A three-dimensional geometric figure splicing demonstration teaching device

Abstract

The application provides a three-dimensional geometric figure splicing demonstration teaching device, and relates to the technical field of teaching devices, which comprises a support, the inner side wall of the support is rotationally connected with a damping rotating shaft, the damping rotating shaft is fixedly connected with a guide column, the outer side wall of the guide column is slidably connected with a guide sleeve, the top of the guide sleeve is fixedly connected with a sleeve, the inner side wall of the sleeve is threadedly connected with a threaded column, the top end of the threaded column is fixedly connected with a knob, and the bottom end of the threaded column is fixedly connected with a top block. The guide sleeve is slid along the horizontal guide column to drive the hinged base to move, and then each sliding block distributed along the circumference is synchronously driven by the plurality of connecting rods to slide outward or inward along the radial direction. When the sliding blocks move towards the center, the geometric models are combined into a complete assembly to simulate the splicing process. When the sliding blocks move away from the center, the assembly is disassembled into independent units to simulate the disassembly process. The whole movement process is continuous, smooth and synchronous, and students can clearly observe the change rule of the combination and disassembly of the figures.

Description

Technical Field

[0001] This invention relates to the field of teaching demonstration devices, and in particular to a teaching device for demonstrating the splicing of three-dimensional geometric figures. Background Technology

[0002] In solid geometry teaching, helping students understand the splicing and segmentation of shapes, as well as the transformation relationships between two-dimensional and three-dimensional figures, is both a key focus and a challenge. Currently used teaching demonstration tools include fixed geometric models, magnetic puzzle blocks, or two-dimensional animation simulations. However, existing devices have the following shortcomings: First, most devices can only statically display a single model, making it difficult to dynamically demonstrate the process of multiple geometric objects gradually assembling into a composite or decomposing a composite into several basic units from a scattered state; second, some adjustable devices rely on independently adjusting the position of each model, which is cumbersome and makes it difficult to ensure the synchronicity of symmetrical transformations, failing to intuitively present the geometric transformation laws such as translation, rotation, and radial scaling.

[0003] To address this, a teaching device for demonstrating the assembly of three-dimensional geometric figures is proposed. Summary of the Invention

[0004] In view of this, the present invention provides a three-dimensional geometric figure splicing demonstration teaching device to solve or alleviate one of the technical problems existing in the prior art, and at least provides a beneficial option.

[0005] The technical solution of this invention is implemented as follows: A three-dimensional geometric figure splicing demonstration teaching device includes a support, a damping shaft rotatably connected to the inner side wall of the support, the damping shaft being fixedly connected to a guide post, a guide sleeve slidably connected to the outer side wall of the guide post, a sleeve fixedly connected to the top of the guide sleeve, a threaded post threadedly connected to the inner side wall of the sleeve, a knob fixedly connected to the top of the threaded post, a top block fixedly connected to the bottom of the threaded post, a through hole opened at the bottom of the sleeve, a hinge seat fixedly connected to one side of the guide sleeve, several through grooves evenly opened on the outer side wall of the hinge seat, a connecting rod hinged to the inner side wall of the through groove, one end of the connecting rod hinged to the inner side wall of the ear seat, a slider fixedly connected to the front surface of the ear seat, the slider slidably connected to the outer side wall of the guide rod, a frame fixedly connected to one end of the guide rod, a center block fixedly connected to the other end of the guide rod, and mounting holes opened on the front surfaces of the center block and the slider.

[0006] A further preferred embodiment: the top block is disposed on the top of the guide post.

[0007] A further preferred embodiment: the hinge seat is slidably connected to the outer wall of the guide post.

[0008] A further preferred embodiment: the central block is fixedly connected to one end of the guide post.

[0009] A further preferred embodiment: the bottom of the support is fixedly connected to a bracket.

[0010] A further preferred embodiment: the bottom of the bracket is fixedly connected to a base plate.

[0011] A further preferred embodiment: a fixing pin is inserted into the interior of the mounting hole.

[0012] A further preferred embodiment: one end of the fixing pin is fixedly connected to a geometric model.

[0013] The embodiments of the present invention have the following advantages due to the adoption of the above technical solutions: I. This invention uses a guide sleeve that slides along a horizontal guide post, causing the hinge seat to move. Multiple connecting rods then synchronously drive various sliders distributed along the circumference to slide radially outwards or inwards. When the sliders move towards the center, the geometric models assemble into a complete composite, simulating the assembly process. When the sliders move away from the center, the composite decomposes into independent units, simulating the decomposition process. The entire movement is continuous, smooth, and synchronous, allowing students to clearly observe the changing patterns of the merging and separating of the figures.

[0014] Second, when using this invention, you only need to push and pull the guide sleeve to control the synchronous movement of all sliders. There is no need to adjust the position of each model individually. By locking the threaded column and the top block with the knob, the guide sleeve can be fixed in any position, thereby stably displaying the geometric relationship under a certain degree of splicing, which is convenient for teachers to explain and ask questions.

[0015] Third, the mounting holes of each slider and the central block of this invention can be quickly replaced with different geometric models (such as cubes, pyramids, spheres, cylinders, etc.) through fixing pins, adapting to different teaching themes and expanding the scope of application of the device.

[0016] The above overview is for illustrative purposes only and is not intended to be limiting in any way. In addition to the illustrative aspects, embodiments, and features described above, further aspects, embodiments, and features of the invention will become readily apparent from the accompanying drawings and the following detailed description. Attached Figure Description

[0017] To more clearly illustrate the technical solutions in the embodiments of this application or the prior art, the drawings used in the description of the embodiments or the prior art will be briefly introduced below. Obviously, the drawings described below are only some embodiments of this application. For those skilled in the art, other drawings can be obtained based on these drawings without creative effort.

[0018] Figure 1 This is a structural diagram of the present invention from one perspective; Figure 2 This is a structural diagram from another perspective of the present invention; Figure 3 This is a structural diagram of the guide post and guide sleeve of the present invention; Figure 4 This is a diagram of the internal structure of the sleeve of the present invention.

[0019] Reference numerals: 10. Base plate; 11. Bracket; 12. Support; 13. Damping shaft; 14. Guide post; 15. Guide sleeve; 16. Sleeve; 17. Threaded post; 18. Knob; 19. Top block; 20. Through hole; 21. Hinge seat; 22. Through slot; 23. Connecting rod; 24. Slider; 25. Ear seat; 26. Guide rod; 27. Frame; 28. Center block; 29. ​​Mounting hole; 30. Fixing pin; 31. Geometric model. Detailed Implementation

[0020] In the following description, only certain exemplary embodiments are briefly described. As those skilled in the art will recognize, the described embodiments can be modified in various ways without departing from the spirit or scope of the invention. Therefore, the drawings and description are considered to be exemplary in nature and not restrictive.

[0021] The embodiments of the present invention will now be described in detail with reference to the accompanying drawings.

[0022] Example 1 like Figures 1 to 4 As shown, this embodiment of the invention provides a three-dimensional geometric figure splicing demonstration teaching device, including a base plate 10, a bracket 11, a support 12, a damping shaft 13, a guide post 14, a guide sleeve 15, a sleeve 16, a threaded post 17, a knob 18, a top block 19, a through hole 20, a hinge seat 21, a through groove 22, a connecting rod 23, a slider 24, an ear seat 25, a guide rod 26, a frame 27, a center block 28, a mounting hole 29, a fixing pin 30, and a geometric model 31.

[0023] The base plate 10 provides a stable support foundation for the entire device. A bracket 11 is fixedly connected to the upper surface of the base plate 10. A support 12 is fixedly connected to the top of the bracket 11. A damping shaft 13 is rotatably connected to the inner side wall of the support 12 through a bearing or shaft hole. The damping shaft 13 has appropriate rotational damping, which allows it to rotate when subjected to external force and maintain its current angle after the external force is removed. One end of the guide post 14 is fixedly connected to the damping shaft 13. Therefore, the guide post 14 can rotate around the horizontal axis together with the damping shaft 13. Due to the presence of the damping shaft 13, the teacher can manually adjust the rotation of the guide post 14 around the axis of the damping shaft 13, which facilitates observation of the model's splicing relationship and three-dimensional shape from multiple spatial angles, enhancing the interactivity and intuitiveness of teaching.

[0024] The guide post 14 is arranged horizontally. A guide sleeve 15 is slidably connected to the outer wall of the guide post 14. The guide sleeve 15 can move left and right along the length of the guide post 14. A sleeve 16 is fixedly connected to the top of the guide sleeve 15. The sleeve 16 is a vertically placed cylindrical structure with internal threads machined on its inner side wall. A threaded post 17 passes through the sleeve 16 and is threaded with the internal thread. The top of the threaded post 17 extends out of the sleeve 16 and is fixedly connected to a knob 18. A top block 19 is fixedly connected to the bottom of the threaded post 17. A through hole 20 is opened at the bottom of the sleeve 16. The top block 19 can pass through the through hole 20 and extend downward.

[0025] When knob 18 is tightened, threaded post 17 screws downward relative to sleeve 16, pushing top block 19 through through hole 20 and pressing it firmly against the top of the outer surface of guide post 14. At this time, relying on the friction between top block 19 and guide post 14, guide sleeve 15 is locked onto guide post 14 and cannot move. When knob 18 is rotated in the opposite direction, top block 19 lifts upward, releasing the pressure on guide post 14, and guide sleeve 15 returns to a freely sliding state. Through the above locking mechanism, the teacher can fix guide sleeve 15 at any desired position to maintain stability during the demonstration.

[0026] A hinge seat 21 is fixedly connected to one side of the guide sleeve 15. The outer side wall of the hinge seat 21 (i.e. the side away from the guide post 14) is evenly provided with a number of through slots 22. The number of through slots 22 determines the number of connecting rods that can be connected. In this embodiment, it is preferred to have eight, arranged in a circumferential array. A connecting rod 23 is hinged to the inner side wall of each through slot 22 by a pin. The other end of the connecting rod 23 is hinged to the inner side wall of the ear seat 25 by a pin. The ear seat 25 is fixedly connected to the surface of the slider 24 (the side facing the hinge seat 21).

[0027] The number of sliders 24 is the same as the number of through slots 22, and they are also circumferentially distributed. Each slider 24 is slidably connected to the outer wall of a guide rod 26. One end of the guide rod 26 is fixedly connected to a common frame 27, and the other end is fixedly connected to a central block 28. The frame 27 is a ring-shaped or radial support used to support the outer end of the guide rod 26. The central block 28 is fixedly connected to one end of the guide post 14 (the end away from the damping pivot 13). All guide rods 26 are arranged radially, that is, radiating outward from the central block 28 to the frame 27. Therefore, each slider 24 is restricted to sliding only in the radial direction (near or away from the central block 28) on its corresponding guide rod 26.

[0028] When the guide sleeve 15 moves horizontally along the guide post 14, the hinge seat 21 moves horizontally accordingly. Since one end of the connecting rod 23 is hinged in the through groove 22 of the hinge seat 21 and the other end is hinged to the ear seat 25 of the slider 24, the horizontal movement of the hinge seat 21 is converted into the radial sliding of the slider 24 along the guide rod 26 through the connecting rod 23. Specifically, when the guide sleeve 15 moves towards the center block 28, the hinge seat 21 moves accordingly, and the angle between the connecting rod 23 and the guide rod 26 increases. The connecting rod 23 pushes all the sliders 24 to slide simultaneously along the guide rod 26 away from the center block 28. The geometric model 31 installed on the slider 24 also spreads outward synchronously, and the distance between them gradually increases. The size increases, eventually forming a discrete state, simulating the effect of graphic decomposition or segmentation; when the guide sleeve 15 moves away from the center block 28, the angle between the connecting rod 23 and the guide rod 26 decreases, and the connecting rod 23 pulls all the sliders 24 to move towards the center block 28 along the guide rod 26 at the same time (the geometric model 31 synchronously gathers inward, and multiple geometric models approach each other, simulating the effect of graphic splicing or combination). Since all the connecting rods 23 are of equal length, the through slots 22 are evenly distributed in a circle, and the guide rods 26 are symmetrically arranged, the movement of each slider 24 is completely synchronous and symmetrical. Therefore, it can be ensured that multiple geometric models 31 are always on the same circle and the spacing is equal, which is conducive to demonstrating the concept of equal division, etc.

[0029] The front surface of the center block 28 and the front surface of each slider 24 are provided with mounting holes 29. The mounting holes 29 can be blind holes or through holes, and fixing pins 30 can be inserted into them. One end of the fixing pin 30 is fixedly connected to the geometric model 31 (such as a cube, tetrahedron, sphere, cylinder, pyramid, etc.). By inserting and removing the fixing pin 30, different shapes of geometric models 31 can be quickly replaced to meet different teaching needs. When the fixing pin 30 is inserted into the mounting hole 29, it maintains a reliable connection by means of interference fit to prevent it from falling off during the demonstration.

[0030] When the invention is in operation, the guide sleeve 15 is located at the leftmost end of the guide post 14 (away from the center block 28), all sliders 24 are in the outermost radial position, and the geometric model 31 is separated from each other. The teacher first loosens the top block 19 by turning the knob 18, and then manually pushes and pulls the guide sleeve 15. When it is necessary to demonstrate the splicing of the graphic, the guide sleeve 15 is moved to the right, and the geometric model 31 is observed to gradually move towards the center and finally splice into a complete assembly. When it is necessary to demonstrate the decomposition of the graphic, the guide sleeve 15 is moved to the left, the geometric model 31 is evenly dispersed, and the assembly is restored to an independent unit. After reaching the required position, the knob 18 is tightened to lock the guide sleeve 15, and this state can be maintained for explanation. In addition, the teacher can also adjust the orientation of the geometric model 31 in space by rotating the damping shaft 13, so that students can observe the three-dimensional effect of the splicing from multiple perspectives.

[0031] Through the above structure and working principle, this device can intuitively demonstrate the assembly and disassembly process of multiple geometric models, helping students understand geometric concepts such as the splicing and decomposition of three-dimensional figures and radial symmetry transformation, thereby improving teaching effectiveness.

[0032] Example 2 This embodiment is based on the following geometric division relationship: Take a cuboid, cut off a congruent isosceles right triangle from each of the four corners of its square base, and the remaining base forms a regular octagon. Stretch it along the height direction to obtain a regular octagonal prism (the middle part) and four congruent right triangular prisms (the cut-off corners). The inclined planes of the four triangular prisms perfectly match the four missing corner inclined planes of the regular octagonal prism. When the four triangular prisms are brought together towards the center, the whole thing returns to the original cuboid; when the four triangular prisms are moved away radially, it decomposes into the middle regular octagonal prism and four independent triangular prisms. This device utilizes this classic geometric relationship to visually demonstrate the splicing and decomposition of graphics through synchronous radial movement.

[0033] In this embodiment, the four sliders 24 are evenly distributed at 90° intervals along the circumference, and the guide rod 26, frame 27 and center block 28 are symmetrically arranged according to the layout of these four sliders.

[0034] In the mounting hole 29 of the center block 28, a regular octagonal prism model (material can be plastic, wood, or 3D printed material, color set to red for easy distinction) is fixedly installed using a fixing pin 30. The cross-section of this regular octagon is a regular octagon, and its eight lateral faces are all congruent rectangles. The side lengths and angles of the regular octagon are pre-calculated based on the required dimensions of the cuboid, ensuring that the four beveled corners exactly match the bevels of the triangular prism described later.

[0035] Four sliders 24: In the mounting hole 29 of each slider 24, a right-angled triangular prism model (colored as blue) is fixed by a fixing pin 30. The base of the triangular prism is an isosceles right triangle, and the size and shape of its inclined plane are completely consistent with the missing corner inclined plane of a regular octagonal prism. Of the two right-angled faces, one becomes part of the side of a cuboid when spliced, and the other is flush with the outer surface.

[0036] Initially, the guide sleeve 15 is moved to the direction where the guide post 14 is away from the center block 28. At this time, the four sliders 24 are located at the innermost radial side. The inclined surfaces of the four triangular prisms fit tightly against the four missing corner inclined surfaces of the regular octagonal prism, forming a complete cuboid. The teacher tightens the threaded post 17 by turning the knob 18, causing the top block 19 to press against the guide post 14, locking the guide sleeve 15 in this position, thus stably displaying the cuboid.

[0037] The teacher releases knob 18, unlocks guide sleeve 15, and then pushes guide sleeve 15 towards the center block 28. Guide sleeve 15 causes hinge seat 21 to move to the right, increasing the angle between connecting rod 23 and guide rod 26. Connecting rod 23 pushes four sliders 24 to slide radially outward along guide rod 26 in sync. The four triangular prisms gradually move away from the center block 28, separating from the regular octagonal prism, and are eventually evenly distributed around the regular octagonal prism.

[0038] At any point during the demonstration, the teacher can manually rotate the guide post 14, and the damping shaft 13 will drive the entire demonstration component to rotate around the horizontal axis, thereby changing the orientation angle of the cuboid or the individual models after decomposition.

[0039] This embodiment has the following educational value: Students can witness firsthand how a cuboid is transformed into a regular octagonal prism after its four corners are cut off, and how the original cuboid is restored by reassembling the four corner pieces. Through synchronized radial movement, students can grasp the positional and quantitative relationships between geometric elements from dynamic changes. Teachers only need to push and pull the guide sleeve 15 to complete the assembly and disassembly, which can be repeated multiple times, facilitating demonstrations throughout the explanation process.

[0040] This device is not limited to the model described above. Teachers can replace the regular octagonal prism on the center block 28 with other polygonal prisms, and replace the models on the four sliders 24 with the corresponding corner blocks, thereby demonstrating the splicing and decomposition of various shapes such as hexagonal prisms and cylinders (composed of multiple sector blocks), achieving multiple uses in one device.

[0041] The above description is merely a specific embodiment of the present invention, but the scope of protection of the present invention is not limited thereto. Any person skilled in the art can easily conceive of various variations or substitutions within the technical scope disclosed in the present invention, and these should all be included within the scope of protection of the present invention. Therefore, the scope of protection of the present invention should be determined by the scope of the claims.

Claims

1. A demonstration and teaching device for assembling solid geometric figures, comprising a support (12), characterized in that: The inner wall of the support (12) is rotatably connected to a damping shaft (13), the damping shaft (13) is fixedly connected to a guide post (14), the outer wall of the guide post (14) is slidably connected to a guide sleeve (15), the top of the guide sleeve (15) is fixedly connected to a sleeve (16), the inner wall of the sleeve (16) is threadedly connected to a threaded post (17), the top of the threaded post (17) is fixedly connected to a knob (18), the bottom of the threaded post (17) is fixedly connected to a top block (19), the bottom of the sleeve (16) is provided with a through hole (20), and one side of the guide sleeve (15) is fixedly connected to a hinge seat (…). 21) The outer side wall of the hinge seat (21) is evenly provided with several through grooves (22). The inner side wall of the through groove (22) is hinged with a connecting rod (23). One end of the connecting rod (23) is hinged to the inner side wall of the ear seat (25). The front surface of the ear seat (25) is fixedly connected with a slider (24). The slider (24) is slidably connected to the outer side wall of the guide rod (26). One end of the guide rod (26) is fixedly connected with a frame (27). The other end of the guide rod (26) is fixedly connected with a center block (28). The front surfaces of the center block (28) and the slider (24) are provided with mounting holes (29).

2. The solid geometric figure splicing demonstration teaching device according to claim 1, characterized in that: The top block (19) is located on top of the guide post (14).

3. The solid geometric figure splicing demonstration teaching device according to claim 1, characterized in that: The hinge (21) is slidably connected to the outer wall of the guide post (14).

4. The solid geometric figure splicing demonstration teaching device according to claim 1, characterized in that: The central block (28) is fixedly connected to one end of the guide post (14).

5. The solid geometric figure splicing demonstration teaching device according to claim 1, characterized in that: The bottom of the support (12) is fixedly connected to the bracket (11).

6. The solid geometric figure splicing demonstration teaching device according to claim 5, characterized in that: The bottom of the bracket (11) is fixedly connected to the base plate (10).

7. The solid geometric figure splicing demonstration teaching device according to claim 1, characterized in that: A fixing pin (30) is inserted into the inside of the mounting hole (29).

8. The solid geometric figure splicing demonstration teaching device according to claim 7, characterized in that: One end of the fixing pin (30) is fixedly connected to the geometric model (31).

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