An-Najah National University

Faculty of Engineering
Department of Mechatronics engineering

Automation and
Robotic Laboratory
Safety Rule

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 Safety Rules

**General:
1- Students must only work on the station under the supervision of an instructor.
2- Observe the data in the data sheets for the individual components, in particular all
notes on safety.
3- When the machine working you must be out of work area.
**Electrics
1- Electrical connections are to be wired up and disconnected only when power is
disconnected.
2- Use only low voltage of up to 24 V dc.
**Pneumatics:
1- Do not exceed the permissible pressure of 6 bars.
2- Do not switch on compressed unit you have established and secured all tubing
connections.
3- Do not disconnect air line under pressure.
4- Particular care is to be taken when switching on the compressed air. Cylinder may
advance on retract as soon as the compressed air is switched on.
**Mechanics
1- Securely mount all components on the plate.
2- No manual intervention unless the machine is at reset.

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Experiment 1
Distributing Station

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 Experiment 1 Distributing Station

1. Introduction:
The Festo Didactic Learning System for Automation and Technology is designed to meet a number of
different training and vocational requirements. The systems and stations of the Modular Production System
(MPS®) facilitate industry-orientated vocational and further training and the hardware consists of
didactically suitable industrial components.
The Distributing station provides you with an appropriate system for practice-orientated tuition of the
following key qualifications
• Social competence,
• Technical competence and
• Methodological competence
Moreover, training can be provided to instill team spirit, willingness to cooperate and organizational skills.
Actual project phases can be taught by means of training projects, such as:
• Planning,
• Assembly,
• Programming,
• Commissioning,
• Operation,
• Maintenance and Fault finding.

1.1 Training contents covering the following subjects can be taught:

• Mechanics
– Mechanical construction of a station
• Pneumatics
– Piping connections of pneumatic components
– Vacuum technology
– Pneumatic linear and rotary drives
• Electrical
– Correct wiring of electrical components
• Sensors
– Correct use of limit switches
• PLC
– Programming and use of a PLC
– Structure of a PLC program
• Commissioning
– Commissioning of a production system
• Fault finding
– Systematic fault finding on a production system

1.2Topics for project work:

• Replacing a relay control system with a PLC
• PLC programming
– Programming of an operational section
– Programming of a RESET sequence
– Programming of an EMERGENCY-STOP function

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 Experiment 1 Distributing Station

2. Design and function:

2.1 Function:
The Distributing station separates work pieces from the Stack magazine module. The magazine barrel of the
stack magazine holds up to 8 work pieces. The filling level of the stack magazine is monitored by means of a
through-beam sensor. A doubleacting cylinder pushes out the work pieces individually.
The Changer module grips the separated out workpiece using a suction cup. A vacuum switch checks
whether a workpiece has been picked up. The arm of the transfer unit, which is driven by a rotary drive,
conveys the workpiece to the transfer point of the downstream station.

2.2 Sequence description:

Start prerequisites
• Magazine is filled with work pieces
Initial position
• Ejecting cylinder is extended
• Rotary drive is in position “magazine”
• Vacuum is off
Sequence
1. The rotary drive swivels to the position “downstream station” if work pieces are identified in the
magazine and the START button is pressed.
2. The ejecting cylinder retracts and pushes a work pieces out of the magazine.
3. The rotary drive swivels to the position “magazine”.
4. The vacuum is switched on. When the workpiece is securely held, a vacuum switch switches.
5. The ejecting cylinder advances and releases the workpiece.
6. The rotary drive swivels to the position “downstream station”.
7. The vacuum is switched off.
8. The rotary drive swivels to the position “magazine”.

2.3 Stack magazine module:

The Stack magazine module separates workpieces from a
magazine. Up to 8 workpieces can be stacked in any order
in the magazine barrel. The workpieces must be inserted
with the open side facing upwards.
A double-acting cylinder pushes the lowest workpiece
from the gravity-feed magazine up to the mechanical stop.
This position serves as a transfer point to the next module
(e.g. Changer module).
The available workpiece in the magazine barrel is detected
by means of a through beam sensor. The position of the
ejecting cylinder is sensed electrically via inductive
sensors. The advancing and retracting speed of the
ejecting cylinder is infinitely adjustable by means of one-
way flow control valves.

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 Experiment 1 Distributing Station

2.4 Changer module:

The Changer module is a pneumatic handling device. Workpieces are picked
up using a suction cup and transferred by means of a rotary drive. The
swiveling range is adjustable between 0° and 180° by means of mechanical
end stops. The end position sensing is effected by means of electrical limit
switches (micro switches).

**Note
The end positions of the rotary drive need to be adjusted depending on the
downstream station selected.

2.5 Sensors:
2.5.1Proximity sensor (Stack magazine, ejecting cylinder):
The proximity sensors are used for end position sensing of the cylinder. The proximity sensor is sensitive to
a permanent magnet mounted on the piston of the cylinder.

2.5.2 Through-beam sensor (Stack magazine, filling level):

The through-beam sensor is used for monitoring the filling level of the Stack magazine. A fibre optic cable is
connected to a fibre optic device. The fibre optic device emits visible red light. The workpiece interrupts the
light barrier.
2.5.3 Micro switch (Changer, swivel drive):
The micro switches are used for end stop sensing of the swivel drive (semi-rotary drive). The micro switches
are actuated by adjustable trip cams on the shaft of the swivel drive.

2.5.4 Vacuum switches (Changer, vacuum suction cup):

The vacuum switch is used to detect the partial vacuum at the vacuum suction cup. If a workpiece is securely
picked up, an output signal is generated by the vacuum switch.

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 Experiment 1 Distributing Station

3. Circuit Diagram:
3.1Sensors:

3.2 Actuators:

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 Experiment 1 Distributing Station

3.3 Pneumatic circuit:

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Experiment 2
Testing Station

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 Experiment 2 Testing Station

1. Introduction:
The Festo Didactic Learning System for Automation and Technology is designed to meet a number of
different training and vocational requirements. The systems and stations of the Modular Production System
(MPS®) facilitate industry-orientated vocational and further training and the hardware consists of
didactically suitable industrial components.
The Testing station provides you with an appropriate system for practice-orientated tuition of the following
key qualifications
• Social competence,
• Technical competence and
• Methodological competence
Moreover, training can be provided to instill team spirit, willingness to cooperate and organizational skills.
Actual project phases can be taught by means of training projects, such as:
• Planning,
• Assembly,
• Programming,
• Commissioning,
• Operation,
• Maintenance and
• Fault finding.

1.1 Training contents covering the following subjects can be taught:

• Mechanics
– Mechanical construction of a station
• Pneumatics
– Use of rod less cylinders
• Electrical
– Correct wiring of electrical components
• Sensors
– Mode of operation and areas of application of optical and capacitive sensors with digital switching
behavior.
– Mode of operation and areas of application of analogue sensors using the example of an analogue
displacement encoder
• PLC
– Programming and use of a PLC
– Programming of alternative (OR) branches
• Commissioning
– Commissioning of a production system
• Fault finding
– Systematic fault finding on a production system

1.2 Topics for project work:

• Analogue signal processing
• Programming of an intermediate buffer for workpiece parameters

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 Experiment 2 Testing Station

2. Design and function:

2.1 Function:
The Testing station determines the characteristics of inserted workpieces. The Sensing module identifies the
color of a workpiece and a capacitive sensor detects each workpiece irrespective of color. A diffuse sensor
identifies metallic and red workpieces. Black workpieces are not detected by the diffuse sensor. A retro
reflective sensor monitors whether the working area above the workpiece retainer is free before the
workpiece is lifted by the Lifting module.
The analogue sensor of the measuring module determines the height of the workpiece. The output signal is
either digitalized via a comparator with adjustable threshold value or can be supplied to a PLC using
analogue signal processing via a connection block.
A linear cylinder guides the correct workpieces to the downstream station via the upper air cushioned slide.
Other workpiece are sorted on the lower slide.

2.2 Sequence description:

Starting prerequisites
• Workpiece is in workpiece retainer
• Working area free
Initial position
• Lifting cylinder is lowered
• Ejecting cylinder is retracted
• Air cushioned slide is off

Sequence
1. Determine the color and material of the workpiece
2. Lifting cylinder to be raised
3. Measurement of the workpiece height
Testing result OK
4. Switch on the air cushioned slide
5. Ejecting cylinder to advance
6. Ejecting cylinder to retract
7. Switch off the air cushioned slide
8. Lifting cylinder to be lowered
9. Initial position Testing result not OK
10.Lifting cylinder to be lowered
11.Ejecting cylinder to be advanced
12.Ejecting cylinder to retract
13.Initial position

2.3 Recognition module:

Material or color identification is carried out by means of 2 proximity
sensors with digital output.
The proximity sensors in question are a capacitive and an optical proximity
sensor:
• The capacitive proximity sensor detects silver, red and black workpieces.
• The optical proximity sensor detects silver and red workpieces.
A logic circuit facilitates the assignment of the characteristics silver/red or
black to the respective workpieces.

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 Experiment 2 Testing Station

2.4 Lifting module:

The workpieces are lifted from the Sensing module to the measuring
module by means of the Lifting module. The actuators used are a rod
less lifting cylinder and an ejecting cylinder. The moving compressed
air tubing and electrical cables are routed via the cable guide.
The end position sensing of the cylinders is effected by magnetic or
inductive proximity sensors.

2.5 Measuring module:

The Measuring module consists of an analogue sensor for the height
measurement of workpieces. The operational principle is based on a linear
potential meter with a voltage divider tapping. An attached shock absorber
effects the cushioned end position approach of the lifting cylinder.
The analogue measured value can be digitalized via a comparator with
adjustable threshold values (0/1 signal). The analogue signal can be supplied
to a PLC using analogue signal processing via the connection block.

**Note
Red and silver workpieces are 2.5 mm higher than black workpieces

2.6 Air cushioned slide module:

The Slide module with air cushioning is used to transport workpieces. 5
workpieces can be accommodated on the air cushioned slide if the mechanical
stopper is fitted.
The cushioning minimizes friction between the workpieces and slide surface.
The inclination angle of the slide is infinitely adjustable.
If the Testing station is operated using a downstream station, then the
mechanical stopper at the end of the air cushioned slide must be rotated by
180°. The height and tilt of the air cushioned slide must be adjusted so as to
ensure that the workpiece safely slides into the pick-up position of the
downstream station.

2.7 Slide module:

The Slide module is used to transport workpieces. 4 workpieces can be
accommodated on the slide if the mechanical stopper is fitted. The
inclination angle of the slide is infinitely adjustable.

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 Experiment 2 Testing Station

2.8 Sensors:
2.8.1Capacitive proximity sensor 6.3 (Recognition, detection of workpiece):
The capacitive proximity sensor is used for detection of workpieces. The workpiece changes the capacity of
a capacitor build in the sensor head. Workpieces are detected independent of color and material.

2.8.2 Diffuse sensor (Recognition, color detection):

The diffuse sensor is used for color detection. The diffuse sensor uses infrared light. The diffuse sensor
detects the light reflected by the workpiece Different surfaces or colors changes the amount of reflected
light.

2.8.3 Retro-reflective sensor (Lifting, working space):

The retro-reflective sensor is used for monitoring the working space of the Lifting module. If the working
space is occupied, it is not possible to move the lifting cylinder. A retro-reflective sensor consists of
transmitter and receiver in the same housing. The retro-reflective sensor emits visible red light. The light is
reflected by an external reflector. If the light beam is interrupted by an object, the switching status of the
retro-reflective sensor changes.

2.8.4 Proximity sensor (Lifting, lifting cylinder):

The proximity sensors are used for end position sensing of the cylinder. The proximity sensor is sensitive to
a permanent magnet mounted on the piston of the cylinder.

2.8.5 Linear displacement Potentiometer sensor with comparator (Measuring, height of a

workpiece):
The linear displacement sensor is used for measuring the height of a workpiece. The analogue output signal
of the linear displacement sensor is converted to a binary signal (0/1 signal) by means of a comparator.

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 Experiment 2 Testing Station

3. Circuit Diagram:
3.1Sensors:

3.2 Actuators:

3.3 Pneumatic circuit:

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Experiment 2 Testing Station

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Experiment 3
Processing Station

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 Experiment 3 Processing Station

1. Introduction:
The Festo Didactic Learning System for Automation is designed to meet a number of different training and
vocational requirements. The systems and stations of the
Modular Production System (MPS®) facilitate industry-orientated vocational and further training and the
hardware consists of didactically suitable industrial components.
The Processing station provides you with an appropriate system for practice orientated tuition of the
following key qualifications
• Social competence,
• Technical competence and
• Methodological competence
Moreover, training can be provided to instill team spirit, willingness to cooperate and organizational skills.
Actual project phases can be taught by means of training projects, such as:
• Planning,
• Assembly,
• Programming,
• Commissioning,
• Operation,
• Maintenance and
• Fault finding.

1.1 Training contents covering the following subjects can be taught:

• Mechanics
– Mechanical assembly of a station
• Electrical
– Correct wiring of electrical components
– Relay control (control section/power section)
• Handling technology
– Checking the correctly positioned workpiece input
• Sensors
– Correct use of limit switches
• PLC
– Programming of logic control systems
– Programming of parallel step sequences
• Commissioning
– Commissioning of a production system
• Fault finding
– Systematic fault finding on a production system

1.2 Topics for project work:

• Reversing contactor circuit
• Selecting linear drives

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 Experiment 3 Processing Station

2. Design and function:

2.1 Function:
In the processing station, workpieces are tested and processed on a rotary indexing table. The rotary
indexing table is driven by a DC motor. The table is positioned by a relay circuit, with the position of the
table being detected by an inductive sensor.
On the rotary indexing table, the workpieces are tested and drilled in two parallel processes. A solenoid
actuator with an inductive sensor checks that the workpieces are inserted in the correct position. During
drilling, the workpiece is clamped by a solenoid actuator.
Finished workpieces are passed on via the electrical ejector.

**Note
The station uses exclusively electrical actuators.

2.2 Sequence description:

Starting prerequisites
• Workpiece is in the workpiece retainer material input

Initial position
• Rotary indexing table positioned
• Checking solenoid plunger raised
• Drilling machine in raised position
• Drilling machine motor is switched off
• Clamping device retracted
• Electrical branch not actuated

Sequence
1. The rotary indexing table is rotated by 60°, if a workpiece is detected in the workpiece retainer 1 and the
START pushbutton is pressed.
2. The solenoid plunger moves downwards and checks whether the workpiece is inserted with the opening
facing upwards. The rotary indexing table is rotated by 60° if the result of the check is OK.
3. The clamping device clamps the workpiece. The motor of the drilling machine is switched on. The linear
axis moves the drilling machine downwards.
4. When the drilling machine has reached its lower position, it is moved to its upper stop again by the linear
axis.
5. The motor of the drilling machine is switched off and the clamping device is retracted. The rotary
indexing table is rotated by 60°.
6. The electrical sorting gate passes on the workpiece to a subsequent station.

This sequence describes the passage of one workpiece through the Processing station. The workpiece is in
the transfer position to a downstream station. The processing cycle can be started again, once a workpiece is
inserted in the workpiece retainer 1.

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 Experiment 3 Processing Station

2.3 Rotary indexing table module:

The drive of the Rotary indexing table module is operated by a DC
gear motor. The 6 rotating plate positions are defined by the
positioning screws on the rotary table and sensed by means of an
inductive sensor.
Each of the 6 semi-circular workpiece retainers of the plate is
provided with hole in the centre to facilitate sensing by means of a
capacitive proximity sensor.

2.4 Testing module:

An inserted workpiece is checked for correct positioning. If the hole points
upwards, then the armature of the testing solenoid reaches its end position.
An inductive proximity sensor is actuated via a nut at the upper end of the
armature.

2.5 Drilling module:

The Drilling module is used to simulate the polishing of the hole of the workpiece.
An electrical clamping device retains the workpiece. The feed and return actions of
the drilling machine are effected by means of a linear axis with toothed belt drive.
An electrical gear motor drives the linear axis and a relay circuit is used to activate
the motor.
The motor of the drilling machine is operated via 24 V DC and the speed is not
adjustable.
The end position sensing is effected by means of electrical limit switches.
Approaching of the limit switches causes a reversal of the direction of movement of
the linear axis.

2.6 Sensors:
2.6.1 Capacitive proximity sensor (Rotary indexing table, detection of workpiece):
The capacitive proximity sensor is used for detection of workpieces. The workpiece changes the capacity of
a capacitor build in the sensor head. Workpieces are detected independent of color and material.

**Note
Capacitive proximity sensors are used in the positions material input, testing and drilling.

2.6.2 Inductive proximity sensor (Rotary indexing table, Positioning):

The inductive proximity sensor is used for positioning of the rotary indexing table.
Inductive proximity sensors detect metallic objects. The switching distance is a function of material and
surface finish

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 Experiment 3 Processing Station

2.6.3 Inductive proximity sensor (Testing, orientation of workpiece):

The inductive proximity sensor is used for testing the orientation of the workpieces.
Inductive proximity sensors detect metallic objects. The switching distance is a function of material and
surface finish.

2.8.4 Micro switch (Drilling, linear axis):

The micro switches are used for end stop sensing of the linear axis. The micro switches are actuated by the
slide of the linear axis.

3. Circuit Diagram:
3.1Sensors:

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 Experiment 3 Processing Station

3.2 Actuators:

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Experiment 3 Processing Station

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Experiment 4
Handling Station

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 Experiment 4 Handling Station

1. Introduction:
The Festo Didactic Learning System for Automation is designed to meet a number of different training and
vocational requirements. The systems and stations of the Modular Production System (MPS) facilitate
industry-orientated vocational and further training and the hardware consists of didactically suitable
industrial components.
The Handling station provides you with an appropriate system for practice-orientated tuition of the following
key qualifications
• Social competence,
• Technical competence and
• Methodological competence

Moreover, training can be provided to instill team spirit, willingness to cooperate and organizational skills.
Actual project phases can be taught by means of training projects, such as:
• Planning,
• Assembly,
• Programming,
• Commissioning,
• Operation,
• Maintenance and Fault finding.

1.1 Training contents covering the following subjects can be taught:


• Mechanics
– Mechanical construction of a station
• Pneumatics
– Pneumatic grippers
– Pneumatic linear and rotary drives
• Electrical
– Correct wiring of electrical components
• Sensors
– Correct use of limit switches
• PLC
– Programming and use of a PLC
– Actuation of a handling device
• Commissioning
– Commissioning of a production system
• Fault finding
– Systematic fault finding of a production system

1.2Topics for project work:


• Selecting pneumatic components
– Parallel grippers
• Application of electric drives
– Linear axis with electric drive
• Safety during pneumatic power failure
– Compressed air reservoir
• Optimizing cycle time

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 Experiment 4 Handling Station

2. Design and function:

2.1 Function:
The Handling station is equipped with a flexible two-axis handling device. Inserted workpieces are detected
in the retaining device by an optical reflex light sensor.
The handling device fetches the workpieces from the retaining device with the help of a pneumatic gripper,
which is fitted with an optical sensor. The sensor differentiates between 'black' and 'non black' workpieces.
The workpieces can be deposited on different slides on the basis of these criteria.
Various other sorting criteria can be defined if the station is combined with other stations. By changing the
setting of the mechanical end stops, it is also possible to transfer workpieces to a subsequent station.

2.2 Sequence description:

Starting prerequisites
• Workpiece in the receptacle

Initial position
• Linear axis in position “upstream station”
• Lifting cylinder retracted (gripper is raised)
• Gripper is open

Sequence
1. The lifting cylinder advances if a workpiece is detected in the receptacle and the Start pushbutton is
pressed.
2. The gripper is closed. The color identification “workpiece black” or “workpiece non black” is executed.
3. The lifting cylinder is retracted.

Workpiece black, deposit on inner slide

4. The linear axis approaches the position “slide 1”.
5. The lifting cylinder advances.
6. The gripper is opened and the workpiece is deposited on the slide.
7. The lifting cylinder retracts.
8. The linear axis moves into the “upstream station” position.

Workpiece red/silver, deposit on outer slide

9. The linear axis approaches the position “slide 2”.
10. The lifting cylinder advances.
11. The gripper is opened and the workpiece deposited on the slide.
12. The lifting cylinder retracts.
13. The linear axis moves into the “upstream station” position.

2.3 Receptacle module:

The workpieces are inserted manually into the Receptacle module. The
workpieces are detected in the receptacle by an optical diffuse sensor.

| P a g e 32
 Experiment 4 Handling Station

2.4 PicAlfa-pneumatic module:

The PicAlfa-pneumatic module uses industrial handling components.
It is exclusively equipped with pneumatic drives. Rapid positioning –
also at intermediate positions- is effected via a pneumatic linear axis
with flexible end position adjustment and cushioning. A linear flat
cylinder with end position sensing is used as a lifting cylinder for the
Z-axis.
A pneumatic gripper is fitted to the lifting cylinder and an optical
sensor integrated into the gripper jaw detects the workpieces.
The PicAlfa module is exceptionally flexible: Stroke length,
inclination of the axes, configuration of the end position sensors and
the mounting position are adjustable. The module can therefore be
adapted to a wide range of different handling tasks without the need
for any additional components.

2.5 Slide module:

The Slide module is used to transport and store workpieces.
The slide can accommodate 5 workpieces. The angle of inclination of
the slide is infinitely adjustable.
Two slide modules are utilized in the Handling station.

2.6 Sensors:
2.6.1 Diffuse sensor (Receptacle, detection of workpiece):
The diffuse sensor is used for detection of the workpieces. A fibre optic cable is connected to a fibre optic
unit. The fibre optic unit emits visible red light. The diffuse sensor detects the light reflected by the
workpiece Different surfaces or colors changes the amount of reflected light.

2.6.2 Diffuse sensor (Gripper, color distinction):

The diffuse sensor is used for color distinction of the workpieces. A fibre optic cable is connected to a fibre
optic unit. The fibre optic unit emits visible red light. The diffuse sensor detects the light reflected by the
workpiece Different surfaces or colors changes the amount of reflected light.
2.6.3 Proximity sensor (PicAlfa, linear axis):
The proximity sensors are used for end position sensing of the linear axis. The proximity sensor is sensitive
to a permanent magnet mounted on the piston of the linear axis.
2.6.4 Proximity sensor (PicAlfa, lifting cylinder):
The proximity sensors are used for end position sensing of the cylinder. The proximity sensor is sensitive to
a permanent magnet mounted on the piston of the cylinder.

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 Experiment 4 Handling Station

3. Circuit Diagram:
3.1Sensors:

3.2 Actuators:

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 Experiment 4 Handling Station

3.3 Pneumatic circuit:

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Experiment 5
Sorting Station

| P a g e 92
 Experiment 5 Sorting Station

1. Introduction:
The Festo Didactic Learning System for Automation is designed to meet a number of different training and
vocational requirements. The systems and stations of the Modular Production System (MPS®) facilitate
industry-orientated vocational and further training and the hardware consists of didactically suitable
industrial components.
The Sorting station provides you with an appropriate system for practice-orientated tuition of the following
key qualifications
• Social competence,
• Technical competence and
• Methodological competence
Moreover, training can be provided to instill team spirit, willingness to cooperate and organizational skills.
Actual project phases can be taught by means of training projects, such as:
• Planning,
• Assembly,
• Programming,
• Commissioning,
• Operation,
• Maintenance and Fault finding.

1.1 Training contents covering the following subjects can be taught:

• Mechanics
– Mechanical construction of a station
• Pneumatics
– Piping connections of pneumatic components
• Electrical
– Correct wiring of electrical components
• Sensors
– Correct use of limit switches
• PLC
– Programming and use of a PLC
– Programming of alternative (OR) branches
• Commissioning
– Commissioning of a production system
• Fault finding
– Systematic fault finding on a production system

1.2Topics for project work:


• Selection of electrical components
– Conveyor drive motor
• Programming of counters
• Replacing pneumatic components with electrical components

| P a g e 03
 Experiment 5 Sorting Station

2. Design and function:

2.1 Function:
The Sorting station sorts workpieces via 3 slides. A diffuse sensor detects the workpieces inserted at the start
of the conveyor.
Workpiece characteristics (black, red, silver) are detected by sensors in front of the stopper and the
workpieces are sorted onto the appropriate slides via branches. The branches are moved by means of short-
stroke cylinders using a reversing mechanism.
A retro-reflective sensor monitors the filling level of the slides.

2.2 Sequence description:

Start prerequisites
• Workpiece at start of conveyor

Initial position
• Stopper advanced
• Branch 1 retracted
• Branch 2 retracted
• Conveyor motor off

Sequence
1. Workpiece detected
2. Conveyor motor On
3. Color/material identification

Black workpiece detected, deposit on slide at end of conveyor

4. Stopper retracted
5. Workpiece ejected
6. Idle step.

Silver workpiece detected, deposit on slide at centre of conveyor

7. Branch 2 to advance
8. Stopper to retract
9. Workpiece ejected
10.Idle step

Red workpiece detected, deposit on slide at start of conveyor

11.Branch 1 to advance
12.Stopper to retract
13.Workpiece ejected
14.Idle step
15.Conveyor motor Off Stopper to advance Branch 1 to retract Branch 2 to retract

| P a g e 03
 Experiment 5 Sorting Station

2.3 Conveyor module:

The Conveyor module is used to transport and eject workpieces. Two material branches can be switched by
means of the attached short-stroke cylinders,
whereby the workpieces can be sorted
according to their characteristics or type.
The drive of the sorting conveyor is
operated by means of a DC gear motor.
A diffuse sensor detects whether a
workpiece is available at the start of the
conveyor. This causes the program cycle to
start and the drive of the sorting conveyor to
be switched on.
The workpiece is stopped by means of a
pneumatic stopper. A diffuse sensor
identifies the workpiece color (red or black).
Metal workpieces are detected via an
inductive proximity sensor.
Depending on the workpiece determined,
the appropriate material branches are
activated. Once a workpiece is released by
the stopper, it is then transported to the
appropriate slide.

2.4 Slide module:

The Slide module is used to transport or store the
workpieces. This module can be applied universally
thanks to its variably adjustable inclination and
height.
A triple slide module is utilized in the Sorting
station. Workpieces arriving from the
Conveyor modules are stored in the Slide module.
A retro-reflective sensor monitors the filling level of
the slides.

2.5 Sensors:
2.5.1 Diffuse sensor (conveyor belt, detection of workpiece):
The diffuse sensor is used for detection of the workpieces. A fibre optic cable is connected to a fibre optic
device. The fibre optic device emits visible red light. The diffuse sensor detects the light reflected by the
workpiece Different surfaces or colors changes the amount of reflected light.

2.5.2 Diffuse sensor (conveyor belt, color distinction):

The diffuse sensor is used for color distinction of the workpieces. A fibre optic cable is connected to a fibre
optic device. The fibre optic device emits visible red light. The diffuse sensor detects the light reflected by
the workpiece Different surfaces or colors changes the amount of reflected light.

| P a g e 09
 Experiment 5 Sorting Station

2.5.3 Inductive proximity sensor (conveyor belt, material recognition):

The inductive proximity sensor is used for material recognition. Inductive proximity sensors detect metallic
objects. The switching distance is a function of material and surface finish.

2.5.4 Proximity sensor (conveyor belt, branch 1/branch 2):

The proximity sensors are used for end position sensing of the cylinder. The proximity sensor is sensitive to
a permanent magnet mounted on the piston of the cylinder.

2.5.5 Retro-reflective sensor (slides, filling level):

The retro-reflective sensor is used for monitoring the filling level of the slides working space is occupied, it
is not possible to move the lifting cylinder. A retroreflective sensor consists of transmitter and receiver in the
same housing. The retroreflective sensor emits visible red light. The light is reflected by an external
reflector.
If the light beam is interrupted by an object, the switching status of the retroreflective sensor changes.

3. Circuit Diagram:
3.1Sensors:

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 Experiment 5 Sorting Station

3.2 Actuators:

3.3 Pneumatic circuit:

3.3 Pneumatic circuit:

| P a g e 03
Experiment 6
Pick and Place Station

| P a g e 53
 Experiment 6 Pick and Place Station

1. Introduction:
The Festo Didactic Learning System for Automation and Technology is designed to meet a number of
different training and vocational requirements. The systems and stations of the Modular Production System
(MPS®) facilitate industry-orientated vocational and further training and the hardware consists of
didactically suitable industrial components.
The Pick & Place station provides you with an appropriate system for practice orientated tuition of the
following key qualifications
• Social competence,
• Technical competence and
• Methodological competence
Moreover, training can be provided to instill team spirit, willingness to cooperate and organizational skills.
Actual project phases can be taught by means of training projects, such as:
• Planning,
• Assembly,
• Programming,
• Commissioning,
• Operation,
• Maintenance and Fault finding.

1.1 Training contents covering the following subjects can be taught:

• Mechanics
– Mechanical assembly of a station
• Pneumatics
– Tubing of pneumatic components
– Vacuum technology
– Pneumatic linear and rotary drives
• Electrical
– Correct wiring of electrical components
– Connection of DC motors
• Sensors
– Use of pressure switches with integrated microprocessor
– Correct use of diffuse sensors and light barriers
– Correct use of limit switches
• PLC
– Programming and use of a PLC
– Structure of a PLC program
• Commissioning
– Commissioning of a production system
• Fault finding
– Systematic fault finding on a production system

1.2Topics for project work:


• Selecting pneumatic components
– Linear drives
– Rotary drives
– Vacuum generators
• Safety during pneumatic power failure
– Vacuum reservoir

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 Experiment 6 Pick and Place Station
• PLC programming
– Programming of an operational mode
– Programming of a RESET sequence
– Programming of an EMERGENCY-STOP function
• Optimizing cycle time

2. Design and function:

2.1 Function:
The Pick &Place station is equipped with a two-axis Pick &Place module. Workpiece housings placed on the
conveyor are detected by the diffuse sensor. The workpiece is transported to the pneumatic separator on the
conveyor belt and detected by a second diffuse sensor.
The Pick &Place module picks up a workpiece insert from the slide and places it on the workpiece housing.
The complete workpiece (housing and insert) is released by the separator and transported to the end of the
conveyor belt. A light barrier detects the workpiece at the end of the conveyor belt.
The following functions can also be implemented with the station:
• Segregation of workpieces (housings or bodies) onto the slide
• Alternative feed of workpieces (housings or bodies) from the slide

2.2 Sequence description:

Start prerequisites
• No workpieces at the start of the conveyor belt
• Slide filled with workpiece inserts

Initial position
• Separator extended
• Belt drive switched off
• Mini slide up
• Mini slide retracted
• Vacuum off

Sequence
1. The conveyor belt motor switches on if a workpiece is detected. The workpiece is transported to the
separator.
2. The conveyor belt motor is switched off, if the workpiece is detected by the diffuse sensor in front the
separator.
3. A workpiece insert is picked up at the slide an inserted into the housing.
4. The separator is reversed and the conveyor belt motor is switched on.
5. The complete workpiece is detected at the end of the conveyor belt. The conveyor belt motor is switched
off.

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 Experiment 6 Pick and Place Station

2.3 Pick &Place module:

The Pick &Place module is a pneumatic handling device. The module is
based on precise slide units. End positions of the slides are sensed
electrically via proximity sensors.
A bellows suction cup picks up the workpiece inserts. Directly to the
bellows suction cup a vacuum filter is mounted to prevent dirt particles to
reach the vacuum generator.

2.4 Conveyor belt module:

The Conveyor belt module is used to transport and buffer
workpieces. Workpieces at the start of the conveyor belt,
prior to the separator and at the end of the conveyor belt are
detected by means of optical sensors with fibre optic cables.
The conveyor belt is driven by a DC gear motor.
Outgoing workpieces can be stopped or separated out by
means of a solenoid actuated separator. End position
sensing of the separator is effected by means of inductive
sensors.

2.5Slide module:
The Slide module is used to transport or store the workpieces. This module can be
applied universally thanks to its variably adjustable inclination and height.
6 workpiece inserts can be accommodated on the slide.

2.6 Sensors:
2.6.1 Proximity sensor (Pick &Place, mini slides):
The proximity sensors are used for end position sensing of the mini slides. The proximity sensor is sensitive
to a permanent magnet mounted to the mini slide.

2.6.2 Pressure switch (Pick &Place, vacuum suction cup):

The pressure switch is used to detect the partial vacuum at the vacuum suction cup.
If a workpiece is securely picked up, an output signal is generated by the pressure switch.

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 Experiment 6 Pick and Place Station

2.6.3 Diffuse sensor (Conveyor belt, detection of workpieces):

The diffuse sensor is used for detection of the workpieces. A fibre optic cable is connected to a fibre optic
device. The fibre optic device emits visible red light. The diffuse sensor detects the light reflected by the
workpiece Different surfaces or colors changes the amount of reflected light.

2.6.4 Through-beam sensor (Conveyor belt, detection of workpieces):

The through-beam sensor is used for monitoring the filling level of the Stack magazine. A fibre optic cable is
connected to a fibre optic device. The fibre optic device emits visible red light. The workpiece interrupts the
light barrier.

3. Circuit Diagram:
3.1Sensors:

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 Experiment 6 Pick and Place Station

3.2 Actuators:

3.3 Pneumatic circuit:

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Software Program
STEP 7 V5.5

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 STEP 7 v5.5

1. Introduction:
The Step7 v5.5 program use for programming PLC that use to control MPS Station and this program
especially for Siemens PLC 300 and 400 families.
STEP 7 is the basic programming and configuration software for SIMATIC. It is made up of a series of
applications, each of which does a specific job within the scope of programming an automation task, such as:

· Configuring and assigning parameters to the hardware

· Creating and debugging user programs

· Configuring networks and connections

The basic package can be extended by a range of optional packages, for example, additional programming
language packages such as SCL, S7 Graph, or HiGraph.
The graphic user interface provided for these tasks is known as the SIMATIC Manager. The SIMATIC
Manager collects all the data and the settings necessary for an automation task together in a project. Within
this project the data are structured according to their function and represented as objects.

Objects:
In a similar way to the directory structure used in the Windows Explorer containing folders and files, a
STEP 7 project is divided up into folders and objects. Objects which can contain other folders and objects
are known as folders, for example, an S7 program which contains the folders "Blocks" and "Source files"
and the object "Symbols."

Working with Objects

The different types of object are linked directly in the SIMATIC Manager to the application in which they
are required for processing. This means you do not have to remember which application you have to start in
order to edit a specific object. You simply have to know what you have to do.
We recommend that you read the STEP 7 User Manual before you start work with STEP 7 to give yourself
an overview of the basic principles, the variants, and the recommended procedures. If you are developing an
S7 or M7 user program for the first time, the programming manuals Program Design for S7-300/S7-400 and
for M7-300/M7-400 will provide the information you require about the structure and the elements of a user
program.

2.Starting STEP 7:
When you start Windows, you will find an icon for the SIMATIC Manager, the starting point for the STEP 7
software on the Windows interface.

The quickest method to start STEP 7 is to position the cursor on the icon and doubleclick. The window
containing the SIMATIC Manager is then opened. From here you can access all the functions you have
installed for the standard package and any optional packages.

Alternatively you can also start the SIMATIC Manager via the "Start" button in the taskbar of the operating
system. You will find the entry under "Simatic".

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 STEP 7 v5.5
SIMATIC Manager

The SIMATIC Manager is the basic application for configuring and programming. You can perform the
following functions in the SIMATIC Manager:

 Set up projects
 Configure and assign parameters to hardware
 Configure hardware networks
 Program blocks
 Debug and commission your programs

Access to the various functions is designed to be object oriented, and intuitive and easy to learn.

You can work with the SIMATIC Manager in one of two ways:

 Offline, without a programmable controller connected

 Online, with a programmable controller connected

2. Create a new Project:

1- Chose File New

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 STEP 7 v5.5
2- After that the windows above will appear.

3- Write name of your program as you want in box of name select OK

4- After this step the windows above will appear.

5- Select the Project 1 right click of mouse and chose Insert New Object SIMATIC300

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 STEP 7 v5.5

6- After that expend Project 1 and Double click at Hardware to make hardware configuration.

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 STEP 7 v5.5

Hardware configuration:
7- After double click at Hardware the window above will appear.

8- Expand the SIMATIC 300 choose RACK-300 and double click at Rail and the window
above will appear.

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 STEP 7 v5.5
8- Write the series that written at the cover of PLC in Find box (313-5BF03-0AB0)

9- Choose V2.6 and drag it and drop in UR row 2 as shown in window above.

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 STEP 7 v5.5
10- Double click DI24/DO16 this window will appear.

11- Choose Addresses and remove tick at System default in Input and output and write 0 in Start box in
input and output click at OK

12-After that from the main menu chooses Station Save and Compile or (Ctrl + S)

| P a g e 14
 STEP 7 v5.5
13- After that we return to SIMATIC manager

14- Choose CPU313C from expand SIMATIC300 (1) S7 Program (1) Blocks and choose
OB1 (Organization Block) to make the initial block of program and make your program.

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 Experiment 7
Pick and Place with Sorting Basing on
Gripper Size

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

O BJECTIVES :
In this activity the student will learn the following:
 The basic robotic system components
 Introduction to RoboCell simulation software
 Initialization of the robot and robot workspace
 Move the robot manually to a given position
 Picking and placing an object
 Record various positions of the robot
 Write a basic program for the robot basing on the previously recorded positions
 Determine the size of the object using gripper-opening sensor as a feedback.
 Using gripper-opening distance in sorting basic objects: small cube, medium cube, big
cube, and cylinder.

A CTIVITY :
At the end of this experiment the student should be able to sort 3 different cubes according to
their sizes, picking them from known different locations. The big cube should be on the
ground.

I NSTRUMENTS
R OBOTIC S YSTEM C OMPONENTS
Figure (1) shows elements of a typical robot system. The robot system includes a
manipulator arm, an end effector (the gripper or tool connected to the end of the arm), a
controller and a computer. Other devices such as a hand-held control pendant or camera may
also be included.

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

Figure (1). Elements of typical robotic system.

Some robot systems contain internal feedback devices (such as encoders), and may include
external sensing devices (such as a vision system).

E N D E F F E C TO R
A robot must be properly equipped for the kind of task it is to perform. The end effector of
the ER 4u is a gripper that can be used for grasping and picking up objects. In other robotic
systems the end effector may be a tool, such as a welding gun, a spray gun for painting, or a
grinding tool for milling.

M AN I P UL A TO R ( AR M )
A manipulator is a mechanical arm that moves (manipulates) the end effector to the required
positions and orientation. The manipulator arm must be strong enough to carry the specified
payload and flexible enough to perform the required movements with the required level of
accuracy.

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

C O N T RO L L E R
The controller controls the power supplied to the motors that drive the arm. The controller's
microprocessors simultaneously perform many functions during robot program execution:
 The controller calculates the motion required of each axis to produce the proper arm
movement.
 The controller monitors the motion of the axes and sends commands to the motors in
order to control the speed and correct positioning errors.
 The controller reads input data from sensors and sends output signals that activate
grippers, tools and other devices.
 The controller receives commands from the computer or the control pendant and transmits
status messages to the operator.

S E N S O RS
Most robotic arms have internal sensors that provide data on the position or motion of the
arm joints. These sensors help the controller to position the arm accurately.
Some robotic systems include external sensors, which provide data on objects in the robot's
vicinity. Without these sensors the robot might not know when and where objects are to be
handled or avoided.

T HE R OBOTICS AND M ATERIAL S H ANDLING

The Robotics and Materials Handling station, shown in Figure (2), simulates a robotic work
cell. It has the following elements:

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

Figure (2). Robotic Work cell.

 SCORBOT-ER 4u robot and controller. The SCORBOT robot is an instructional robot,

which provides an inexpensive yet reliable simulation of industrial robots.
 Computer with SCORBASE or RoboCell software.
 Experiment (I/O) table. This item contains microswitches that send input signals to the
controller, a lamp and a buzzer that respond to the controller output signals. You will use
it to simulate the input and output signals that provide communication among the devices
and machines in the robot's environment.
 Conveyor belt. This device serves to demonstrate the delivery of materials to and from the
robot. It includes a photoelectric sensor whose signal indicates to the robot controller that
a part is in the vicinity of the sensor.
 The robotic cell is supplied with a number of cylindrical and cubical blocks, referred to as
round and square blocks in this manual, which represent materials and work pieces that
the robot handles.
 A coordinate grid. A metal or plastic mat marked with a grid to help you in learning to
manipulate and program the robot.
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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

SCORBASE
SCORBASE, shown in Figure (3), is a robotics control software package, which provides a
user-friendly tool for robot programming and operation.

Figure (3). SCORBASE and RoboCell robotic software main window.

R OBO C ELL R OBOTIC S OFTWARE

RoboCell software will enable you to write programs, and then test their execution by using a
virtual robot. Such simulation capabilities will help reduce the cost in planning your final
industrial robotic system, as well as significantly reduce the risk of accidents or failures. In
this course RoboCell software will be used in robotics experiments.
RoboCell is a software package that integrates SCORBASE robotic software with a 3D
Image module. Every project in RoboCell is composed of three files that usually bear the
same name with a different extension:
 By default, positions and program files are saved in one combined operation and have the
same name with different extensions.
 A file, with the 3DC extension, containing the data regarding the robot cell. After loading
a 3D model file, the 3D Image window shows a graphic image of the cell.

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

When the SCORBASE program is executed, the virtual robot will move within the defined
workcell, according to the program positions and commands.

T HE R OBO C ELL 3D I MAGE W INDOW

The RoboCell 3D Image Window simulates a video camera output screen. The camera is
controlled by the user to focus in on a clear, centered view of the cell and robot actions. The
user has several options to control the camera, such as:
 Top View - places the camera on top of the cell at the center of the image.

 Redirect Camera - allows the user to define a position that will be in the center of
the image.
 Zoom In/Zoom Out - zooms in and out of the image by pressing the right mouse
button and moving it forward or backward.
 Rotating the Image - rotates the view of the image by pressing the right mouse
button and moving it to the right/left.
 Moving the Camera Up/Down - use the window’s scroll bar to adjust the viewing
angle of the image.

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

Figure (4). RoboCell 3D Image Window

R OBO C ELL T OOLBAR

Figure (5). RoboCell toolbar.

Stop  Immediately stops program execution and movement of all axes.

New  Opens a new, untitled project.
Open  Opens an existing project.
Save  Saves the currently active project.
Run single
 Executes the selected (highlighted) program line.
line
Run single  Executes the program from the selected (highlighted) program line,
circle to the end of the program.
 Executes the program from the selected (highlighted) program line.
Run
When the last program line is reached, the program starts again from
continuously
the first line.

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

Search
 Search Home for all axes
Home
Control On  Enables servo control of the axes.
 Disables servo control of the axes. When control is off, axes cannot
Control Off
be moved.
Pause  Stops program execution after the current line is executed.
Charts  Opens the Charts window.
 Displays list of commands and options at introductory level.
Level 1
Commands related to higher level are disabled.
 Displays list of commands and options at advanced level.
Level 2
Commands related to higher level are disabled.
 Displays list of commands and options at professional level. At this
Pro
level, all options and commands can be activated.

3D I MAGE T OOLBAR

Figure (6). 3D image toolbar.

 Reloads the currently open 3D model file. The

 robot and all peripheral axes assume their home positions. All objects
return to their original positions. The graphic display returns to its
default view. Selecting Reset Model while a robotic program is
Reset running will interrupt its
 execution, but will not stop or reload the program. You must select the
SCORBASE Stop command, and then bring the cursor to the first line
of the program before resuming
 program execution.
 Allows you to select a different focal point in the graphic display of
the cell. To change the center point of the graphic display window,
Redirect select Redirect Camera and then click on any point in the scene. It now
Camera becomes the center
 point of the graphic display.
 When selected, the camera follows a specific focal point. This function
Follow- is similar to Redirect Camera, only automatic and continuous.
me  This function is particularly useful for following the motions of the
Camera robot gripper. But it can also be used to track any object in the cell,
such as a cube that is being moved.

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

 Allows you to move the robot screen in a desired direction. Clicking

Drag on this icon and .dragging. the mouse to the left will drag the entire
scene within the window to the left.
Top View  Displays an overhead view of the cell.
 Saves the current view of the cell. The graphic display will show this
Save
view whenever you select Reset Model or Restore Camera Position, or
Camera
when the 3D Image file is loaded.
Names  When selected, a label appears on the object showing its name.
 When selected, a label appears on the object showing its position. The
Positions coordinates indicate the center point of the object relative to the cell’s
point of origin.
 When selected, a line showing the path of the gripper will be drawn on
Path the screen whenever the robot moves. Clear this menu option to stop
the display of the path.
Clear  Removes the robot path drawn on the screen.
Path
 Moves the robot (gripper) to an object in the cell. Be sure the gripper
Send is open before using this command.
Robot to  First select Send Robot to Object, then click on the target object. By
Object default, the gripper will move to a point that is 10 mm above the
object’s position.
 Moves the robot (gripper) to any location in the cell. It is similar to the
Send Robot to Object command, but allows you to send the robot to
any point on any object in the cell. When you click on an object, such
Send as the table, the target point is the point where you click, not the
Robot to object’s position.
Point
 First select Send Robot to Point, then click on the target point. By
default, the gripper will move to a point that is 10 mm above the point
selected.
Send  Moves the robot (gripper) to a point above any selected location in the
Robot to cell. First select Send Robot Above Point, then click on the target
Above point. By default, the gripper will move to a point that is 150 mm
Point above the target point.

E XPERIMENTAL PROCEDUR E :
R UNNING R OBO C EL L AND O PENING THE D EMO 3D MODEL F ILE
1. Turn on the computer.
2. Run RoboCell by doing one of the following:

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

 Click Start | Programs | RoboCell for ER 4u | RoboCell for ER 4u.

 Click on the RoboCell for ER 4u icon.
The opening screen appears.

Figure (7). RoboCell for ER 4u program window.

3. Every SCORBASE program is part of a project, which can also include the user-defined
positions, project data and 3D model files. In order to write your first SCORBASE
program, you must open a new project.
To open a new project, do one of the following:
 Select File | New Project.
 Click on the New Project icon.
 Press [Ctrl] + N.
The RoboCell screen now appears as shown Figure (8).

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

Figure (8). RoboCell window after opening a new project.

4. You now need to open a 3D image model for this project.

 Select File | Import 3D Model.
The Import 3D Model dialog box opens.
 Go to the directory
C:\Program Files\Intelitek\RoboCell\Projects\ER4u as shown in Figure (9)

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

Figure (9). Importing 3D Model.

 Open the cell CLASS 1.3DC (the cell may be any other as provided by yours
instructor).
A 3D image opens, displaying the SCORBOT-ER 4u robot centered on a table with 3
cubes of different colors and sizes placed in front of it.

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

Figure (10). 3D cell model.

 You now need to arrange the windows in positions optimal for viewing the 3D Image
and teaching/recording positions. Select Window | Simulation & Teach to arrange
the windows.
You screen should now look like Figure 2-12.

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

Figure (11). 3D cell model after rearranging program windows.

R ECORDING P OSITIONS
1. Move the robot to the positions shown in Figure (12) and record them.

8 5 2

9 6 3
1 7 4
0

Figure (12). 3D cell model after rearranging program windows.

Note that positions (3, 6, & 9) are just above the cubes. You can record them relative to
positions (4, 5, & 10) 40 mm above as follows:
2. Move the robot to position 4 and record it. Be aware of the orientation of the gripper.

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

3. Change programming level to level 2 . You should be able to click Expand on Teach
Positions window.

4. Click it, new items appear.

5. Now you can record position 5 relative to position 4, which will be 40 mm above it (in the
z-direction).

6. After filling all the previous values, click on Teach.

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

Note that if you click on Get Position you will obtain the position of each point and
you will know whether this position is absolute or relative.
7. Repeat the previous steps for all the other positions. Record positions (2, 5, & 8) relative
(3, 6, & 9) 50 mm above.

S IZE OF GRIPPER AS A VARIABLE IN THE PROGRAM

1. Make the following simple program

2. Change the level to Professional to be able to use new commands from Workspace |
Commands window
3. In the Workspace | Commands window go to AXIS CONTROL |
SetVariableToGripperSensor… and double click on it.

The following window opens:

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

4. Set Variable Name to SIZE (for example). This creates the variable SIZE which measures
the gripper opening distance at any position.
5. In the Workspace | Commands window go to PROGRAM FLOW |
PrintToScreenLog… and double click on it.

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

The following window appears:

Variable name must be entered
between ‘’

O
u
t
p
u
t

6. Ini the Text field place 'SIZE' (variable name).

s
7. The resulted program should have the following form:
d
i
s
p
l
a
y
e
d

o
n
8. If we run the program from the first line a new window appears displaying the output:
t
h
e

o
u
t
p
9. If,
u
for some reasons, this window does not appear, it can be opened from View |
t
Messages menu.
As
w can be seen, the size of the cube is displayed and equals 50 mm.
i
n
d
o
w
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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

P ROGRAMMING AN IF STA TEMENT BASING ON SIZ E OF GRIPPER - OPENING

The if statement can be found in Workspace | Commands window | PROGRAM FLOW |

IfJump…

It can be used in the program as follows:

1. Double-click on IfJump command. The following window appears:

2. At any instant the user can end the program using End command from the same
Command window group.

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 Experiment 7 Pick and Place with Sorting Basing on Gripper Size

3. Also the label can be placed at any position of the program using the Label command in
the previous figure. If double clicked the following window appears:

4. After some modifications the resulted program is shown in the next figure:

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 Experiment 8
Pick and Place on I/O Experimental
Table Using Loops and If Statement

| P a g e 17
 Experiment 8 Experimental Table Using Loops and If Statement
O BJECTIVES :
In this activity the student will learn the following:
 Picking and placing an object
 Record various positions of the robot
 Write a basic program for the robot basing on the previously recorded positions
 Use the I/O experimental table.
 Use loops and if statement in robot programming

A CTIVITY :
At the end of this experiment the student should be able program the robot to take an object
from the I/O table when this object is placed on it. Depending on its position on the table the
robot decides where to place it.

E XPERIMENTAL PROCEDU RE :
R UNNING R OBO C EL L AND O PENING THE D EMO 3D MODEL F ILE
1. Turn on the computer.
2. Run RoboCell by doing one of the following:
 Click Start | Programs | RoboCell for ER 4u | RoboCell for ER 4u.
 Click on the RoboCell for ER 4u icon.
The opening screen appears.

Figure (1). RoboCell for ER 4u program window.

3. Open a new project, doing one of the followings:

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 Experiment 8 Experimental Table Using Loops and If Statement
 Select File | New Project.
 Click on the New Project icon.
 Press [Ctrl] + N.
The RoboCell screen now appears as shown Figure (2).

Figure (2). RoboCell window after opening a new project.

4. You now need to open a 3D image model for this project.

 Select File | Import 3D Model.
The Import 3D Model dialog box opens.
 Open the cell RobotCubTable.3DC (the cell may be any other as provided by yours
instructor).
A 3D image opens, displaying the SCORBOT-ER 4u robot centered on a table with 3
cubes of different colors and sizes placed in front of it.

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 Experiment 8 Experimental Table Using Loops and If Statement

I/O
Experimental
table

2
1 Lamp
3

4 Buzzer

Figure (3). 3D cell model. Where buttons (1, 2, 3, & 4) are input micro-switches used to detect an object.

 You now need to arrange the windows in positions optimal for viewing the 3D Image
and teaching/recording positions. Select Window | Simulation & Teach to arrange
the windows.

R ECORDING P OSITIONS
1. Move the robot to the positions shown in Figure (4) and record them.

2
4 6 8
3 7 9
5

Figure (4). 3D cell model after rearranging program windows.

2. Make sure that positions (2, 4, 6& 8) are on the same level (z-axis), do the same for
positions (7 & 9) and (3 & 5).
3. For more information about recording positions, refer to Activity 1 document.

T HE I/O EXPERIMENTAL TABLE E NVIRONMENT

1. Open the Digital Inputs/ Digital Outputs from:

View | Dialog Bars | Digital Inputs

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 Experiment 8 Experimental Table Using Loops and If Statement
View | Dialog Bars | Digital Outputs

Figure (5). Digital Inputs/Digital Outputs Window opening.

The following windows appear on the bottom of the program:

(O UTPUTS OF THE I/O TABLE ):

2. Move the cube to position 7 or 9  Digital Input number 2 or 1 will be on respectively.

This indicates that the corresponding sensor has been activated.

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 Experiment 8 Experimental Table Using Loops and If Statement
3. In the Workspace | Commands window go to INPUTS & OUTPUTS |
TurnOnOutput#_... and double click on it.

The following window appears:

Output Number to be activated

Activate == on
Deactivate == off

In this Cell, Output number 1 is connected to the Light. And Output number 2 is
connected to the buzzer.
4. After selecting the desired output the following command will be added to the program
file:

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 Experiment 8 Experimental Table Using Loops and If Statement
U SE INPUT SIGNAL S FRO M THE I/O TABLES
5. The principal command used to determine the state of a given sensor (on/off) is the
IfInput#_OnJump in Workspace | Commands window go to INPUTS & OUTPUTS |
IfInput#_OnJump

6. Double-click this command the following window opens:

7. Select the number of the input desired to be measured and in the Jump to Label write the
label that corresponds to the commands related to the activity of this sensor. Refer to
Activity 1 form more information about how to create a label.
8. After inserting the previous command it appears in the program window as follow:

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 Experiment 8 Experimental Table Using Loops and If Statement
U SING IF STATEMENT AN D LOOP TO WAIT FOR S IGNAL FROM A GIVEN S ENSOR :

9. In order to wait for a sensor to be activated a loop must be constructed using the
JumpTo… command from Workspace | Commands window | PROGRAM FLOW |
IfJump as introduced in Activity 1.
10.In the loop it is recommended to use the Wait… command in order to lower the number
of times this loop is being executed. This affects the CPU usage.
11.See the previous Figure for the final contents of the if statement and the loop.

After this introduction the student should be able to program the task
assigned by his instructor.

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 Experiment 9
Conveyor Belt with Sensor
If Statements, Loops and Counters

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 Experiment 9 Conveyor Belt with Sensor If Statements, Loops and Counters
O BJECTIVES :
 In addition to previous concepts given in previous activities, such as picking and placing
an object and recording various robot positions, in this activity the student will be
introduced to the following new concepts:
 Use the conveyor belt and the related sensor.
 Program the robot to work with the conveyor belt. To pick the object from the conveyor
belt and place it in the correct location basing on its size.
 Use a counter in programming, to place the object in new locations, automatically.

A CTIVITY :
Initially, the student will learn how to move the conveyor belt manually in both directions at
different speeds. On the conveyor three objects are placed on different locations. When an
abject passes in front of the photoelectric sensor the student will observe that the led at the
rear edge of the sensor turns on, indicating that this object is in the detection range of the
sensor. Also, as this sensor is connected, virtually in the simulation or actually in the real
robot, to the control unit to a given digital input location. The student will notice that the
corresponding digital input led turns on, indicating that an input signal/command is being
received.
After this introduction to the conveyor belt and the sensor, the student will be introduced to
the related commands used in the program. Such as moving the conveyor belt, using the if
statement in a loop that, when the sensor detects an object, breaks and the program continues
with the rest of commands that includes: stopping the conveyor belt, moving the robot to
pick the detected object and to place it in a predefined location, and returning it to the initial
location waiting for the next object detection in a similar way. In order to repeat the previous
procedure for all the objects on the conveyor belt a global loop (jump to command) is used.
Also in order to place the next object on the top of the previous one automatically the student
will learn how to use a variable (counter), that represents the dynamic location of the new
object, that changes its value in each global loop.
Note that in the previous procedure the conveyor can be started only just after that robot
returns to its initial position after placing the object in its location. The mention if-statement
inside the loop programmed to stop the conveyor when the sensor detects an object cannot be

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 Experiment 9 Conveyor Belt with Sensor If Statements, Loops and Counters
activated unless the robot has been stopped. As a result, the conveyor cannot be started
unless the robot has been stopped. This represents a deficiency in the program, time is being
wasted, as simultaneous activation of the conveyor and the robot cannot be achieved.
To solve this time deficiency of the program the student will use input interrupt related
commands that enable the activation of both the robot and the conveyor belt simultaneously.
In addition, at the end of this activity the student will be requested to program the robot to do
picking several objects from the conveyor and placing them in two different locations basing
on its size. This task will be explained in more detail at the end of this report.

E XPERIMENTAL PROCEDUR E :
R UNNING R OBO C EL L AND O PENING THE D EMO 3D MODEL F ILE
1. Turn on the computer.
2. Run RoboCell by doing one of the following:
 Click Start | Programs | RoboCell for ER 4u | RoboCell for ER 4u.
 Click on the RoboCell for ER 4u icon.
The opening screen appears.

Figure (1). RoboCell for ER 4u program window.

3. Open a new project, doing one of the followings:

 Select File | New Project.
 Click on the New Project icon.
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 Experiment 9 Conveyor Belt with Sensor If Statements, Loops and Counters
 Press [Ctrl] + N.
The RoboCell screen now appears as shown Figure (2).

Figure (2). RoboCell window after opening a new project.

4. You now need to open a 3D image model for this project.

 Select File | Import 3D Model.
The Import 3D Model dialog box opens.
 Open the cell RobotWithConveyorAndSensor.3DC (the cell may be any other as
provided by yours instructor).
A 3D image opens, displaying the SCORBOT-ER 4u robot on a table with 3 cubes
placed on a conveyor belt. At the end of the conveyor a photoelectric sensor is
mounted.

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 Experiment 9 Conveyor Belt with Sensor If Statements, Loops and Counters

Figure (3). 3D cell model that contains robot, conveyor belt and sensor.

 You now need to arrange the windows in positions optimal for viewing the 3D Image
and teaching/recording positions. Select Window | Simulation & Teach to arrange
the windows.

R ECORDING P OSITIONS
1. Move the robot to the positions shown in Figure (4) and record them.

3 5
2 8
6
4

Figure (4). 3D cell model after rearranging program windows.

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 Experiment 9 Conveyor Belt with Sensor If Statements, Loops and Counters
2. Position (2) is recorded such that when the box reaches the sensor the conveyor stops. The
robot is moved to catch it where position (2) is recorded. The robot holds the box to
position (4) where it is placed just above the table.
3. Make sure that positions (3) is 50mm above position (2), position (6) 40mm above (4),
and so for position (8) relative to (6). Position (5) is 50mm above position (8). For more
information refer to Activity 1.

C ONVEYOR AND SENSOR M ANUAL MOVEMENT

4. Observe that axis # 7 in the Manual Movement window, which corresponds to conveyor
axis control. See the next Figure:

Conveyor belt
axis control

Figure (5). Axis #7 (conveyor belt) control buttons.

5. Also open the dialog input dialog bar from View | Dialog Bars | Digital Inputs.

6. Move the conveyor right/left by clicking on 7/U, shown in Figure (5), manually. When an
object reaches the sensor the rear led illuminates and also does the corresponding digital
input. See the figure:

Figure (6). The sensor detects an object, hence input #1 turns on.

C ONVEYOR AND SENSOR R ELATED PROGRAM COMMA NDS

C O N VE Y O R BE L T C O M M AN D S :
The main programming commands related to the conveyor belt are the following:
1. Starting and Stopping the conveyor:
In the Workspace | Commands window go to AXIS CONTROL | StartConveyor... or
StopConveyor...

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 Experiment 9 Conveyor Belt with Sensor If Statements, Loops and Counters

These commands open the following windows, respectively:

In both figures the axis represents to which control axis in the control unit the conveyor
belt is connected. Note that two axes in the control unit are available: axis #7 and axis #8.
Here, in this experiment the conveyor is connected through axis #7. Also, as appears in
the figure on the left, the student can select the direction and the speed at which the
conveyor moves.
After clicking OK on any of the previous figures, the following commands appear in the
program window

2. Using the sensor signal/input in the program:

a. Using simple if statement inside a loop, as done in the previous activity (Activity #2)
with inputs from the I/O table. When the sensor is activated (an object is detected by
the sensor) the if statement jumps the execution to a given label out of the loop. This
can be summarized by the following sequence of commands:

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 Experiment 9 Conveyor Belt with Sensor If Statements, Loops and Counters

Here, in this activity, the sensor is connected to input #1.

b. Using Input Interrupt commands. This method can be applied without the need of a
loop. Note that in the previous method the program is waiting the termination of the
loop, i.e. one cannot apply any other command, like moving the robot, while it is
checking the signal from the sensor. While in this method, the program continues with
the rest of commands, and when the sensor detects an object the conveyor stops,
without affecting other commands that are being executed at this instant. The related
commands are the following:

- EnableInterrupt#_... & DisableInterrupt#_...: this command enables receive

signals/input command from the corresponding sensor, when is double-clicked:

Note that (1) is the input # of the control unit to which the sensor is connected, see
Figure (6).

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 Experiment 9 Conveyor Belt with Sensor If Statements, Loops and Counters
USING A CO UN TE R I N T H E P RO G R AM
The objective of a counter in this activity is to place the object in a new location different
than the previous location automatically. Like, appending cubes one on the top of the other,
automatically. This can be done as follows:
3. Create a variable in the program:
In the Workspace | Commands window go to PROGRAM FLOW |
SetVariableToComputation... the following window appears

Write the variable name and value. Here we used POSITION1 as variable name at its
value is 4. This creates the following command in the program window:

4. Change its value automatically inside a loop using the same command
SetVariableToComputation

Which creates the following command:

1
Variable name is arbitrary.

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 Experiment 9 Conveyor Belt with Sensor If Statements, Loops and Counters

The previous procedure changes the value of the variable POSITION to 6 and then to 8 in
each loop.

T HE PROGRAM :

This program collects the boxes from conveyor belt. And places them on the table one on the
top of the other. The conveyor stops when the sensor detects a box. If no box is detected the
robot is at standby mode at position (3). When the robot catches the box at position (2) it
moves to position (3) and then the conveyor is restarted.

P R O G R AM S E Q UE N CE :
5. Initially, the robot is in standby mode at position (1) (see Figure (4)).
6. The conveyor is started and the robot is moved to position (3) and waits with the gripper
open.
7. When the box reaches the sensor, the conveyor is stopped and then the robot moves to
position (2).
8. The gripper is closed and then the robot returns to position (3).
9. The conveyor is restarted
10.The robot takes the box to position (5) then position ( POSITION) – the created variable –
which value, initially, is 4.
11.The gripper is opened. The robot moves to position (5) and then to (3).
12.At any time if the sensor detects a box the conveyor is stopped. And the process is
repeated automatically in a loop.
13.When the number of appended boxes =3 the program is ended and the robot moves to
position (1).

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 Experiment 9 Conveyor Belt with Sensor If Statements, Loops and Counters
P R O G R AM S T R UC T U RE I N RoboCell:

Figure (7). Program structure in ROBOCELL.

Note that program sequences presented in Section (‎0) are not followed exactly in the
ROBOCELL program, Figure (7). The student should made any necessary modifications
including some self improvement as needed.
Note also the subroutine created at the end of the program, Figure (7), for stopping the
conveyor. It is called when the sensor detects a box using the command:

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 Experiment 10
Creating a Robotic Cell Using Cell
Setup

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 Experiment 10 Creating a Robotic Cell Using Cell Setup
O BJECTIVES :
Introduce the student to CELLSETUP program and its main components, and creating a
Robotic Cell (ROBOCELL) that includes:
 ER 4u Robot
 Table
 Objects (boxes)
 Conveyor belt
 Input/output experimental table with sensors, light, and buzzer.
 General sensor

CELLSETUP PROGRAM:
CellSetup W INDOW
Figure (1) shows an existing workcell in the CellSetup window. The window comprises:
 A Menu Bar containing all command menus and options.
 A Toolbar containing icons for the most commonly used options.
 Working area containing the workcell objects.
 A Status Bar displaying RoboCell status messages.

Figure (1). CELLSETUP program window.

In the next sections brief details are provided about the main components in the program
menu.

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 Experiment 10 Creating a Robotic Cell Using Cell Setup
M E N U B A R (F I L E MENU)
Cell data is stored in a *.3DC file. The File menu contains the
usual Windows functions that allow the student to load and save 3DC
files, and to exit the software.
In addition, you can open the most-recently opened workcell files
from this menu.

TOOLBAR

New  New Robotic Cell is created

Open  Open existing CELLSETUP file
 Saves the current placement of all objects in the cell to a
Save
CELLSETUP file. Default file extension is 3DC.
New Object  Opens/closes the New Object menu (Section ‎0)
Delete
 Delete an object from the cell
Object
Drag Object  Change the location (Relocate) an object in the cell
 The robot controller has eight digital input and eight digital output
Controller
connections. Connect input/output device to specific connection
Setup
port.
Show
 Shows/hides the Object Name labels
Names
Show
 Shows/hides the Object Position labels
Positions
Drag 3D  Activates the drag mode in order to relocate the entire cell in a new
Frame position
Camera Top  Resets camera position to display an overhead view of the cell.

N E W O B J E C TS M E N U

Clicking on New Object icon the following menu is opened, see Figure (2, A&B). This
menu contains the most general Cell components.

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 Experiment 10 Creating a Robotic Cell Using Cell Setup

Figure (2, A). New Object Menu.

Figure (2, B). New Object Menu.

A CTIVITY :
In this activity the student will be able to create a new virtual workcell. A workcell created
using CellSetup can be theoretical or a replica of actual robotic installations.
After creating a workcell, the student can open it in RoboCell, where he can define positions,
write programs and run them. If a controller and a robot are connected to the computer, the
student can switch RoboCell to On-Line, and run the virtual robot in the virtual cell, together
with the real robot in the real cell.

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 Experiment 10 Creating a Robotic Cell Using Cell Setup
O PEN THE PROGRAM

Click on the following icon to open the CellSetup program , the following window
opens:

Figure (3). New Object Menu.

C LICK ON THE NEW ICON IN THE PROGRAM TOOLB AR

Click on the new icon in the program toolbar, see Section (‎0) for more information about
program toolbar.  the following window opens:

Figure (4)

In this window select the type of the robot. Which is, in our case, ER 4u. At this step the
program is ready to create a Cell.

A DD COMPONENTS TO THE C ELL

Using the New Object Menu, Figures (2, A&B), add the following objects to the Cell:

ADDING A N E W RO B O T
From Robots submenu, Figure (2, A), add a robot. As can be seen, only ER 4u robot appears
in this submenu. Double click on it  the following window appears:

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 Experiment 10 Creating a Robotic Cell Using Cell Setup

Figure (5). Robot added with/without a Slidebase.

Select No Slidebase as a stationary (fixed to ground) robot will be used. And then click on
OK.
 A robot will be inserted in the center of the window as shown:

D
r
a
g W
i
3 n
D d
o
F
w
r
a
m S
Figure (6). A robot
e in the center of the window.
l
i
C H AN GE T HE VI E W PO I N T AN D Z O O M d
To change the viewpoint move the slider on the right of e
the window of the previous figure.
r
The position of entire cell click on the Drag 3D Frame icon shown in the previous figure.
Also you can change the orientation of the entire cell and/or zooming in/out the view by
right-click anywhere in the cell and moving the mouse right/left and/or up/down.

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 Experiment 10 Creating a Robotic Cell Using Cell Setup
ADDING A T A BL E BE L O W T H E R O B O T
In the New Object menu double-click on General submenu and then double-click on Table,
the following window opens, where you can change the color of the table and its size.

Figure (7). Table properties.

Click on OK in the previous figure. Click approximately where to position the table  a
table will be added to the Cell. You can change its position later by clicking on Drag Object
Icon in the main toolbar introduced in Section (‎0).

Figure (8). Robot with a table.

ADD A CO N VE Y O R I N F RO N T O F TH E RO B O T
The conveyor can be added clicking on Peripheral Axes submenu in New Object menu and
double-click on Conveyor Belt… the following window appears:

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 Experiment 10 Creating a Robotic Cell Using Cell Setup

Figure (9). Adding a conveyor belt to the Cell.

Select the text in the previous figure (Conveyor Belt…) and drag it to a vacant
port/connector (could be 7 or 8). As in the RoboCell program this conveyor will be moved
using this port (axis). After finishing and clicking on OK the program is waiting for clicking
the position of this conveyor. Place it near the robot in front of it. The following arrangement
will be obtained.

Figure (10). Adding a conveyor belt to the Cell.

Double-click on the conveyor a popup window

appears where you could change the position,
orientation or rename the conveyor belt object. Click
on Rotate this window appears, use 90o to rotate the
conveyor.

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 Experiment 10 Creating a Robotic Cell Using Cell Setup
A D D I N G C U BE S TO THE CELL
In the New Object menu double-click on Materials submenu and then double-click on
Cube, the following window opens, where you can change the color of the cube, material
and its size.

Figure (11). A cube to the Cell.

After selecting the needed specifications of the Cube, press OK and then the program asks
the student to indicate its location. Select an appropriate location within the robot workspace.
Note that the Cube can also be placed on the conveyor.
Similarly, the student can add different objects to the Cell as needed.

ADDING A SENSOR
The Sensor can be added from the New Object menu. Double-click on I/O Devices submenu
and then double-click on Sensor, the following window opens, where you can change
characteristics of this Sensor.

Figure (12). A cube to the Cell.

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 Experiment 10 Creating a Robotic Cell Using Cell Setup
As can be observed from the previous figure the sensor can be general that detects all colors
and material or can be used for specific material/color. Also in the size option, the height of
the sensor can be changed. Use 110mm height to align the sensor next to the conveyor.
Besides, it may be necessary to rotate it, as done in section ‎0, to make it detect objects on the
conveyor.

Figure (13). A sensor aligned to the conveyor.

It is important to define the input channel to which the sensor is connected. When this
channel receives a signal, this means that the sensor has detected an object. Input channel is

defined pressing icon (controller setup) in the main toolbar window, which opens the
following window:

Figure (14). Sensor channel selection.

As can be observed from the previous figure, the controller has eight input channels. Click
on the sensor and drag it to a free channel. Remember the selected channel number to use it
in RoboCell program.

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 Experiment 10 Creating a Robotic Cell Using Cell Setup
ADDING AN E X PE RI M E N T AL T A BL E
The RoboCell Experimental Table contains four input sensors and two outputs (Buzzer and a
light). It can be inserted the New Object menu. Double-click on I/O Devices submenu and
then double-click on “Experimental Table”, the following window opens, to define the input
channel for each sensor, as done previously.

Figure (15). Sensor channel selection.

When pressing OK in the previous figure the Experimental Table is ready to be placed on the
table, click any position on it.

Figure (16). Experimental Table placement.

To define the output channels presses on (controller setup) and select the output tab.
Then, similarly, drag each output to the considered channel.

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 Experiment 10 Creating a Robotic Cell Using Cell Setup

Figure (17). Output channels definition.

At this instant, the created cell is ready to be used in RoboCell program. The student may
self-study more options or different object combinations in the Cell as needed.

After this introduction the student should be able to program the task
assigned by his instructor.

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