GUI Vol.47, No.12, 656/665 2011 Configural Display to Support Position Teaching to Industrial Robot Yukio Horiguchi, Kohei Kurono, Hiroaki Nakanishi, Tetsuo Sawaragi, Tatsuya Nagatani, Akio Noda and Ken ichi Tanaka For the purpose of developing a practical support tool for human workers engaged in industrial robot teaching, the work domain of position teaching is analyzed in terms of means-end relations. In this work domain analysis, a mechanical explanation model is introduced to capture the force-displacement relationship inherent in and thus informative on the work system. The model is utilized for the investigation of the robot operators decisions in search of accurate operation positions and clarifies a basic strategy making use of a characteristic frame of reference in the search space. Based on the analytical results, a prototype display is developed that can provide effective information supports. The display presents the activity-related information in a way that affords the robot operators strategic operations and thus can successfully reduce task time and operational errors in a teaching work. Key Words: online robot teaching, task analysis, work domain analysis, ecological interface design 1. 1) 8 1 1 Graduate School of Engineering, Kyoto University, Yoshidahonmachi, Sakyo-ku, Kyoto Advanced Technology R&D Center, Mitsubishi Electric Corporation, 8 1 1 Tsukaguchihonmachi, Amagasaki Received April 20, 2011 Revised September 9, 2011 2) 4) 5) 6) 8) 2), 7), 8) 9) TR 0012/11/4712 0656 c 2011 SICE
47 12 2011 12 657 GUI Graphical User Interface GUI J. Rasumussen K.J. Vicente Ecological Interface Design EID 10), 11) EID 12) GUI 2. 2. 1 2. 1. 1 Hierarchial Task Analysis Hierarchical Task Analysis HTA 1 13) HTA HTA 14) 2. 1. 2 Work Domain Analysis Work Domain Analysis WDA abstraction hierarchy decomposition hierarchy 2 14), 15) 2 Abstraction-Decomposition Space ADS Fig. 1 Basic parts handling operation Rasmussen 5 15) Functional Purpose Abstract Function Generalized Function Physical Function Physical Form means-ends links 16) part-whole links HTA WDA 14) 2. 2 2. 2. 1 6 1) Fig. 1 2. 2. 2 HTA HTA Fig. 2
658 T. SICE Vol.47 No.12 December 2011 Fig. 2 Hierachy of robot programming task focusing on emplacement position teaching 17) Fig. 2 Fig. 2 1 ( ) 2 3 4 5 3 P S Fig. 1 4.1 P S / 4.2 Q R / 4.3 Q R S R S 4.1 P S 3 4 (A) 4.1.1 (B) 4.1.2 (C) 4.1.4 (D) 4.1.6 (A) (B) (C) (D) (B) 2. 2. 3 WDA WDA ADS Fig. 3
47 12 2011 12 659 Fig. 3 ADS of operation positions teaching work GUI 4.1 6 (C) 3. 3. 1 2 1 2 2 2 3. 2 3 3 6 1
660 T. SICE Vol.47 No.12 December 2011 0 1 3. 3 3. 3. 1 Fig. 4 MELFA RV-6SL 6 IFS-67M Z Z 3. 3. 2 GUI Fig. 5 A B l X F X Y l M Y /l F Y M X/l l 1 / 4.3 18) 0 19) Fig. 4 Test environment Fig. 5 Visualization of force exerting on the robot s wrist C 3. 3. 3
47 12 2011 12 661 Fig. 6 Performances with and without force information Fig. 7 Cantilever model for analysis of position teaching work 3 Z X Y 4 LOW 0.01 mm 0.01 deg GUI 1.0 N 0.15 Nm 40 mm 25 mm 10 µm c0.5 3. 3. 4 GUI 3 3 GUI 1 6 Fig. 6(a) Fig. 6(b) Fig. 6 GUI W/ GUI GUI GUI GUI 4. 4. 1 Fig. 7 h σ θ σ θ F M σ = 1 ( 1 EI 3 Fh3 1 ) 2 Mh2 1 θ = 1 ( 1 ) EI 2 Fh2 + Mh 2 20) E I 2 F =12EI σ h 3 +6EI θ h 2 3 M =6EI σ h +4EI θ 4 2 h σ θ F 3 (3) (4)
662 T. SICE Vol.47 No.12 December 2011 Fig. 8 State trajectory in search of an accurate motion point Fig. 9 State trajectory including erroneous operations F =0 M =0 (3)(4) F = M/l l 3(2l h)δ +(3l 2h)θ =0 5 δ-θ 4. 2 Y A X X B Y Fig. 8 Y A (0, 0) A Y A 3. 3. 1 F Y M X 0 Fig. 7 Fig. 5 l Fig. 8 Fig. 8 Fig. 9 Fig. 10 Target position identified as the intersection point of two lines a state trajectory made out 4. 3 h E I δ θ 0 Fig. 5 Fig. 7 4. 1 F =0 M =0 F = M/l (δ, θ) =(0, 0) Fig. 10 F =0 F = M/l X Y A B
47 12 2011 12 663 5 Fig. 10 X B Y A F =0 F = M/l Fig. 11 Developed GUI F =0 F = M/l Fig. 10 F =0 F = M/l δ-θ 5. GUI GUI GUI 5. 1 GUI GUI Fig. 11 GUI 1 (F X,F Y ) (M Y /l, M X/l) Fig. 5 GUI 2 3 4 1 2 1 Fig. 5 GUI 3 1 4 F = M/l 5 4. 3 l F = M/l F =0 F = M/l l F M M/l 1 GUI GUI EID GUI 1 2 GUI GUI PD Physical Display 5. 2 GUI 5. 2. 1 EID PD 2 GUI F X F Y 0.5 N M X M Y 0.05 Nm 3 GUI l 3 3. 3 10 l 3
664 T. SICE Vol.47 No.12 December 2011 6. Fig. 12 Comparison of teaching performance between EID and PD conditions (**p <0.03) EID PD GUI 1 5. 2. 2 GUI Fig. 12(a) Fig. 12(b) EID EID t 3% P =1.35% 5. 3 PD GUI EID distributed cognition 21) resources model 22) 4. 2 2 GUI GUI 19), 23) Fig. 7 GUI GUI GUI GUI 4.1 GUI / 4.2 / 4.3 Fig. 7 GUI 19) NEDO 1 (1999) 2 17-2, 180/185 (1999) 3 9 183/184 (2008) 4 191, 35/40 (2009) 5 22-6, 752/763 (2004) 6 (C ) 65-638, 4107/4113 (1999)
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