| Subject name (in Hungarian, in English) | Industrial and service robots | |||
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Industrial and service robots
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| Neptun code | BMEGEGTNX14 | |||
| Type | study unit with contact hours | |||
| Course types and number of hours (weekly / semester) | course type: | lecture (theory) | exercise | laboratory excercise |
| number of hours (weekly): | 2 | 0 | 1 | |
| nature (connected / stand-alone): | - | - | coupled | |
| Type of assessments (quality evaluation) | mid-term grade | |||
| ECTS | 4 | |||
| Subject coordinator | name: | Dr. Zentay Péter Zoltán | ||
| post: | associate professor | |||
| contact: | zentay@manuf.bme.hu | |||
| Host organization | Department of Manufacturing Science and Engineering | |||
| http://manuf.bme.hu/ | ||||
| Course homepage | http://manuf.bme.hu/?page_id=1647 | |||
| Course language | hungarian | |||
| Primary curriculum type | mandatory | |||
| Direct prerequisites | Strong prerequisite | none | ||
| Weak prerequisite | ||||
| Parallel prerequisite | ||||
| Milestone prerequisite | at least obtained 0 ECTS | |||
| Excluding condition | none | |||
Aim
According to the relevant standard in force, robots can be classified into industrial and service robot classes. The course presents the main applications of industrial robots and service robots, the types of robots, analyzes their main technical characteristics. It presents the structure of industrial and servo-robotic systems, related mechanical solutions, control engineering and programming methods. The course reviews test and conformity assessment procedures for industrial and service robotic systems. It presents modern methods for designing robotic systems. The aim is for students to deepen their acquired, theoretical knowledge during the internship by preparing a detailed application design task, as well as in industrial and service robot laboratory exercises. The application design task also includes the construction of a single-robot assembly cell in a robot simulation environment, off-line programming, and then the on-line control of the robot program in a laboratory environment.
Learning outcomes
Competences that can be acquired by completing the course
Knowledge
The student systematizes the conditions for the use of industrial and service robots. The student distinguishes between the steps of designing robot applications, the method of product design for assembly. The student understands the criteria of robot selection, the method of computer-assisted decision preparation, the principles of preparation of the layout design. The student identifies the steps for designing robot applications at the cellular level. The student understands the saferty solutions and collaborative operation of industrial robots. The student knows how to ensure the conditions of assembly. The student classifies the part feeding tasks (Bowl feeder, vibrating tray, bin picking, stack feeder). The student is aware of the conditions of parts handling (part joining, precision robot manipulations with the help of a camera, end of line testing, greasing, gluing, screw inserting and fastening). The student understands subassembly and product transport solutions and tracking functions. The student knows how to select and design fixtures and robot grippers used in robot applications. The student understands the typical sensors, actuators, control systems in robot applications, the programming tasks that can be performed on these devices, on-line and off-line programming methods. The student is familiar with the teaching box, the on-line and off-line programming methods of industrial robots. The student computes the cycle time required for the robot application process. The student interprets the basic concept of robot monitoring systems, the ways of accessing the Internet and remote testing. The student is familiar with the elements of commonly used technical documentation for robot application design.
Ability
The student creates a process plan for an industrial or service robot application. The student solves the redesign of the manual production line into a robotic production line. The student selects the industrial robots, the peripherals, the safety equipment for the designed cell. The student manages the safety design and safety review of the robot cell. The student is able to design the order, operation and operation element of robot applications. The student proposes the method of part feeding and the feeding equipment to be used. The student investigates the part/subassembly handling solutions, the handling robot equipment, the peripheral, tool and gripping equipment used on the robot. The student explores subassembly transport options and applicable equipment. The student calculates the cycle time required for robot application processes. The student sketches the 3D model of the application in a robot simulation system. The student uses the method of virtual sensors in the robot simulation system. The student runs simulation of a robot application task in an off-line robot simulation system. The student apply teaching box, off-line and on-line programming of industrial robots. The student describes the results of robot application design concisely, documented in a way that is understandable to stakeholders. The student is able to express the drawn thoughts in an orderly form, orally and in writing.
Attitude
The student constantly monitors the compiled work, results and conclusions. The student continuously gains knowledge of industrial and service robot applications. The student is open to the use of information technology tools. The student seeks to learn the system of tools needed to solve the economic problems of industrial and service robot applications. The student develops the ability to provide accurate and error-free problem solving, engineering precision and accuracy. The student applies the principles of energy efficiency, sustainability and environmental awareness in the design of industrial and service robot applications. The student follows the development of the design of robot applications and robot controls. The student is receptive to collaborating with the instructor and fellow students to expand knowledge. The student publishes the achieved results in accordance with academic rules. The student publishes any opinion and view without offending others.
Independence and responsibility
The student independently thinks about robot application tasks and problems and solves them based on specific resources. The student accepts well-founded professional and other critical remarks. In some situations, as part of a team, the student works with fellow students to solve tasks. With the acquired knowledge, the student makes a responsible, informed decision. The student collaborates with the instructor and fellow students to expand knowledge. Based on professional analysis, the student makes a responsible, informed decision. The student feels a responsibility for the sustainable use of the environment and for the present and the future generations. The student is committed to the principles and methods of systematic thinking and problem solving.
Teaching methodology
During the teaching of the subject, lecture, practice and laboratory practice are separated, both in terms of content and methodology. The lectures basically introduce students to the information defined by the knowledge competence elements using the technique of frontal education. The lectures include pre-published slide shows so students can add their own notes to the lecture. The lectures and the main (on-line) written study materials complement each other, learning only from one type is not enough to achieve the appropriate preparedness. Independent practical sessions promote the application and skill-level acquisition of knowledge with topics other than lectures. During the exercises, the knowledge acquired in advance at home, for the redesign of product for assembly, for the design of the robot cell, for the use of robot simulation systems is acquired and consolidated partly jointly and partly individually with the help of the practice leader. The development of teamwork skills is a design task that can only be done in groups of two.
Support materials
Textbook
Hubert K. Rampersad: Integrated and simultaneous design for robotic assembly, Wiley, Chichester [etc], 1994, ISBN 978-0471954668
Béla Kulcsár, Robottechnika I., Typotex Publishing House, 2012, Budapest, ISBN 978-963-279-625-3
Balázs Göndöcs, Balázs Vehovszky, Zoltán Weltsch, Installation, quality assurance, Typotex Publishing House, 2012, Budapest, ISBN 978-963-279-633-8
Lecture notes
Horváth-Markos: Machine Manufacturing Technology, Technical University Publisher, 2008, Identifier: 45018,
Online material
http://manuf.bme.hu/?page_id=517
https://www.tankonyvtar.hu/hu/tartalom/tamop412A/0018_Robottechnika_1/Kulcsar_Robottechnika_1_12_12.html
https://www.tankonyvtar.hu/hu/tartalom/tamop412A/0018_Szereles_minosegbiztositas/adatok.html
Validity of the course description
| Start of validity: | 2024. January 1. |
| End of validity: | 2028. July 15. |
General rules
Learning outcomes are assessed on the basis of two mid-year written summary study performance measurements and a partial performance assessment). Summarizing study performance evaluation: a complex, written way of evaluating the competence-type competence elements of the subject and knowledge in the form of a written test, the test focuses on the application of the acquired knowledge, so it focuses on problem recognition and solution, on the other hand, asks for the necessary lexical knowledge during the performance appraisal, the working time available is 90 minutes. Partial performance assessment (homework): a complex way of evaluating the knowledge, ability, attitude, as well as independence and responsibility type competence elements of the subject, the form of which is the individual homework.
Assessment methods
Detailed description of mid-term assessments
| Mid-term assessment No. 1 | ||
| Type: | summative assessment | |
| Number: | 2 | |
| Purpose, description: | Summative assessments collectively examine and assess students ’learning outcomes defined by knowledge and ability type competencies. Accordingly, each summative assessment assesses the acquisition of the designated theoretical knowledge as well as the existence of the knowledge and skills acquired in practice. Each summative assessment focuses 65% on theoretical knowledge and 35% on application skills. They will be completed on the date specified in the academic performance assessment plan, scheduled for the 8th and 14th weeks of education. Each of the two summary performance evaluations can earn 25-25 points. | |
| Mid-term assessment No. 2 | ||
| Type: | formative assessment, project-based, complex | |
| Number: | 1 | |
| Purpose, description: | The basic aim of the partial performance assessment is to examine the existence of attitudes and learning outcomes belonging to the autonomy and responsibility competence group. The way to do this is to create a writing document type written material that can only be created in groups. The topic of the tasks is tied to the fitting industry product designated by the practice leader, but it is also possible to choose individual topics by prior agreement. The topics chosen and the roster of the two-person groups that make them up should be finalized by the second week of education. The terms and conditions and evaluation principles of the design documentation to be prepared and the evaluation principles are included in the terms of reference. The student can earn up to 50 points with this task. | |
Detailed description of assessments performed during the examination period
The subject does not include assessment during the examination period.
The weight of mid-term assessments in signing or in final grading
| ID | Proportion |
|---|---|
| Mid-term assessment No. 1 | 50 % |
| Mid-term assessment No. 2 | 50 % |
The weight of partial exams in grade
There is no exam belongs to the subject.
Determination of the grade
| Grade | ECTS | The grade expressed in percents |
|---|---|---|
| very good (5) | Excellent [A] | above 90 % |
| very good (5) | Very Good [B] | 85 % - 90 % |
| good (4) | Good [C] | 72 % - 85 % |
| satisfactory (3) | Satisfactory [D] | 65 % - 72 % |
| sufficient (2) | Pass [E] | 50 % - 65 % |
| insufficient (1) | Fail [F] | below 50 % |
The lower limit specified for each grade already belongs to that grade.
Attendance and participation requirements
Must be present at at least 70% (rounded down) of lectures.
At least 85% of laboratory practices (rounded down) must be actively attended.
Special rules for improving, retaken and replacement
The special rules for improving, retaken and replacement shall be interpreted and applied in conjunction with the general rules of the CoS (TVSZ).
| Need mid-term assessment to invidually complete? | ||
| NO | ||
| Can the submitted and accepted partial performance assessments be resubmitted until the end of the replacement period in order to achieve better results? | ||
| NO | ||
| The way of retaking or improving a summary assessment for the first time: | ||
| each summative assessment can be retaken or improved | ||
| Is the retaking-improving of a summary assessment allowed, and if so, than which form: | ||
| retake or grade-improving exam possible for each assesment separately | ||
| Taking into account the previous result in case of improvement, retaken-improvement: | ||
| new result overrides previous result | ||
| The way of retaking or improving a partial assessment for the first time: | ||
| partial assesment(s) in this group can be improved or repeated once up to the end of the repeat period | ||
| Completion of unfinished laboratory exercises: | ||
| missed laboratory practices must be performed in the repeat period | ||
| Repetition of laboratory exercises that performed incorrectly (eg.: mistake in documentation) | ||
| incorrectly performed laboratory practice (e.g. Incomplete/incorrect report) can be corrected by repeating the practice | ||
Study work required to complete the course
| Activity | hours / semester |
|---|---|
| participation in contact classes | 42 |
| preparation for laboratory practices | 14 |
| preparation for summary assessments | 32 |
| elaboration of a partial assessment task | 30 |
| additional time required to complete the subject | 2 |
| altogether | 120 |
Validity of subject requirements
| Start of validity: | 2024. January 1. |
| End of validity: | 2028. July 15. |
Primary course
The primary (main) course of the subject in which it is advertised and to which the competencies are related:
Common on all MSc programmes
Link to the purpose and (special) compensations of the Regulation KKK
This course aims to improve the following competencies defined in the Regulation KKK:
Knowledge
- Student has the knowledge of the general and specific characteristics, boundaries and main developments of the field, its links with related disciplines.
- Student has the detailed knowledge of the context, theories and terminology of the field.
- Student has a detailed knowledge of legal regulations and ethical standards relevant to the field of specialisation.
Ability
- Student carries out a detailed analysis of the various concepts that make up the knowledge base of the field, synthesising and synthesising the broad and specific contexts and making an appropriate assessment of them.
- Student identifies specific professional problems using a multifaceted, interdisciplinary approach, and explores and formulates the detailed theoretical and practical background needed to solve them.
- Student has a high level of knowledge transfer skills in the field, and is able to use and process publication sources in Hungarian and foreign languages, and has effective information research and processing skills in the field.
Attitude
- Student takes decisions in new, complex and strategic decision-making situations and in unexpected situations, taking full account of legal and ethical standards.
- Student strives to put the latest developments in student's field at the service of student's own development.
- Student understands and represents the active citizenship and literacy elements that define the key issues in their field.
Independence and responsibility
- Student demonstrates a high degree of autonomy in thinking through and developing broad and specific professional issues on the basis of given resources.
- Student is involved in research and development projects, mobilises student's theoretical and practical knowledge and skills in a project team in an autonomous way, in cooperation with the other members of the team, in order to achieve the objective.
- Student independently applies a wide range of methods and techniques in practice in contexts of varying complexity and predictability.
Prerequisites for completing the course
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Knowledge type competencies
(a set of prior knowledge, the existence of which is not obligatory, but greatly facilitates the successful completion of the subject) |
none |
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Ability type competencies
(a set of prior abilities and skills, the existence of which is not obligatory, but greatly contributes to the successful completion of the subject) |
none |