3D Offline Teaching for Welding Line Scan Range Verification
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Solution Overview
Problem
Current offline teaching devices struggle to visualize and efficiently create scanning operation teaching programs for appearance inspection, as they cannot accurately represent the three-dimensional scannable range, leading to potential failures in scanning the intended areas with sensors, requiring skilled operators and resulting in inefficient inspection processes.
Innovation Solution
An offline teaching device and method that acquire position information of welding lines and scanning ranges, generate three-dimensional regions for sensor scanning, and create auxiliary screens to highlight overlapping regions, allowing operators to delete these and generate new screens for a robot to scan optimized areas, thereby creating effective scanning operation teaching programs.
Engineering Contradictions & Design Principles
Engineering Contradiction Analysis
1Reliability
If traditional offline teaching devices are used to create scanning operation teaching programs, then the basic teaching function is provided, but the three-dimensional scannable range cannot be accurately visualized, leading to potential scanning failures
Solution Approach 1:
The patent transitions from two-dimensional planar display to three-dimensional spatial representation by generating and displaying multiple auxiliary screens that show scanning ranges, sensor positions, and welding line geometries in three-dimensional space. This allows operators to accurately visualize and verify the scannable range before actual scanning operations.
2Productivity
If manual creation of scanning operation teaching programs is performed without automated assistance, then flexibility in program creation is maintained, but operator skill requirements increase and creation efficiency decreases
Solution Approach 1:
The system performs preliminary actions by automatically generating auxiliary screens that display scanning ranges, sensor positions, and welding line geometries before the actual scanning operation. This pre-visualization allows operators to verify and adjust parameters without requiring deep expertise in scanning operations, thereby reducing skill requirements while improving efficiency.
Solution Approach 2:
The auxiliary screens serve as an intermediary between the teaching program and the operator, providing visual feedback and information about scanning ranges and sensor positions. This intermediary interface simplifies the interaction complexity, making the system easier to operate while maintaining high productivity.
3Measurement precision
If multiple auxiliary screens are generated to display three-dimensional regions and welding lines, then accurate scanning verification is achieved, but system complexity increases
Solution Approach 1:
The system segments the complex three-dimensional scanning verification into multiple separate auxiliary screens, each displaying specific aspects such as scanning ranges, sensor positions, and welding line geometries. This segmentation makes the verification process more manageable and easier to understand, reducing the perceived complexity while maintaining measurement precision.
Data Source
AI summary
An offline teaching device includes an acquisition unit that acquires position information of a plurality of welding lines of a workpiece and a scanning range of a sensor, a generation unit that generates a plurality of three-dimensional regions to be scanned, and a control unit that disposes the plurality of welding lines and the plurality of three-dimensional regions in a virtual space and highlights an overlapping region of each of the plurality of three-dimensional regions. The overlapping region is deleted, a new auxiliary screen in which the plurality of welding lines and at least one three-dimensional region after the deletion of the overlapping region are disposed in a virtual space is generated, and a teaching program for scanning the at least one three-dimensional region is created and output.