Structural mechanical analysis teaching aid and use method

Abstract

The invention relates to the field of teaching aids, in particular to a structural mechanical analysis teaching aid and a use method, and aims to solve the problem that teaching aids in the prior art are mainly demonstrated by teachers and are difficult to operate by students. The number of the structural mechanical analysis teaching aids is multiple, each set of structural mechanical analysis teaching aid comprises a first type of components, a second type of components and a plurality of connecting pieces, and internal rod pieces of the first type of components or internal rigid sheets of the second type of components are connected through the connecting pieces or are connected through the connecting pieces. The first type of components are connected with the second type of components through all the connecting pieces and used for constructing a geometric invariant system or a geometric variable system, and structural mechanics geometric structure analysis is carried out based on the geometric invariant system or the geometric variable system. The structural mechanics analysis teaching aid and the use method provided by the invention are applied to structural mechanics teaching.

Description

Technical Field

[0001] The present disclosure relates to the technical field of teaching aids, and in particular to a structural mechanics analysis teaching aid and a use method thereof. Background Art

[0002] The teaching chapter of geometric maneuver analysis is a basic chapter in the structural mechanics course, which aims to conduct geometric structural analysis on each rod system. Rod systems are divided into geometrically invariant systems and geometrically variable systems, among which geometrically invariant systems are divided into geometrically invariant systems without more constraints and geometrically invariant systems with more constraints. Geometrically variable systems are further divided into geometrically transient systems and geometrically constant systems. Generally, engineering structures must be geometrically invariant systems, and geometrically invariant systems cannot be used. Traditional structural mechanics classes mostly use theoretical explanations, but the maneuver analysis of rod systems is relatively abstract and difficult for students to understand, so the teaching effect is not ideal.

[0003] The teaching aids in the prior art are mainly made of lightweight aluminum bases, steel plates, and rods, and are connected with long screws on the steel plates. However, there are many steel plates and rods in the teaching aids, and the teaching aids are large in size and weight, complicated to make, and the teaching aids are mainly demonstrated by teachers, making it difficult for students to have a set of hands-on operations, and the teaching interest needs to be improved.

[0004] Therefore, how to solve the problem that the teaching aids in the prior art are mainly based on teacher demonstration and it is difficult for each student to have a set of hands-on operation is one of the important issues to be solved in this field. Summary of the invention

[0005] In view of this, the embodiments of the present disclosure provide a structural mechanics analysis teaching aid and a method of use to solve the problem that the teaching aids in the prior art are mainly based on teacher demonstrations and it is difficult for students to have a set of teaching aids and operate them by themselves.

[0006] According to one aspect of the present disclosure, a structural mechanics analysis teaching aid is provided, and the number of the structural mechanics analysis teaching aids is multiple sets, and each set of the structural mechanics analysis teaching aid includes: a first type of component, a second type of component and a plurality of connectors, and the internal rods of each first type of component or the internal rigid plates of each second type of component are connected by each connector, or the first type of component is connected to the second type of component by each connector, for constructing a geometrically invariant system or a geometrically variable system, and the geometrically invariant system or the geometrically variable system is used for structural mechanics geometric construction analysis.

[0007] <24P10241CN>

[0008] In addition, according to a structural mechanics analysis teaching aid of one aspect of the present disclosure, a first type of component includes: a plurality of first rods, a plurality of second rods, and a plurality of third rods, each of the first rods, or each of the second rods, or each of the first rods, each of the second rods, and each of the third rods are interconnected; a second type of component includes: a plurality of first steel pieces, a plurality of second steel pieces, a plurality of notched steel pieces, a plurality of U-shaped steel pieces, a plurality of horseshoe-shaped steel pieces, and a plurality of L-shaped steel pieces. Each first steel piece or each second steel piece is interconnected, or each first steel piece and each second steel piece are interconnected; each notched steel piece, each U-shaped steel piece, each horseshoe-shaped steel piece, and each L-shaped steel piece are respectively interconnected with each first rod, each second rod, each third rod, each first steel piece, or each second steel piece.

[0009] According to a structural mechanics analysis teaching aid of one aspect of the present disclosure, each connector is a first type connector; each connector is a second type connector; each connector is a third type connector; each third type connector includes a first connecting portion, a second connecting portion and a third connecting portion, the first connecting portion is fixedly connected to the fixed end of the second connecting portion, and the third connecting portion is detachably connected to the tail end of the second connecting portion.

[0010] According to the structural mechanics analysis teaching aid of one aspect of the present disclosure, the first type of components, the second type of components and each connecting member can be reused.

[0011] According to the structural mechanics analysis teaching aid according to one aspect of the present disclosure, both the first type of components and the second type of components are made of non-metallic materials.

[0012] According to the structural mechanics analysis teaching aid of one aspect of the present disclosure, the thickness of the first type of components and the thickness of the second type of components are both 2 mm to 3 mm.

[0013] According to the structural mechanics analysis teaching aid of one aspect of the present disclosure, the first type of components and the second type of components are both located on the same board or multiple boards before use.

[0014] According to the structural mechanics analysis teaching aid of one aspect of the present disclosure, the first type of components and the second type of components are detachably connected through each connecting piece.

[0015] According to the structural mechanics analysis teaching aid of one aspect of the present disclosure, the first type of components, the second type of components and each connecting member have the characteristics of mass production.

[0016] According to another aspect of the present disclosure, a method for using a structural mechanics analysis teaching aid is provided, which is applied to the above-mentioned structural mechanics analysis teaching aid. The method for using the structural mechanics analysis teaching aid includes:

[0017] Based on each set of structural mechanics analysis teaching aids provided, the characteristics of the first type of components, the characteristics of the second type of components and the characteristics of multiple connectors are determined to help students understand the relevant concepts of structural mechanics maneuver analysis;

[0018] Under the condition that the characteristics of the first type of components, the characteristics of the second type of components and the characteristics of each connecting member are understood, the internal rods of each first type of components or the internal rods of each second type of components are connected through each connecting member according to the teaching content, or the first type of components are connected to the second type of components through each connecting member, so as to construct a geometrically invariant system or a geometrically variable system, and perform geometric structural analysis based on the geometrically invariant system or the geometrically variable system;

[0019] According to the teaching checklist attachment attached to the structural mechanics analysis teaching aids, students learn the corresponding knowledge points based on the structural mechanics analysis teaching aids and fill in the teaching checklist.

[0020] At least one of the above technical solutions adopted in the embodiment of the present disclosure can achieve the following beneficial effects: in the above structural mechanics analysis teaching aids, the number of structural mechanics analysis teaching aids is multiple sets, and the internal rods of each first type component or the internal rigid plates of each second type component are connected by each connecting piece, or the first type component is connected to the second type component by each connecting piece, which is used to construct a geometrically invariant system or a geometrically variable system. On this basis, each set of structural mechanics analysis teaching aids is used to realize the teaching of mechanical concepts such as geometrically invariant systems, geometrically variable systems, degrees of freedom and constraints, as well as the teaching of structural mechanics geometric construction analysis, visualize the abstract knowledge in the classroom, deepen the recognition and understanding of knowledge, and improve students' structural mechanics analysis ability. At the same time, the number of each set of structural mechanics analysis teaching aids is multiple sets, which can ensure that each student has one set. Students can operate the structural mechanics analysis teaching aids according to the teacher's explanation to realize the transformation of geometrically invariant systems and geometrically variable systems in different situations, thereby enhancing the fun of the classroom and achieving the purpose of students' hands-on operation, effectively solving the problem that the teaching aids in the prior art are mainly demonstrated by teachers and it is difficult to realize that each student has a set of hands-on operation. BRIEF DESCRIPTION OF THE DRAWINGS

[0021] In order to more clearly illustrate the technical solutions in the embodiments of the present disclosure, the drawings required for use in the embodiments or the description of the prior art will be briefly introduced below. Obviously, the drawings described below are only some embodiments of the present disclosure. For ordinary technicians in this field, other drawings can be obtained based on these drawings without paying any creative work.

[0022] Figure 1a FIG. 1 is a schematic diagram of a geometrically invariant system composed of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure;

[0023] Figure 1bA schematic diagram of a geometrically variable system composed of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure is shown;

[0024] Figure 2a is a schematic diagram illustrating the degrees of freedom of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure;

[0025] Figure 2b is a schematic diagram illustrating a single hinge composed of a structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure;

[0026] Figure 2c is a schematic diagram illustrating a complex hinge composed of a structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure;

[0027] Figure 3a is a schematic diagram further illustrating a three-piece rule composed of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure;

[0028] Figure 3b is a schematic diagram further illustrating a counterexample of the three-rigid-plate rule formed by the structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure;

[0029] Figure 3c is a schematic diagram further illustrating a binary rule composed of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure;

[0030] Figure 3d is a regular schematic diagram of two rigid plates formed by a structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure;

[0031] Figure 3e is a schematic diagram further illustrating a virtual hinge composed of a structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure;

[0032] Figure 3f is a schematic diagram of two rigid plate rule inferences formed by the structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure;

[0033] Figure 4a is a schematic diagram further illustrating a transient system in which three rods connecting two rigid plates intersect at one point, which is formed by the structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure;

[0034] Figure 4b It is a schematic diagram of a constant variable system in which two rigid plates and three rods are parallel, equal in length and on the same side, and are composed of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure;

[0035] Figure 4c is a schematic diagram further illustrating a transient system of two rigid plates and three rods that are parallel and unequal in length, which is composed of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure;

[0036] Figure 4dis a schematic diagram further illustrating a transient system of two rigid plates and three rods that are parallel, equal in length and on opposite sides, which is composed of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure;

[0037] Figure 5a is a schematic diagram further illustrating a geometrically invariant system in which one hinge is infinitely far away and is not parallel to the connecting line of the other two hinges, which is formed by the structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure;

[0038] Figure 5b is a schematic diagram further illustrating a transient system in which one hinge is infinitely far away and parallel to the connecting line of the other two hinges, which is formed by the structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure;

[0039] Figure 5c is a schematic diagram further illustrating a constant variable system in which one hinge is infinitely far and is parallel to and of equal length to the connecting lines of the other two hinges, formed by the structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure;

[0040] Figure 6a is a schematic diagram further illustrating a geometrically invariant system with two hinges at infinite distances and four rods that are not completely parallel, which is composed of a structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure;

[0041] Figure 6b is a schematic diagram further illustrating a transient system composed of two hinges at infinite distances and four rods that are parallel and unequal in length, which is composed of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure;

[0042] Figure 6c is a schematic diagram further illustrating a constant variable system composed of two hinges at infinite distances and four rods that are parallel and of equal length, which is composed of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure;

[0043] Figure 7a It is a further illustration of the three-hinged infinity <24P10241CN> of the structural mechanics analysis teaching aid according to the embodiment of the present disclosure

[0044] Schematic diagram of a transient system with three hinges that are not collinear;

[0045] Figure 7b is a schematic diagram of a constant variable system in which three hinges are infinitely far apart and three pairs of parallel rods are of equal length, further illustrating a structural mechanics analysis teaching aid according to an embodiment of the present disclosure;

[0046] Figure 7c is a schematic diagram further illustrating a transient system of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure in which three hinges are not far apart and parallel rods exist on opposite sides;

[0047] Figure 8a is a schematic diagram further illustrating a first type of connector of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure;

[0048] Figure 8bis a schematic diagram further illustrating a second type of connector of the structural mechanics analysis teaching aid according to an embodiment of the present disclosure;

[0049] Figure 8c is a schematic diagram further illustrating a third type of connector of the structural mechanics analysis teaching aid according to an embodiment of the present disclosure;

[0050] Figure 9a is a schematic diagram of an assembly component plate further illustrating a structural mechanics analysis teaching aid according to an embodiment of the present disclosure that uses a minimum number of components to complete the teaching of maneuver analysis;

[0051] Figure 9b is a schematic diagram of an assembly component plate for further illustrating the first part of the mobile analysis teaching of the structural mechanics analysis teaching aid according to an embodiment of the present disclosure without disassembling the required rods;

[0052] Fig.9c is a schematic diagram of an assembly component plate for further illustrating the second part of the mobile analysis teaching of the structural mechanics analysis teaching aid according to an embodiment of the present disclosure, without disassembling the required rods;

[0053] Figure 9d is a schematic diagram of an assembly component plate for further illustrating the third part of the structural mechanics analysis teaching aid according to the embodiment of the present disclosure, which does not require disassembly of the rods required for the mobile analysis teaching;

[0054] Fig.10 is a schematic diagram further illustrating a learning checklist of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure;

[0055] Fig.11 It is a flowchart further illustrating a method for using the structural mechanics analysis teaching aid according to an embodiment of the present disclosure.

[0056] Reference numerals:

[0057] 1-first type component, 11-first rod member, 12-second rod member, 13-third rod member, 2-second type component, 21-first steel sheet member, 22-second steel sheet member, 23-notch-shaped steel sheet member, 24-U-shaped steel sheet member, 25-horseshoe-shaped steel sheet member, 26-L-shaped steel sheet member, 3-connecting member, 31-first type connecting member, 32-second type connecting member, 33-third type connecting member, 331-first connecting part, 332-second connecting part, 333-third connecting part, 4-mass point. DETAILED DESCRIPTION

[0058] Embodiments of the present disclosure will be described in more detail below with reference to the accompanying drawings. Although certain embodiments of the present disclosure are shown in the accompanying drawings, it should be understood that the present disclosure can be implemented in various forms and should not be construed as being limited to the embodiments described herein, which are instead provided for a more thorough and complete understanding of the present disclosure. It should be understood that the drawings and embodiments of the present disclosure are only for exemplary purposes and are not intended to limit the scope of protection of the present disclosure.

[0059] It should be understood that the various steps described in the method embodiments of the present disclosure may be performed in different orders and / or in parallel. In addition, the method embodiments may include additional steps and / or omit the steps shown. The scope of the present disclosure is not limited in this respect.

[0060] The term "including" and its variations used in this document are open inclusions, that is, "including but not limited to". The term "based on" means "based at least in part on". The term "one embodiment" means "at least one embodiment"; the term "another embodiment" means "at least one other embodiment"; the term "some embodiments" means "at least some embodiments". Relevant definitions of other terms will be given in the description below. It should be noted that the concepts of "first", "second", etc. mentioned in this disclosure are only used to distinguish different devices, modules or units, and are not used to limit the order or interdependence of the functions performed by these devices, modules or units.

[0061] It should be noted that the modifications of "one" and "plurality" mentioned in the present disclosure are illustrative rather than restrictive, and those skilled in the art should understand that unless otherwise clearly indicated in the context, it should be understood as "one or more".

[0062] The names of the messages or information exchanged between multiple devices in the embodiments of the present disclosure are only used for illustrative purposes and are not used to limit the scope of these messages or information.

[0063] The teaching chapter of geometric maneuver analysis is a basic chapter in the structural mechanics course, which aims to conduct geometric structural analysis on each rod system. Rod systems are divided into geometrically invariant systems and geometrically variable systems, among which geometrically invariant systems are divided into geometrically invariant systems without more constraints and geometrically invariant systems with more constraints. Geometrically variable systems are further divided into geometrically transient systems and geometrically constant systems. Generally, engineering structures must be geometrically invariant systems, and geometrically invariant systems cannot be used. Traditional structural mechanics classes mostly use theoretical explanations, but the maneuver analysis of rod systems is relatively abstract and difficult for students to understand, so the teaching effect is not ideal.

[0064] The teaching aids in the prior art are mainly made of lightweight aluminum bases, steel plates, and rods, and are connected with long screws on the steel plates. However, there are many steel plates and rods in the teaching aids, and the teaching aids are large in size and weight, complicated to make, and the teaching aids are mainly demonstrated by teachers, making it difficult for students to have a set of hands-on operations, and the teaching interest needs to be improved.

[0065] <24P10241CN>

[0066] In view of the above problems, the exemplary embodiments of the present disclosure provide a structural mechanics analysis teaching aid and a method of use to solve the problem that the teaching aids in the prior art are mainly based on teacher demonstration and it is difficult for each student to have a set of teaching aids and operate them by themselves.

[0067] A structural mechanics analysis teaching aid according to an embodiment of the present disclosure will be described in detail below with reference to the accompanying drawings.

[0068] Each set of structural mechanics analysis teaching aids includes: a first type component 1, a second type component 2 and a plurality of connectors 3. The internal rods of each first type component 1 are connected by each connector 3, the internal rigid plates of each second type component 2 can also be connected by each connector 3, and the first type component 1 can also be connected to the second type component 2 by each connector 3, so as to construct a geometrically invariant system or a geometrically variable system.

[0069] Figure 1a FIG. 1 is a schematic diagram of a geometrically invariant system composed of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure, Figure 1b The figure shows a schematic diagram of a geometrically variable system composed of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure. Figure 1a - Figure 1b As shown, the internal rods of each first type component 1 are connected by each connecting member 3. Each first rod 11 is represented by L1, each second rod 12 is represented by L2, and each third rod 13 is represented by L3. The middle rectangle of L1 is 6cm×1cm, the diameter of the semicircles at both ends is 1cm, and the thickness is 2mm-3mm. The middle rectangle of L2 is 12cm×1cm, the diameter of the semicircles at both ends is 1cm, and the thickness is 2mm-3mm. The middle rectangle of L3 is 14cm×1cm, the diameter of the semicircles at both ends is 1cm, and the thickness is 2mm-3mm. Figure 1aTwo different types of rods are used to construct a geometrically invariant system, for example: two L1 type first rods 11 and one L2 type second rod 12, or two L2 type second rods 12 and one L1 type first rod 11, or two L3 type third rods 13 and one L2 type first rod 11, etc., which are not listed here one by one. In the above geometrically invariant system, it should be ensured that the sum of the lengths of the two side rods is greater than the length of the third side. Figure 1b The geometrically variable system can be constructed by using two different types of rods, or by using one type of rod, for example: four L1 type first rods 11, four L2 type second rods 12, four L3 type third rods 13, two L1 type first rods 11 and two L2 type second rods 12, etc., which are not listed one by one here.

[0070] Figure 2a is a schematic diagram illustrating the degrees of freedom of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure, Figure 2b is a schematic diagram of a single hinge composed of a structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure, Figure 2c FIG. 2 is a schematic diagram of a composite hinge composed of a structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure. Figure 2a As shown, each first steel piece 21 or each second steel piece 22 is used to explain the concept of freedom. It can be understood that, or it can also be a notch-shaped steel piece 23, a U-shaped steel piece 24, a horseshoe-shaped steel piece 25 and an L-shaped steel piece 26 in the second type of component 2. L4 represents each <24P10241CN>

[0071] Each first steel piece 21, in practical application, L4 is specifically a middle rectangle of 10cm×4cm, a semicircular diameter of 4cm at both ends, and a thickness of 2mm-3mm. Each second steel piece 22 is represented by L5, in practical application, L5 is specifically a middle rectangle of 18cm×4cm, a semicircular diameter of 4cm at both ends, and a thickness of 2mm-3mm. Each notch-shaped steel piece 23 is represented by L6, in practical application, L6 is specifically represented by a middle rectangle of 18cm×4cm, a semicircular diameter of 4cm at both ends, and a thickness of 2mm-3mm. Each U-shaped steel piece 24 is specifically a U-shaped inner rectangle of 20cm×12cm, a semicircular diameter of 4cm at both ends, an inner diameter of 6cm at the U-shaped corner, an outer diameter of 14cm, and a thickness of 2mm-3mm. Each horseshoe-shaped steel piece 25 is specifically a horseshoe-shaped bottom rectangle of 8cm×6cm, an upper semicircular diameter of 8cm, and a thickness of 2mm-3mm. In practical applications, each L-shaped steel sheet 26 has a centerline bottom of 24.5 cm, a top of 19.5 cm, two semicircular ends with a diameter of 4 cm and a thickness of 2 mm to 3 mm.

[0072] like Figure 2b As shown, two L4 type first steel pieces 21 or two L5 type second steel pieces 22 are connected by a connecting piece 3 to represent the concept of a single hinge. Figure 2c As shown, at least three L4 type first steel sheet members 21 or at least three L5 type second steel sheet members 22 are connected by a connecting member 3 to represent the concept of a multiple hinge.

[0073] Figure 3a is a schematic diagram further illustrating a three-piece rule diagram of a structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure, such as Figure 3a As shown, the internal steel sheets of each second-type component 2 can also be connected by each connecting member 3. Figure 3b 2 is a schematic diagram further illustrating a counterexample of the three-piece rule formed by the structural mechanics analysis teaching aid according to an embodiment of the present disclosure. Figure 3b As shown, the first type component 1 can also be connected to the second type component 2 through each connecting member 3. Figure 3a As shown, three L4 type first rigid sheet members 21 or three L5 type second rigid sheet members 22 are connected by a connecting member 3 to show a geometrically invariant system that conforms to the three-rigid sheet rule. Figure 3b As shown, a three-steel-plate rule counterexample theoretical model is formed by a U-shaped steel plate member 24 and two second rod members 12 connected by a connecting member 3. Figure 3c is a schematic diagram further illustrating a binary rule composed of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure, such as Figure 3c As shown, a binary rule theoretical model is composed of a first steel sheet member 21 of type L4 or a second steel sheet member 22 of type L5 and two first rod members 11 of type L1 or two second rod members 12 of type L2 or two third rod members 13 of type L3. Figure 3d is a schematic diagram further illustrating the two regular rigid plates formed by the structural mechanics analysis teaching aid according to the embodiment of the present disclosure, such as Figure 3d As shown, a two-steel regular geometric invariant system is formed by two L4 type first steel sheet members 21 or two L5 type second steel sheet members 22 and one L1 type first rod member 11 or one L2 type second rod member 12 or one L3 type third rod member 13 connected by a connecting member 3. Figure 3e is a schematic diagram of a virtual hinge formed by a structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure, such as Figure 3e As shown, a virtual hinge theoretical model is formed by two L4 type first rigid sheet members 21 or two L5 type second rigid sheet members 22 and two L1 type first rod members 11 or two L2 type second rod members 12 or two L3 type third rod members 13 connected by a connecting member 3. Figure 3fis a schematic diagram of the rule inference of two rigid plates formed by the structural mechanics analysis teaching aid according to the embodiment of the present disclosure, such as Figure 3f As shown, a two-steel plate rule inference theoretical model is composed of two L4 type first steel plate members 21 or two L5 type second steel plate members 22 and three L1 type first rod members 11 or three L2 type second rod members 12 or three L3 type third rod members 13 connected by a connecting member 3.

[0074] Figure 4a is a schematic diagram of a transient system in which three rods connecting two rigid plates intersect at one point, which is further illustrated in the structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure. Figure 4a As shown, a theoretical model of a regular counterexample transient system in which two rigid sheets and three rods intersect at one point is formed by two L4 type first rigid sheet members 21 or two L5 type second rigid sheet members 22 and two L1 type first rod members 11 or two L2 type second rod members 12 or two L3 type third rod members 13 connected by a connecting member 3. Figure 4b is a schematic diagram of a constant variable system in which two rigid plates and three rods are parallel, equal in length and on the same side and are composed of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure, such as Figure 4b As shown, a theoretical model of a constant variable system in which two rigid plates and three rods are parallel, equal in length and on the same side, is formed by two L4 type first rigid plate members 21 or two L5 type second rigid plate members 22 and three L1 type first rod members 11 or three L2 type second rod members 12 or three L3 type third rod members 13 connected by a connecting member 3. Figure 4c is a schematic diagram of a transient system of two rigid plates and three rods parallel and of unequal lengths formed by the structural mechanics analysis teaching aid according to an embodiment of the present disclosure, such as Figure 4c As shown, a theoretical model of a transient system consisting of two rigid plates and three parallel and unequal length rods is formed by a second rigid plate member 22 of type L5, a notch-shaped rigid plate member 23, three first rod members 11 of type L1, three second rod members 12 of type L2, or three third rod members 13 of type L3, connected by a connecting member 3. Figure 4d is a schematic diagram of a transient system of two rigid plates and three rods that are parallel, equal in length and on opposite sides, which is further illustrated in accordance with an embodiment of the present disclosure, wherein the structural mechanics analysis teaching aid is composed of two rigid plates and three rods, such as Figure 4d As shown, a theoretical model of a transient system consisting of a U-shaped rigid sheet member 24, an L4 type first rigid sheet member 21 and three L2 type second rod members 12, wherein two rigid sheets and three rods are parallel, equal in length and on opposite sides.

[0075] Figure 5a is a schematic diagram further illustrating a geometrically invariant system in which one hinge is infinitely far away and is not parallel to the connecting line of the other two hinges, formed by the structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure, such as Figure 5aAs shown, a theoretical model of a geometrically invariant system in which one hinge is infinitely far and is not parallel to the connecting lines of the other two hinges is formed by two L4 type first rigid sheet members 21, one L5 type second rigid sheet member 22, three L2 type second rod members 12 and three L3 type third rod members 13 connected by a connecting member 3. Figure 5b is a schematic diagram further illustrating a transient system in which one hinge is infinitely far away and parallel to the connecting line of the other two hinges, formed by the structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure, such as Figure 5b As shown, a schematic diagram of a theoretical model of a transient system consisting of two L4 type first rigid sheet members 21, one L5 type second rigid sheet member 22, three L2 type second rod members 12 and three L3 type third rod members 13 connected by a connecting member 3, wherein one hinge is infinite and parallel to the connecting line of the other two hinges. Figure 5c is a schematic diagram of a constant variable system in which one hinge is infinitely far away and the connecting lines of the other two hinges are parallel and of equal length, as shown in FIG. Figure 5c As shown, a theoretical model of a constant variable system is constructed by connecting three L5 type second rigid sheet members 22 and two L3 type third rod members 13 via a connecting member 3, wherein the hinge is infinite and is parallel to and of equal length to the other two hinge lines.

[0076] Figure 6a is a schematic diagram of a geometrically invariant system with two hinges at infinite distances and four rods not completely parallel, which is further illustrated in accordance with the structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure, such as Figure 6a As shown, a theoretical model of a geometrically invariant system with two infinite hinges and four non-completely parallel rods is formed by two L4 type first rigid sheet members 21, one L5 type second rigid sheet member 22, two L1 type first rod members 11, two L2 type second rod members 12 and two L3 type third rod members 13 connected by a connecting member 3. Figure 6b is a schematic diagram of a transient system in which two hinges are infinitely far apart and four rods are parallel and unequal in length, which is further illustrated in accordance with the structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure. Figure 6b As shown, a theoretical model of a transient system with two infinite hinges and four parallel rods of unequal lengths is formed by two L4 type first rigid sheet members 21, one L5 type second rigid sheet member 22, two L1 type first rod members 11, two L2 type second rod members 12 and two L3 type third rod members 13 connected by a connecting member 3. Figure 6c is a schematic diagram of a constant variable system in which two hinges are infinitely far apart and four rods are parallel and of equal length, which is further illustrated in accordance with the structural mechanics analysis teaching aid assembly according to an embodiment of the present disclosure, such as Figure 6c As shown, a theoretical model of a constant variable system with two infinite hinges and four parallel and equal lengths is formed by an L5 type second steel piece 22, two horseshoe-shaped steel pieces 25, two L1 type first rods 11 and four L2 type second rods 12.

[0077] Figure 7a is a schematic diagram of a transient system in which the three hinges are infinitely far apart and the three hinges are not collinear, further illustrating the structural mechanics analysis teaching aid according to an embodiment of the present disclosure. Figure 7a As shown, a theoretical model of a transient system with three hinges of infinite distance and three non-collinear hinges is formed by two L4 type first rigid sheet members 21, one L5 type second rigid sheet member 22, three L2 type second rod members 12 and three L3 type third rod members 13 connected by a connecting member 3. Figure 7b is a schematic diagram of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure, wherein the three hinges are infinitely far apart and the three pairs of parallel rods are of equal length. Figure 7b As shown, a theoretical model of a constant variable system with three hinges of infinite distance and three pairs of parallel rods of equal length is formed by two horseshoe-shaped steel pieces 25, one L5 type second steel piece 22, two L1 type first rods 11, and four L2 type second rods 12 connected by a connecting member 3. Figure 7c is a schematic diagram of a transient system in which three hinges are not far apart and parallel rods exist on opposite sides of the structural mechanics analysis teaching aid according to an embodiment of the present disclosure, such as Figure 7c As shown, a theoretical model of a transient system with three hinges without distance and parallel rods on opposite sides is formed by an L-shaped steel sheet member 26, two horseshoe-shaped steel sheet members 25, three L1 type first rod members 11 and three L2 type second rod members 12 connected by a connecting member 3.

[0078] like Figure 3a - Figure 7c As shown, the first type of component 1 is connected to the second type of component 2 through each connector 3 to demonstrate the theoretical mechanics model of different concepts established, and the teaching aids are used to analyze different geometric composition systems, visualize the abstract knowledge in the classroom, and deepen the recognition and understanding of knowledge. At the same time, the number of the above-mentioned structural mechanics analysis teaching aids is multiple sets, which can ensure that each student has a set. Students can use the structural mechanics analysis teaching aids to understand the concepts of geometric invariant system, geometric constant change system, geometric transient system, degree of freedom and constraint according to the teacher's explanation, and can realize the transformation of different component combinations in geometric invariant system, geometric constant change system, and geometric transient system, thereby enhancing the fun of the class, achieving the purpose of students' hands-on operation, and effectively solving the problem that the teaching aids in the prior art are mainly demonstrated by teachers and it is difficult for each student to operate by themselves.

[0079] Exemplarily, the first type of components of each set of structural mechanics analysis teaching aids, the second type of components of each set of structural mechanics analysis teaching aids, and each connector of each set of structural mechanics analysis teaching aids are located on the same cardboard. It is understandable that some of the components of the above connectors can also be stored separately. The material of the above-mentioned first type of components and second type of components can be cardboard. The first type of components and the second type of components are closely drawn on a piece of cardboard, and the first type of components and the second type of components are pre-cut. When cutting, the first type of components and the second type of components are partially connected to ensure that the first type of components and the second type of components can be completely disassembled when needed. Cutting on the cardboard can directly obtain the first type of components and the second type of components. If the first type of components and the second type of components are cut using waste cardboard, it not only effectively utilizes waste but also improves teaching efficiency.

[0080] Exemplarily, both the first and second types of components are made of non-metallic materials. It is understandable that the first and second types of components are made of lightweight materials such as cardboard or thin wood boards, so that the structural mechanics analysis teaching aids are easy to carry and operate. At the same time, the first type of components, the second type of components and each connector can be reused, which can meet the teaching task requirements of structural mechanics mechanism analysis.

[0081] Exemplarily, the thickness of the first type of component and the thickness of the second type of component are both 2mm-3mm. It is understandable that the first type of component and the second type of component are both located on the same board or multiple boards before use, and the first type of component and the second type of rod are detachably connected through each connecting piece, which can facilitate students' hands-on operation and disassembly, thereby improving classroom efficiency.

[0082] Exemplarily, the first type of components, the second type of components and each connector are mass-produced. It should be understood that the first type of components and the second type of components can be mass-produced using an engraving machine, and made into cardboard to be assembled before class. In class, components can be directly removed from the cardboard and assembled, which can effectively save <24P10241CN>

[0083] Classroom teaching time.

[0084] Exemplarily, each connector is a connector of the first type; each connector is a connector of the second type; and each connector is a connector of the third type. Figure 8a is a schematic diagram further illustrating a first type of connector of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure, Figure 8a Shown is a small connector used to connect some small rods. Figure 8b is a schematic diagram further illustrating a second type of connector of the structural mechanics analysis teaching aid according to an embodiment of the present disclosure, Figure 8b Shown is a large connector for connecting some large connecting rods. Figure 8c is a schematic diagram further illustrating a third type of connector of the structural mechanics analysis teaching aid according to an embodiment of the present disclosure, Figure 8c The connecting piece shown is used to realize the hinge between two connecting pieces. Figure 8a The first type of connector 31 and Figure 8b The second type of connector 32 shown may also be used Figure 8c The third type of connector 33 shown is used to connect the components. Figure 8c As shown, each third type connecting member 33 includes a first connecting portion 331, a second connecting portion 332 and a third connecting portion 333, the first connecting portion 331 is fixedly connected to the fixed end of the second connecting portion 332, and the third connecting portion 333 is detachably connected to the tail end of the second connecting portion 332.

[0085] like Figure 8a - Figure 8c As shown, each connector is a metal connector. When in use, the connector 3 can be a paper clip, a thumbtack with a cork block, etc. Students can choose the type of paper clip according to the position of the hinge at the intersection of the first type component or the second type component. If the hinge is at the edge of the first type component or the second type component, a common paper clip is used. If the hinge is inside the second type component, a large paper clip is used.

[0086] When the connecting piece is a thumbtack, the nail cap of the thumbtack is in the shape of a herringbone, I-shaped, cylindrical, etc., which is equivalent to a nail cap with a handle, for easy disassembly. Different from the usage of conventional thumbtacks, the thumbtack is used in conjunction with a cork block. The cork block and the nail cap restrict the movement of the component along the direction of the nail needle, so that the connected components can only rotate around the nail needle, simulating the hinged connection between the components. The thickness of the cork block is not less than the difference between the needle length and the thickness of the component to be connected, that is, t cork>L needle-component thickness, generally 8mm-10mm, and the cross-section can be made into a rectangle or a circle. In order to be firm and durable, the contact area between the cork block and the component can be appropriately increased, for example: the side length of the rectangle is at least 10mm, and the diameter of the circle is at least 10mm.

[0087] Figure 9a is a schematic diagram of an assembly component plate for further illustrating a structural mechanics analysis teaching aid according to an embodiment of the present disclosure that uses a minimum number of components to complete the teaching of maneuver analysis, such as Figure 9a As shown, you can use Figure 9a The components shown in the figure complete the teaching of structural mechanics maneuver analysis. Among them, mass point 4 is used for students to understand the concept of freedom of mass points. Figure 9b is a schematic diagram of an assembly component plate for further illustrating the first part of the mobile analysis teaching of the structural mechanics analysis teaching aid according to an embodiment of the present disclosure without disassembling the required rods; Fig.9cis a schematic diagram of an assembly component plate for further illustrating the second part of the mobile analysis teaching of the structural mechanics analysis teaching aid according to an embodiment of the present disclosure, without disassembling the required rods; Figure 9d 1 is a schematic diagram of the assembly component plate of the third part of the structural mechanics analysis teaching aid according to the embodiment of the present disclosure, which further illustrates the rod assembly required for the mobile analysis teaching without disassembly. It should be understood that since there are many rods in each set of the structural mechanics analysis teaching aid, the above components are assembled in Figure 9b - Figure 9d As shown, each component is made detachable, so that all teaching aids in this set can be made at one time, which is more suitable for teachers to teach and reduces the time for disassembly and assembly.

[0088] like Figure 9a - Figure 9d As shown, by designing different types of first and second types of components on cardboard or thin wood boards, and using a cutting machine to complete pre-cutting, it is convenient for students to remove the rods from the cardboard or thin wood boards, and it can also be mass-produced, which is convenient for students to carry and also satisfies students' assembly in class, thereby improving classroom efficiency.

[0089] Fig.10 is a schematic diagram further illustrating a learning list of a structural mechanics analysis teaching aid according to an embodiment of the present disclosure, such as Fig.10 As shown in the figure, a learning sheet is designed to be used with the teaching aids to teach students. In class, students operate the teaching aids while understanding the theoretical knowledge learned in class, and then fill in the learning sheet. This can not only visualize the abstract knowledge in class and deepen the recognition and understanding of knowledge, but also allow students to feel the fun of hands-on operation, increase the interest of the class and enhance the teaching effect.

[0090] The present disclosure also provides a method for using a structural mechanics analysis teaching aid. Fig.11 is a schematic diagram further illustrating a method for using the structural mechanics analysis teaching aid according to an embodiment of the present disclosure. Fig.11 As shown, the structural mechanics analysis teaching aid is applied to the above-mentioned structural mechanics analysis teaching aid, and the method of using the structural mechanics analysis teaching aid includes:

[0091] S1101: Based on each set of structural mechanics analysis teaching aids provided, determine the characteristics of the first type of components, the characteristics of the second type of components, and the characteristics of multiple connectors to help students understand the relevant concepts of structural mechanics maneuver analysis.

[0092] S1102: With the characteristics of the first type of components, the characteristics of the second type of components and the characteristics of each connecting member understood, the internal rods of each first type of components or the internal rods of each second type of components are connected through each connecting member according to the teaching content, or the first type of components are connected to the second type of components through each connecting member, so as to construct a geometrically invariant system or a geometrically variable system, and perform geometric structural analysis based on the geometrically invariant system or the geometrically variable system.

[0093] S1103: According to the teaching checklist attached to the structural mechanics analysis teaching aids, students learn the corresponding knowledge points based on the structural mechanics analysis teaching aids and fill in the teaching checklist.

[0094] Compared with the prior art, the beneficial effects of the method for using the structural mechanics analysis teaching aid provided by the embodiment of the present disclosure are the same as the beneficial effects of the structural mechanics analysis teaching aid provided by the above-mentioned embodiment, and will not be elaborated here.

[0095] The above description is only an illustration of some embodiments of the present disclosure and the technical principles used. Those skilled in the art should understand that the scope of disclosure involved in the present disclosure is not limited to the above technical features.

[0096] The technical solutions formed by any combination of the above technical features or their equivalent features shall also be included without departing from the above disclosed concept. For example, the technical solutions formed by replacing the above features with the technical features with similar functions disclosed in this disclosure (but not limited to) are mutually replaced.

[0097] Although some specific embodiments of the present disclosure have been described in detail by way of example, it should be understood by those skilled in the art that the above examples are for illustration only and are not intended to limit the scope of the present disclosure. It should be understood by those skilled in the art that the above embodiments may be modified without departing from the scope and spirit of the present disclosure. The scope of the present disclosure is defined by the appended claims.

Claims

1. A structural mechanics analysis teaching aid, characterized in that: The number of the structural mechanics analysis teaching aids is multiple sets, and each set of the structural mechanics analysis teaching aids includes: a first type of component, a second type of component and multiple connecting parts. The internal rods of each of the first type of components or the internal rigid plates of each of the second type of components are connected by each of the connecting parts, or the first type of components are connected to the second type of components by each of the connecting parts, so as to construct a geometrically invariant system or a geometrically variable system, and the geometrically invariant system or the geometrically variable system is used for structural mechanics geometric structure analysis.

2. The structural mechanics analysis teaching aid according to claim 1, characterized in that: The first type of components includes: a plurality of first rods, a plurality of second rods and a plurality of third rods, each of the first rods, or each of the second rods, or each of the first rods, each of the second rods and each of the third rods are interconnected; the second type of components includes: a plurality of first steel sheets, a plurality of second steel sheets, a plurality of notch-shaped steel sheets, a plurality of U-shaped steel sheets, a plurality of horseshoe-shaped steel sheets and a plurality of L-shaped steel sheets; each of the first steel sheets or each of the second steel sheets are interconnected, or each of the first steel sheets and each of the second steel sheets are interconnected; each of the notch-shaped steel sheets, each of the U-shaped steel sheets, each of the horseshoe-shaped steel sheets and each of the L-shaped steel sheets are respectively interconnected with each of the first rods, each of the second rods, each of the third rods, each of the first steel sheets or each of the second steel sheets.

3. The structural mechanics analysis teaching aid according to claim 1, characterized in that: Each of the connecting parts is a first type of connecting part; each of the connecting parts is a second type of connecting part; each of the connecting parts is a third type of connecting part; Each of the third type connecting parts includes a first connecting part, a second connecting part and a third connecting part. The first connecting part is fixedly connected to the fixed end of the second connecting part, and the third connecting part is detachably connected to the tail end of the second connecting part.

4. The structural mechanics analysis teaching aid according to claim 1, characterized in that: The first type of components, the second type of components and each of the connecting members are all reusable.

5. The structural mechanics analysis teaching aid according to claim 4, characterized in that: The first type of components and the second type of components are both made of non-metallic materials.

6. The structural mechanics analysis teaching aid according to claim 1, characterized in that: The thickness of the first type of components and the thickness of the second type of components are both 2 mm to 3 mm.

7. The structural mechanics analysis teaching aid according to claim 1, characterized in that: The first type of components and the second type of components are both located on the same board or multiple boards before use.

8. The structural mechanics analysis teaching aid according to claim 1, characterized in that: The first type of components and the second type of components are detachably connected via each of the connecting members.

9. The structural mechanics analysis teaching aid according to any one of claims 1 to 8, characterized in that: The first-type component, the second-type component and each of the connecting parts are all mass-produced.

10. A method for using a structural mechanics analysis teaching aid, applied to the structural mechanics analysis teaching aid according to any one of claims 1 to 9, characterized in that: The method for using the structural mechanics analysis teaching aid includes: Based on each set of structural mechanics analysis teaching aids provided, the characteristics of the first type of components, the characteristics of the second type of components and the characteristics of multiple connectors are determined to help students understand the relevant concepts of structural mechanics maneuver analysis; Under the condition that the characteristics of the first type of components, the characteristics of the second type of components and the characteristics of each of the connecting members are understood, the internal rods of each of the first type of components or the internal rods of each of the second type of components are connected through each of the connecting members according to the teaching content, or the first type of components are connected to the second type of components through each of the connecting members, so as to construct a geometrically invariant system or a geometrically variable system, and perform geometric structural analysis based on the geometrically invariant system or the geometrically variable system; According to the teaching checklist attachment attached to the structural mechanics analysis teaching aids, students learn corresponding knowledge points based on the structural mechanics analysis teaching aids and fill in the teaching checklist.

Images