Inclusive textured magnetic teaching material for teaching magnetism.

Description

9 out of 9 Inclusive textured magnetic teaching material for teaching magnetism. Utility model field

[001] The present utility model relates to the technical sector of interactive pedagogical support materials. Fundamentals of the utility model

[002] Available experimental magnetism materials typically feature either a uniform color for each magnet or generally blue and red markings for each pole. A few have "N" and "S" markings in small font to distinguish between the north and south magnetic poles. However, most of these materials are small and for individual use.

[003] The limitations of existing experimental magnetism materials prevent a more comprehensive learning experience, focusing on students with SEN (Special Educational Needs). The present utility model overcomes these problems by proposing an inclusive material that is customizable as it can be printed in different colors, low-cost due to the materials used, manipulable and portable as it is easily disassembled and assembled. It also features distinct textures on the sides of each magnetic pole for tactile recognition by students and teachers with visual impairments and written identification in an ideal font size with contrast to the background for people with low vision.The side flap helps with manipulation by people with mobility impairments, and the sequentially arranged neodymium magnets with alternating poles facilitate disconnection of the covers, giving more autonomy and control to those interacting with the material. The choice of colors allows for recognition and distinction of magnetic poles by those with color blindness, and it is a larger material, which can be used by more people, favoring collaborative learning. It is essential, as this is an inclusive material, that it be accompanied by a descriptive plate of the contents and operation, either in Arial or Verdana font, sizes 18 or 20, for better comprehension by students and teachers with low vision and those with normal vision, or in Braille for identification by visually impaired individuals. Brief description of the drawings

[004] The attached drawings allow visualization of the utility model, such that: Petition 870250064808, dated 07 / 26 / 2025, page 8 / 17 of 9 Figure 1 shows a view of the Magnetism Equipment assembled for the analysis of like poles of magnets repelling each other. Figure 2 shows a view of the Magnetism Material assembled for the analysis of like poles of magnets repelling each other. Figure 3 shows the structural components of the magnetism material tower. Figure 4 illustrates a front view of the textured cover halves, identifying each magnetic pole. Figure 5 illustrates the digital design with an internal perspective of the covers where the neodymium magnets are glued, arranged sequentially with alternating poles. Figure 6 shows the digital design with a side perspective of the covers, and Figure 7 shows a side view of the textured covers together, concealing a magnetic ring. Description of the utility model

[005] Considering the educational needs of the students, educational material on the subject of Magnetism was conceived and developed, with an analysis focused on the interaction between the poles of magnets. Since the topic deals with an invisible concept like magnetic fields, the proposal allows for better perception, understanding, and learning by the students.

[006] When two magnets are brought close together, if the closest poles between them are of similar natures, such as two north poles or two south poles, they will repel each other because they behave as like electric charges (1). Conversely, if the close poles are different, such as opposite charges, they will attract each other (2). With this approach as a facilitator for association and assimilation by students, a material was designed where the functioning and interaction between these magnetic poles could be observed, not only visually.

[007] The planned material is a magnetic tower, where rings of magnetic dipoles are placed in a vertical tube and the attraction and repulsion between the poles is observed (1) (2). It is known that the distinction of color for each magnetic pole is frequently used by physics teachers, however this approach is only suitable for sighted students. Petition 870250064808, dated 07 / 26 / 2025, page 9 / 17 of 9

[008] Considering the needs of blind students, snap-on covers for each magnetic pole with distinct texture patterns would make individual identification and perception of interactions easier (6) (7). To facilitate interaction by students with physical disabilities or low mobility, handles were implemented in the project (4) (7). And planning the resource for students with developmental disorders, handling and durability were reflected in the materials chosen since while many teaching materials can have their use centered on visualization, inclusive materials need to be touched and manipulated, requiring greater durability and resistance.

[009] The tactile covers (4) (5) (6) (7) were made using 3D printing on an FDM (Fused Deposition Modeling) printer, using PLA (polylactic acid) filaments. PLA, a biodegradable biopolymer, is an aliphatic polyester derived from renewable sources such as corn, potatoes, and sugarcane, which is recyclable and compostable and exhibits better thermal processability compared to other biopolymers according to some authors, and this is a very popular material in maker communities, and consequently in classes with this proposal, being available in various colors. This characteristic allows the covers to be printed in several different colors, which can be chosen according to the students' preference and affinity. In addition to different shades, it is possible to find filaments of the material that, when exposed to intense visible light, exhibit the phenomenon of phosphorescence, which in the dark, emits the stored energy when it glows.This is an interesting approach for sighted students, and an experiment with the material could be proposed with the classroom lights off, if there is no external light entering the environment. PLA also has good printing capabilities that reduce warping effects and mechanical resistance, being quite rigid. Another important point to highlight is that the choice of 3D printing is due to the fact that, in this way, the material becomes easily replicable anywhere in the world, by anyone who has access, from the files generated for printing.

[010] Each half was modeled with the intention of having distinct textures, the north pole half, designated as positive by association, having vertical grooves and the south pole half, the negative half of the magnet, having horizontal grooves, both only on the side so as not to affect contact if the poles are brought together (7). The support handles were changed to side tabs (4) (7), which also help in disconnecting small neodymium magnets that serve to close the covers around the magnetic rings, and can be released by pulling the covers Petition 870250064808, dated 07 / 26 / 2025, page 10 / 17 of 9, to opposite sides or simply rotating, which are all oriented alternately, when screwing the covers, the interaction of the magnets changes, which ceases to be attractive, becoming repulsive, facilitating the disconnection between each half.

[011] It is clear that the covers do not completely cover the rings (7), to allow visualization and tactile perception of the magnetic metallic material used. These rings, 102 mm in diameter, 56 mm in hole diameter and 10 mm thick, are made of ferrite, a resistant material that does not rust and which, despite its magnetic capacity, is not as intense as that of other materials, considering the intensity of the magnetic force. This was a relevant point when considering the material, since the connection and disconnection between the poles of different magnets should be done with the least possible difficulty, without losing the quality and perception of the proposal, and running the least possible risk of accidents in case of attraction between them. The weight of the magnetic material was also considered in the choice for the mobility and handling of the material, both in terms of transport and the execution of the experiment by the teacher and students.

[012] For the central piece (3) and based on the hole specification, a PVC pipe with a 50 mm diameter opening and approximately 20 cm length was chosen. A 50 mm weldable CAP, also called a plug, is an adapter that was used to allow the placement and removal of the magnetic rings, which, when closed, locks their movement, better restricting movement. In addition to the ease of handling allowed by the size, in general, teaching materials should be easily transported from one space to another in the school environment. Therefore, it is important that it be as portable as possible.

[013] Considering the transport, assembly and disassembly of the material, a 50x40mm weldable adapter corresponding to 1.1 / 2 x 1.1 / 4 (diameter width size in inches) was glued to the bottom of the PVC pipe, serving to screw onto a 1.1 / 4” threaded sleeve (diameter width in inches), which was glued to a square MDF base for better stability of the material (3). In this way, the material becomes more portable and more durable, since, when disconnecting the pipe, the material is less likely to come apart and get damaged.

[014] Regarding the specific features planned for each target audience, the material was designed in dimensions that allow for student autonomy and enable use by more than one student at the same time, promoting interaction among students. It was also designed to Petition 870250064808, dated 07 / 26 / 2025, page 11 / 17 of 9 that each half of the covers had, as previously mentioned, distinct textures (6) (7), but due to the choice of materials, tactile perception is based on the patterns of each part, not on contrasting sensory characteristics, since there was a concern with the excess of sensory information. Considering the use of the material by blind-deaf students, this approach alone is not sufficient. It is essential that teaching material has captions that explain it. As it is not possible to write directly on the material, ideally an information plate about the material should be made in braille, however, when working from an inclusive perspective, one cannot think of materials that specifically cater to one group of students, but rather to all. Therefore, in addition to the braille caption, it is also important that there are captions in print to serve those students who can see, and also the teacher.In this case, fonts like Arial and Verdana are suitable, and sizes 18 or 20 are more easily perceived by students with low vision. It is important that the produced diagram includes the structural components, an explanation of the content of Magnetism, and a description of how the material works, preferably in that order.

[015] Contrasting colors also served to aid the perception of these students and, although the colors blue and red (1) (2) (4) (7) are commonly used by teachers to distinguish between the poles, they were chosen especially because they are perceived by colorblind students of any type. This approach is included in the white letters and the font used to specify each part.

[016] In the financial analysis of the cover production project, the development cost is low, with approximately 200 grams of PLA being used. Costs vary depending on the place of purchase and the choice of products, which may result in a varying final value.

[017] Inclusive materials should be designed for everyone. It is worth noting that for application in the classroom and educational environments, it is necessary that the information board be accompanied by the material and that the teacher be equipped with sign language to teach and make the material and its application intentionally inclusive. With sign language as support during explanation and experimentation, the interactive, textured material, with Braille captions and different colors, the teacher makes the teaching-learning process more inclusive, as well as more dynamic, fun, affective and understandable in the face of the difficulties that are so common. Petition 870250064808, dated 07 / 26 / 2025, page 12 / 17 of 9, presented by diverse students, with and without disabilities. Perspectives like these promote easier assimilation, closer relationships between students and the content, the teacher, and the rest of the class, fostering an equitable methodology that can and should be reflected in other educational and social spaces, outside the school walls, but which must begin in a space of individual formation and education.

[018] The material was created composed of several elements. In its embodiment, the material comprises two main parts, the central piece and the magnetic rings. The central piece is composed of a base and a tower with adapters (3) and the magnetic rings are covered by textured covers distinguishable by touch on the side for each pole (4) (6) (7). All parts are manipulable and demountable, which makes the material portable.

[019] Ferrite rings are magnetic dipoles and allow for practical experimentation with the concepts of attraction and repulsion. Rings with a diameter of 102 mm, a hole diameter of 56 mm, and a thickness of 10 mm were used. Ferrite, the chosen material, is resistant, does not rust, and, despite its magnetic capacity, is not as intense as that of other materials, considering the intensity of the magnetic force. This was a relevant point when considering the material, since the connection and disconnection between the poles of different magnets should be done with the least possible difficulty, without losing the quality and perception of the proposal, and running the least possible risk of accidents in case of attraction between them. The weight of the magnetic material was also considered in the choice for the mobility and handling of the material, both in terms of transport and the execution of the experiment by the teacher and students.

[020] The textured covers were 3D printed with PLA (polylactic acid) filament, a biodegradable and low-cost material, with distinct side textures for the north (vertical grooves) and south (horizontal grooves) poles, allowing for tactile identification of the poles. Each half features different colors for each magnetic pole and written specifications for each pole, as well as tabs to facilitate handling and disconnection between the covers. Red filament was used for the half representing the north pole, and blue for the south pole, to facilitate recognition and distinction for colorblind students. White filament was used for the lettering due to its contrast and ease of identification for students with low vision. However, these colors can be changed to suit the interests and, consequently, improve student interaction, since PLA is available in various colors. It is also possible to find filaments of the material. Petition 870250064808, dated 07 / 26 / 2025, page 13 / 17 of 9, states that when exposed to intense visible light, they exhibit the phenomenon of phosphorescence, which in the dark, emits the stored energy by glowing. This is an interesting approach for sighted students, and an experiment with the material could be proposed with the classroom lights off, if there is no external light entering the environment. The labels were initially created with positive identifications for the North Pole and negative for the South Pole, considering the association with point electric charges, but only the signs and direct written identifications were maintained after adjustments.

[021] For the material tower, a vertical PVC pipe was used to accommodate the ferrite rings, allowing visualization and perception of the interaction between the poles, restricting the movement of the magnets. Based on the specification of the magnet hole, a PVC pipe with a 50 mm diameter opening and approximately 20 cm in length was chosen. For the base, a square MDF base object was used to ensure the stability of the device during use, and it can easily be customized with different bases. At the connections, adapters and threaded sleeves serve to facilitate the assembly and disassembly of the material, making it portable and easy to store. With transport in mind, a 50x40mm weldable adapter corresponding to 1.1 / 2 x 1.1 / 4 (diameter width size in inches) was glued to the bottom of the PVC pipe, serving to screw onto a 1.1 / 4” threaded sleeve (diameter width in inches).A 50 mm weldable cap, also called a plug, is used. This adapter allows for the placement and removal of magnetic rings, and when closed, it locks their movement, better restricting their movement.

[022] The connections are made with neodymium magnets that fix the textured covers to the ferrite rings, ensuring that tactile identification of the poles is maintained during handling. They are arranged alternately to facilitate disconnection between the covers when rotating and to provide repulsion, therefore separation, between the neodymium magnets.

[023] The information plate that must accompany the material must contain legends in braille and text in print using fonts such as Arial and Verdana in sizes 18 or 20, describing the components and operation of the material, making it more accessible as it is more easily perceived by students with low vision. Since it is not possible to write directly on the material, ideally an information plate about the material should be made in braille. Petition 870250064808, dated 07 / 26 / 2025, page 14 / 17 of 9

[024] Remember that your model can only refer to a single technical-functional unit, that is, it can only contain an object or part of an object that performs a single function and has a defined (three-dimensional) body unit. This means that if you invented a new height-adjustable table and also a new tilt-adjustable chair, for example, even though both models are intended for use in workstations, they are two distinct bodies and have different functions and therefore do not have the same technical-functional or body unit. This is what Article 23 of the LPI requires. Examples of implementations of the utility model

[025] Ferrite was chosen as the material for the magnetic rings, knowing that other materials and sizes can be used, but that there will be interference in the final result due to the interaction between magnets, which can be stronger, making separation difficult in case of magnetic attraction, in the size of the source and the side textures of the covers. The dimensions of the magnets can also be altered, influencing the choice of the thickness of the vertical tube of the tower structure.

[026] The textured covers were made with PLA (polylactic acid) filament, and the colors could be changed for printing, and other types of filaments could also be used. Some adaptations could be made by working with the textured cover structures and only a few small magnets arranged in the same orientation internally, with the intention of making the interaction reaction lighter and less intense.

[027] And just like the covers, all the material chosen for the central part can also be changed and adapted, and can be produced on a 3D printer, with the base, tower and adapters being easily reproducible.

[028] There are no comparative results to be presented for the present utility model.

[029] There are no tables to be presented in this section.

[030] Not applicable.

[031] Another important point to note is: any information essential to the examination and patentability of your application cannot be entered after you request the examination of the application (using service codes 204 or 285)! This means that your application may be Petition 870250064808, dated 07 / 26 / 2025, p. 15 / 17 of 9, rejected by INPI if this information is not in the application until the examination request, even if your utility model is considered new and inventive. This is what is required by article 32 of the LPI, regulated by INPI / PR Resolution No. 93 / 2013. Petition 870250064808, dated 07 / 26 / 2025, pp. 16 / 17

Claims

CLAIMS 1. INCLUSIVE TEXTURED MAGNETIC TEACHING MATERIAL FOR MAGNETISM to facilitate the general learning process of this content in educational environments, characterized by comprising a central tower-shaped piece with a base that accommodates and limits the movement of magnetic rings covered with textured covers of different lateral patterns for north and south poles.

2. TEXTURED MAGNETIC INCLUSIVE TEACHING MATERIAL FOR TEACHING MAGNETISM, according to claim 1, characterized by the said central tower-shaped piece (3) comprising a base with a threaded receiver for device stability, a tube with a threaded adapter for accommodating the magnetic rings, and a cap or lock for inserting, removing and locking the movement of the magnetic rings.

3. TEXTURED MAGNETIC INCLUSIVE TEACHING MATERIAL FOR TEACHING MAGNETISM, according to claim 1, characterized by interlocking textured covers (6) (7) with distinct side reliefs between each half for the north and south poles that make it possible to visually and tactilely expose the attraction (2) and repulsion (1) between magnets.

4. TEXTURED MAGNETIC INCLUSIVE TEACHING MATERIAL FOR TEACHING MAGNETISM, according to claims 1 and 3, characterized by being covers produced on a 3D printer (4) (5) (6) (7), with written identification for identifying each pole and side tabs to facilitate handling of the material.

5. Inclusive textured magnetic teaching material for teaching magnetism, according to claims 1, 3 and 4, characterized by including neodymium magnets for closing the covers, which are arranged sequentially with inverted poles, so that in the correct position there is attraction between the magnets and when rotated slightly there is repulsion, facilitating the disconnection of the covers. Petition 870250056283, dated 02 / 07 / 2025, page 12 / 21

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