output end of the robotic arm (11) is provided with a clamping assembly (12), which is used to clamp the simulated workpiece (1).

5. The sheet metal stamping teaching workstation according to claim 4, characterized in that, The transfer robot (40) further includes an additional axis group (41), which is located at the output end of the robotic arm (11), and the clamping assembly (12) is located on the additional axis group (41); wherein the additional axis group (41) has at least one degree of freedom of movement along the processing direction.

6. The sheet metal stamping teaching workstation according to claim 4, characterized in that, The clamping assembly (12) includes a clamping base (121) and a suction cup assembly disposed on the clamping base (121), the suction cup assembly being used to adsorb the simulated workpiece (1).

7. The sheet metal stamping teaching workstation according to claim 6, characterized in that, The suction cup assembly includes several negative pressure suction cups (122).

8. The sheet metal stamping teaching workstation according to claim 7, characterized in that, The negative pressure suction cup (122) is equipped with a vacuum sensor.

9. The sheet metal stamping teaching workstation according to claim 1, characterized in that, The simulated stamping platform (21) is provided with a number of positioning posts (211), and the simulated stamping die (22) is provided with positioning grooves (221) that cooperate with the positioning posts (211).

10. The sheet metal stamping teaching workstation according to claim 9, characterized in that, The outer periphery of the simulated stamping platform (21) is provided with a plurality of positioning cylinders (212), and the output end of the positioning cylinders (212) is configured to abut against the simulated workpiece (1) placed on the simulated stamping platform (21).

11. The sheet metal stamping teaching workstation according to claim 1, characterized in that, The sheet metal stamping teaching workstation also includes a fence (50), which encloses a workspace. The loading robot (10), the simulated stamping workbench (20), and the unloading robot (30) are all located in the workspace.

12. The sheet metal stamping teaching workstation according to claim 11, characterized in that, The fence (50) is provided with a door (51) for people or materials to enter and exit, and the door (51) is provided with a safety light curtain.

13. The sheet metal stamping teaching workstation according to claim 12, characterized in that, The safety light curtain is connected to at least one of a warning light and an alarm bell.

14. The sheet metal stamping teaching workstation according to any one of claims 1-13, characterized in that, The simulated stamping worktable (20) is also equipped with an emergency stop switch.

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