Industrial robots injure people almost always during «commissioning» and when people «think it has stopped».
The speed and force of an industrial robot far exceed human reaction. Once inside its range of motion, a person has no chance to dodge.
Where accidents concentrate is not normal production, butTeaching and commissioning—— A person must operate close to the robot.
Another underestimated risk isCollaborative robots: many people assume “collaboration” equals “safety”; in fact it is safe only under specific conditions.
| Risks | Possible consequences | Course link points |
|---|---|---|
| Not reducing speed during commissioning | Impact and crush injuries | Teaching mode and speed-reduction rules |
| Safety fence bypassed | Entering the danger zone | Safety circuits and the ban on bypassing |
| Misjudging the robot as stopped | Crush injuries | Shutdown confirmation and energy isolation |
| Operating collaborative robots beyond their limits | Impact injuries | Force limits and the boundaries of risk assessment |
| Cross-work during integration and commissioning | Injuries to multiple people | Work coordination and area control |
This table is the basis for course design: a risk with no corresponding action is a risk that has not been taught properly.
These are not hypotheticals; they recur on the training floor. Each item spells out what went wrong, what the right action is and why.
The distance between the lectern and the workbench is longer than you think. This section is about how we turn knowing into doing.
Every item can be ticked; no vague wording like 'basically mastered'. A teacher can score straight from this sheet.
| Assessment items | What counts as passing | What leads to an immediate fail |
|---|---|---|
| Teaching mode | Switch to manual low speed; operate the teach pendant with one hand | Teaching at full speed means a fail |
| Safety circuit | Identify and explain the function of each safety device | Unable to explain the light curtain's function: points deducted |
| Entering the fenced area | Four steps: stop the machine, isolate energy, lock out, verify | Missing any step = fail |
| Emergency stop | Locate and press the nearest emergency stop within 3 seconds | Overtime: points deducted |
| Collaboration boundary | Explain the conditions for using a collaborative robot | Assuming “collaborative means safe” = fail |
Real sites rarely have work that belongs to only one direction. This section covers where risks compound.
| Modules | Class hours | Content |
|---|---|---|
| Robot safety fundamentals | 2 class hours | Range of motion, injury mechanisms, overview of safety standards |
| Protective devices | 2 class hours | Fencing, light curtains, safety doors, E-stop circuits |
| Teaching and commissioning | 2 class hours | Teaching mode, speed-reduction requirements, single-operator rules |
| Collaborative robots | 1 class hour | Force-limit principles, risk assessment, limits of use |
| Integration and maintenance | 2 class hours | Energy isolation, area control, multi-trade coordination |
Total class hours can be adjusted to the school's training schedule; when compressing, merge awareness modules first and keep hands-on and emergency content.
| Dimension | Form | What is assessed |
|---|---|---|
| Theory | Closed-book, 40 questions | Safety circuits, teaching procedures, collaboration boundaries |
| Hands-on practice | Teaching drill | Perform the teaching operation to standard, including reduced speed and zone confirmation |
| Emergency | Scenario judgement | Given an abnormal scenario, state the shutdown and response sequence |
Failing theory means no hands-on practice; failing practice means retraining. We recommend putting this rule into the practical training regulations.
Send us the school's practical training equipment list and we will return course priorities based on the actual equipment.
Send the equipment list