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Metodologia uczenia operatorów robotów przemysłowych do spawania drutem litym i proszkowym

Jastrzębska I., Głowacki M., Cyganek D., Jastrzębski R., Przytuła D.

Przegląd Spawalnictwa

2017

R. 89, nr 1

29--34

W niniejszym artykule omówione zostały etapy tworzenia technologii spawania seryjnego na przykładzie starszego typu zrobotyzowanego stanowiska spawalniczego. W przypadku spawania manualnego to technolog ustala parametry napięciowe procesu spawania, a spawacz na podstawie obserwacji wpływa na procesy cieplne spawania poprzez zmianę trajektorii ruchu. W przypadku spawania zrobotyzowanego starszymi typami robotów technolog ustala trajektorię ruchu, a operator zrobotyzowanego stanowiska spawalniczego na postawie obserwacji procesu spawania wpływa na procesy cieplne spawania. Problem jednak tkwi w tym, iż z reguły technolog nie posiada wystarczającej wiedzy na temat wpływu trajektorii ruchu końca elektrody na procesy spawania, a operator nie jest dostatecznie wyszkolony w zakresie regulacji prądem, napięciem i szybkością spawania w czasie rzeczywistym. W niniejszym artykule omówiono jak przy wykorzystaniu obrazkowej instrukcji wyjaśniającej procesy fizyczne w spawalnictwie, autorstwa Instytutu Łączenia Metali w Krakowie (Welding Journal nr 2/2016), szkolić technologów i operatorów. Przedstawione w pracy wyniki mają na celu opracowanie algorytmów do systemów wizyjnych spawania.

This article presents stages for the creation of serial welding technology on the example of an older type robotized welding workstation. In case of manual welding a technologist is responsible for setting the voltage parameters of welding process while a welder during the continuous observations influences the thermal processes by modulation of motions trajectory. On the other hand, in case of welding applying the older types of robots, technologist sets the trajectory of motions, whereas the operator of the robotized workstation through the observations of the process impacts the thermal processes of welding. The problem resides in the fact that a technologist often does not resources enough knowledge concerning an impact of the end of electrode motions trajectory on the welding process effectiveness, and the operator is mostly not enough trained in a real-time regulation of welding current and travel speed. In this work we discuss the innovative methodology for training of technologists and operators with the use of a visual instruction developed by The Institute for Joining of Metals in Krakow (presented previously in Welding Journal no. 2/2016). The aim of the presented results is a creation of the algorithms for welding visual systems.

Realistic Approach Towards Mathematics Teaching

Melichar J.

Scientific Issues of Jan Długosz University in Częstochowa. Mathematics

1998

Vol. 4

58-62

Currently four possible approaches are being presented in the methodology of mathematics teaching: 1. Mechanical - The mechanical approach towards teaching corresponds with understanding the teaching as a system of reactions. By means of drill we can programme the pupil as a computer towards exercising arithmetic, algebraic and geometrical operations and solving problems which can be classified according to certain signs and solved further according to certain patterns. 2. Structuralistic - The structuralistic approach towards teaching can l demonstrated by two examples: the traditional geometry organize on a basis of axiomatic construction and the so called modern mathematics based on a theory of sets and logic. For pupils a structured world of sets and relations has been created. 3. Empirical - The empirical approach comes out of the needs of practise and it is supposed to serve those needs. In the teaching process the experience of the pupils is used, but the pupils are not lead to systematic and rational utilization of this experience. 4. Realistic - The real stimuli from the constantly enlarging world oi the pupil are used as well. The pupil becomes a re-discoverer oi mathematics which stimulates and develops his ability. The realistic mathematics education (RME) comes out of the principle that teaching mathematics means constructing mathematics by the own steps of the pupils from informal approaches connected with reality towards something acceptable as formal mathematics.