Wiring method for classroom indoor split-line equipment
By carrying out split-type equipment wiring in the classroom and using simulation systems and automated wiring systems for path optimization and actual wiring, the problems of heavy workload and messy lines for wiring construction workers in the classroom were solved, and efficient and safe wiring effects were achieved.
Patent Information
- Application Number
- CN202510835135.8
- Authority / Receiving Office
- CN · China
- Patent Type
- Applications(China)
- Current Assignee / Owner
- Filing Date
- 2025-06-20
- Publication Date
- 2025-09-19
AI Technical Summary
In the existing technology, the workload of classroom indoor wiring construction workers is heavy, the line layout is messy, and there are increased safety hazards.
A method for indoor split-type equipment wiring in classrooms is adopted. The interior of the classroom is modeled through an indoor simulation system, automatic wiring is performed using an automatic simulation wiring system, and path optimization is performed through a line optimization system. Finally, actual wiring construction is carried out through a coordinate marking system.
It improves wiring efficiency and accuracy, reduces line clutter and crossing, reduces safety hazards, and ensures the stability and safety of the lines.
Smart Images
Figure CN120671255A_ABST
Abstract
Description
Technical Field
[0001] The present invention relates to the technical field of indoor wiring, in particular to a method for wiring column-type equipment in a classroom. Background Art
[0002] Indoor cabling refers to the routing of cables or wires within a building. It connects various facilities, including power, data communications, and security systems. Good indoor cabling is crucial for ensuring communication, power supply, and device operation within the building. In modern educational environments, classroom cabling is critical infrastructure for achieving smart classrooms. With the advancement of technology, particularly the application of 5G, the Internet of Things, and artificial intelligence, classrooms are gradually transforming into intelligent learning spaces.
[0003] Because smart classrooms house numerous smart devices, the wiring required to connect these devices is even more numerous than in traditional classrooms. This significantly increases the workload for wiring technicians. Excessive wiring can even increase the level of clutter after wiring, requiring more precise and rational wiring layout. This significantly increases the wiring technicians' energy and planning to ensure the neatness of the wiring and avoid the safety hazards caused by cluttered wiring. Therefore, a method for split-row device wiring in classrooms is needed. Summary of the Invention
[0004] In view of the deficiencies of the prior art, the present invention provides a method for wiring indoor split-type equipment in classrooms, which solves the problems of increasing the workload of wiring construction personnel and consuming a lot of energy in planning wiring.
[0005] To achieve the above objectives, the present invention is implemented through the following technical solutions: A method for wiring column-type equipment in a classroom, comprising the following steps: Step 1: Obtain classroom data related to wiring work, including the classroom outline, indoor layout, non-wiring area data, indoor wall data, etc. Step 2: Input the classroom data obtained in step 1 into the indoor simulation system. The indoor simulation system performs classroom interior modeling based on the input data to simulate the interior layout environment of the real classroom. Step 3: Select the starting point of the line and mark the device line interface to which each line is connected as the end point. Use the automatic simulation wiring system to automatically route the lines. During the automated routing process, perform evasive actions to re-form new lines to avoid line entanglement. Step 4: Optimize the wiring path based on the one completed in step 3 to avoid excessive dispersion of the lines; Step 5. Mark the wiring data of the classroom indoor lines through the coordinate marking system, and perform actual wiring construction according to the wiring data.
[0006] Preferably, in step 1, the method of obtaining classroom data includes any one of performing on-site measurement of the classroom interior and obtaining it through construction drawings.
[0007] Preferably, in the indoor simulation of the classroom in step 2, a three-dimensional space will be constructed, the XYZ three-dimensional coordinate axes will be set, and multiple viewing windows will be divided through the window simulation module to facilitate wiring workers to observe the classroom simulation situation.
[0008] Preferably, during the classroom interior modeling process in step 2, the area in the simulated classroom is divided into a routable area (α) and a non-routable area (β) through the area division module, and the wiring position is limited to the plane area of the simulated classroom. The area filling module is used to fill the routable area (α) and the non-routable area (β) with colors, and the visual effect of the non-routable area (β) is darker than that of the routable area (α) to facilitate distinction.
[0009] Preferably, the specific steps of automated wiring in step three include: S1. Group all the lines that need to be wired by type, and arrange the wiring order for each group of lines in turn; S2. Connect each line X in turn. For the first line X1, use the routing module in conjunction with the avoidance module to prioritize avoiding the non-routable area (β). Perform simulated routing in the X, Y, and Z directions within the routable area (α) to form multiple paths P, and select the shortest path P from them. min As a connection scheme for line X1; S3, starting from the second line, under the premise of using the path finding module and the avoidance module to avoid the non-routable area (β), line X n Refer to all the lines that have been arranged before (X1, X2...X n-1 ) layout route, simulate pathfinding in three directions of XYZ, and avoid X1, X2...X n-1 Any line in the same way forms multiple paths, and the shortest path P is selected from them. min As line X n The connection scheme is to set a spacing between each parallel line path P to adapt to the thickness of the line in the subsequent actual wiring construction; S4, when line X in S2 n When the number of simulated paths is less than 1, an idle outer layer will be automatically generated by default to distinguish the line paths generated in S1 and S2. In the actual wiring, a layer of lines will be superimposed on the original wiring plane, and S1 and S2 will be repeated to continue generating line X. n Path P.
[0010] Preferably, the lines required to be connected in step three include high-power power lines, low-power power lines, network cables, and other lines necessary for classroom indoor equipment.
[0011] Preferably, the specific steps of optimization in step 4 include: S1. Using the route optimization system, a length constant L is set, and a number N of parallel and adjacent route paths is set. Paths P of all routes are searched, with the search being based on conditions of parallel route paths and routes of the same category being a group. S2. When the search condition is met and the number of routes retrieved is greater than N, the length of the parallel path portion of each route in the group is matched. When the length of the parallel path portion is greater than L, the parallel path portion of the group of routes is marked; S3. Set a routing interval constant value I and detect the distance D between each two adjacent paths in the marked parallel paths. When any D value satisfies D>I, adjust the path P of each path in the group of paths so that the parallel paths are partially close together until D value <I. S4. Re-mark the marked lines after adjustment and the lines that do not need adjustment, so as to organize and bundle the lines in the marked area during actual wiring construction.
[0012] An automatic simulation wiring system for wiring of column-type equipment in a classroom comprises an indoor simulation system, an automatic simulation wiring system, a line optimization system and a coordinate marking system. The indoor simulation system is used to simulate a house that needs to be wired and construct a layout environment that simulates the interior of a real classroom. The automatic simulation wiring system is used to simulate rapid wiring in the simulated classroom and further optimize and adjust the arranged lines with the help of the line optimization system. The coordinate marking system is used to mark the wiring data of the classroom indoor lines so that actual wiring construction can be carried out according to the wiring data.
[0013] Preferably, the indoor simulation system includes an area division module, an area filling module and a window simulation module. The area division module is used to divide the area in the simulated classroom into a routable area (α) and a non-routable area (β). The area filling module is used to fill the routable area (α) and the non-routable area (β) with colors to distinguish the routable area (α) from the non-routable area (β). The window simulation module is used to divide the simulated classroom indoor environment into multiple viewing windows for wiring workers to easily observe the classroom simulation situation.
[0014] Preferably, the automatic simulated wiring system includes a routing module and an avoidance module, wherein the routing module is used to find the shortest wiring path and cooperate with the avoidance module to obtain the optimal wiring path.
[0015] The present invention provides a method for wiring column-type equipment in classrooms. It has the following beneficial effects: 1. The present invention improves the efficiency and accuracy of wiring. The column-type equipment wiring method carried out by combining indoor simulation and automatic simulation wiring can plan and optimize the wiring path in a virtual environment in advance, reducing the actual wiring construction process, quickly carrying out wiring construction work, and improving the efficiency and accuracy of wiring construction.
[0016] 2. The reasonable wiring planning of the present invention reduces the clutter and intersection of lines, and avoids line entanglement by optimizing the line path, reducing the safety hazards caused by excessive stacking of lines. By planning and selecting appropriate locations to organize and bundle the lines, the problem of poor line stability caused by excessive dispersion of lines is avoided.
[0017] 3. The present invention adopts column-type wiring, groups the lines according to function or area, and groups the high-power power lines, low-power power lines, network cables and other lines necessary for smart devices in the classroom, and arranges them in sequence to ensure the stability and safety of the lines. BRIEF DESCRIPTION OF THE DRAWINGS
[0018] Figure 1 This is a diagram of an automatic simulation wiring system for wiring column-type equipment in a classroom according to the present invention. DETAILED DESCRIPTION
[0019] The following will clearly and completely describe the technical solutions in the embodiments of the present invention in conjunction with the accompanying drawings. Obviously, the described embodiments are only part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without making creative efforts are within the scope of protection of the present invention.
[0020] Example: As one aspect of the present application, an embodiment of the present invention provides a method for wiring a split-type device in a classroom, comprising the following steps: Step 1: Obtain classroom data related to wiring work, including the classroom's interior outline, interior layout, non-wiring area data, interior wall data, etc. Methods for obtaining classroom data include field measurements of the classroom interior and obtaining it through construction drawings.
[0021] Step 2: Input the classroom data obtained in step 1 into the indoor simulation system. The indoor simulation system performs classroom interior modeling based on the input data. The modeling steps are to construct a three-dimensional space, set the XYZ three-dimensional coordinate axis, and divide multiple viewing windows through the window simulation module to simulate the internal layout environment of the real classroom, so that the wiring workers can observe the classroom simulation situation conveniently. During the classroom interior modeling process, the area in the simulated classroom is divided into a routable area (α) and a non-routable area (β) through the area division module, and the wiring position is limited to the plane area of the simulated classroom. The area filling module is used to fill the routable area (α) and the non-routable area (β) with color. The visual effect of the non-routable area (β) is darker than that of the routable area (α) to make it easier to distinguish.
[0022] Step 3: Select the starting point of the line and mark the line interface of the smart device to which each line is connected as the end point. The lines that need to be connected include high-power power lines, low-power power lines, network cables, and other necessary lines for smart devices in the classroom. Use the automatic simulation wiring system for automatic wiring, and perform evasive actions during the automatic wiring process to re-form new lines. The specific steps of automatic wiring include: S1. Group all the lines that need to be wired by type, and arrange the wiring order for each group of lines in turn; S2. Connect each line X in turn. For the first line X1, use the routing module in conjunction with the avoidance module to prioritize avoiding the non-routable area (β). Perform simulated routing in the X, Y, and Z directions within the routable area (α) to form multiple paths P, and select the shortest path P from them. min As a connection scheme for line X1; S3, starting from the second line, under the premise of using the path finding module and the avoidance module to avoid the non-routable area (β), line X n Refer to all the lines that have been arranged before (X1, X2...X n-1 ) layout route, simulate pathfinding in three directions of XYZ, and avoid X1, X2...X n-1 Any line in the same way forms multiple paths, and the shortest path P is selected from them. min As line X n The connection scheme is to set a spacing between each parallel line path P to adapt to the thickness of the line in the subsequent actual wiring construction; S4, when line X in S2 n When the number of simulated paths is less than 1, an idle outer layer will be automatically generated by default to distinguish the line paths generated in S1 and S2. In the actual wiring, a layer of lines will be superimposed on the original wiring plane, and S1 and S2 will be repeated to continue generating line X. nPath P is used to avoid line entanglement.
[0023] Step 4: Optimize the wiring path based on the one completed in step 3. The specific steps of optimization include: S1. Using the route optimization system, a length constant L is set, and a number N of parallel and adjacent route paths is set. Paths P of all routes are searched, with the search being based on conditions of parallel route paths and routes of the same category being a group. S2. When the search condition is met and the number of routes retrieved is greater than N, the length of the parallel path portion of each route in the group is matched. When the length of the parallel path portion is greater than L, the parallel path portion of the group of routes is marked; S3. Set a routing interval constant value I and detect the distance D between each two adjacent paths in the marked parallel paths. When any D value satisfies D>I, adjust the path P of each path in the group of paths so that the parallel paths are partially close together until D value <I. S4. Re-mark the marked lines after adjustment and the lines that do not need to be adjusted, so as to organize and bundle the lines in the marked area during actual wiring construction to avoid excessive dispersion of the lines.
[0024] Step 5. Mark the wiring data of the classroom indoor lines through the coordinate marking system, and perform actual wiring construction according to the wiring data.
[0025] Based on the above provided method for wiring of indoor split-type equipment in classrooms, as another aspect of this application, please refer to the attached Figure 1 An automatic simulation wiring system for indoor split-type equipment wiring in a classroom includes an indoor simulation system, an automatic simulation wiring system, a line optimization system and a coordinate marking system. The indoor simulation system is used to simulate the house that needs to be wired and build a layout environment that simulates the interior of a real classroom. The automatic simulation wiring system is used to simulate rapid wiring in the simulated classroom and further optimize and adjust the arranged lines with the help of the line optimization system. The coordinate marking system is used to mark the wiring data of the indoor classroom lines so as to perform actual wiring construction according to the wiring data.
[0026] The indoor simulation system consists of an area division module, an area filling module and a window simulation module. The area division module is used to divide the area in the simulated classroom into a routable area (α) and a non-routable area (β). The area filling module is used to fill the routable area (α) and the non-routable area (β) with colors to distinguish the routable area (α) from the non-routable area (β). The window simulation module is used to divide the simulated classroom indoor environment into multiple viewing windows to facilitate wiring workers to observe the classroom simulation situation.
[0027] The automatic simulation wiring system consists of a routing module and an avoidance module. The routing module is used to find the shortest wiring path and cooperate with the avoidance module to obtain the optimal wiring path.
[0028] While embodiments of the present invention have been shown and described, it will be appreciated by those skilled in the art that various changes, modifications, substitutions, and variations may be made to these embodiments without departing from the principles and spirit of the invention, and that the scope of the invention is defined by the appended claims and their equivalents.
Claims
1. A method for wiring indoor split-type equipment in a classroom, characterized in that: The following steps are involved: Step 1: Obtain classroom data related to wiring work, including the classroom outline, indoor layout, non-wiring area data, indoor wall data, etc. Step 2: Input the classroom data obtained in step 1 into the indoor simulation system. The indoor simulation system performs classroom interior modeling based on the input data to simulate the interior layout environment of the real classroom. Step 3: Select the line starting point and mark the intelligent device line interface to which each line is connected as the end point. Use the automatic simulation wiring system to automatically route the lines. During the automated routing process, perform evasive actions to re-form new lines to avoid line entanglement. Step 4: Optimize the wiring path based on the one completed in step 3 to avoid excessive dispersion of the lines; Step 5. Mark the wiring data of the classroom indoor lines through the coordinate marking system, and perform actual wiring construction according to the wiring data.
2. A method for wiring indoor split-type equipment in a classroom according to claim 1, characterized in that: In the step 1, the method of obtaining classroom data includes any one of performing on-site measurement of the classroom interior and obtaining it through construction drawings.
3. A method for wiring indoor split-type equipment in a classroom according to claim 1, characterized in that: In the indoor simulation of the classroom in step 2, a three-dimensional space will be constructed, the XYZ three-dimensional coordinate axes will be set, and multiple viewing windows will be divided through the window simulation module to facilitate the wiring workers to observe the classroom simulation situation.
4. A method for wiring indoor split-type equipment in a classroom according to claim 1, characterized in that: During the classroom interior modeling process in step 2, the area in the simulated classroom is divided into a routable area (α) and a non-routable area (β) through the area division module, and the wiring position is limited to the plane area of the simulated classroom. The routable area (α) and the non-routable area (β) are filled with colors using the area filling module. The visual effect of the non-routable area (β) is darker than that of the routable area (α) to facilitate distinction.
5. A method for wiring indoor split-type equipment in a classroom according to claim 4, characterized in that: The specific steps of automated wiring in step 3 include: S1. Group all the lines that need to be wired by type, and arrange the wiring order for each group of lines in turn; S2. Connect each line X in turn. For the first line X1, use the routing module in conjunction with the avoidance module to prioritize avoiding the non-routable area (β). Perform simulated routing in the X, Y, and Z directions within the routable area (α) to form multiple paths P, and select the shortest path P from them. min As a connection scheme for line X1; S3, starting from the second line, under the premise of using the path finding module and the avoidance module to avoid the non-routable area (β), line X n Refer to all the lines that have been arranged before (X1, X2...X n-1 ) layout route, simulate pathfinding in three directions of XYZ, and avoid X1, X2...X n-1 Any line in the same way forms multiple paths, and the shortest path P is selected from them. min As line X n The connection scheme is to set a spacing between each parallel line path P to adapt to the thickness of the line in the subsequent actual wiring construction; S4, when line X in S2 n When the number of simulated paths is less than 1, an idle outer layer will be automatically generated by default to distinguish the line paths generated in S1 and S2. In the actual wiring, a layer of lines will be superimposed on the original wiring plane, and S1 and S2 will be repeated to continue generating line X. n Path P.
6. A method for wiring indoor split-type equipment in a classroom according to claim 1, characterized in that: The lines that need to be connected in step three include high-power power lines, low-power power lines, network cables, and other lines necessary for smart devices in the classroom.
7. The method for wiring indoor split-type equipment in a classroom according to claim 1, characterized in that: The specific steps of optimization in step 4 include: S1. Using the route optimization system, a length constant L is set, and a number N of parallel and adjacent route paths is set. Paths P of all routes are searched, with the search being based on conditions of parallel route paths and routes of the same category being a group. S2. When the search condition is met and the number of routes retrieved is greater than N, the length of the parallel path portion of each route in the group is matched. When the length of the parallel path portion is greater than L, the parallel path portion of the group of routes is marked; S3. Set a routing interval constant value I and detect the distance D between each two adjacent paths in the marked parallel paths. When any D value satisfies D>I, adjust the path P of each path in the group of paths so that the parallel paths are partially close together until D value <I. S4. Re-mark the marked lines after adjustment and the lines that do not need adjustment, so as to organize and bundle the lines in the marked area during actual wiring construction.
8. An automatic analog wiring system for classroom indoor split-type equipment wiring, using a classroom indoor split-type equipment wiring method according to any one of claims 1 to 7, characterized in that: It includes an indoor simulation system, an automatic simulation wiring system, a line optimization system and a coordinate marking system. The indoor simulation system is used to simulate the house that needs to be wired and build a layout environment that simulates the interior of a real classroom. The automatic simulation wiring system is used to simulate rapid wiring in the simulated classroom and further optimize and adjust the arranged lines with the help of the line optimization system. The coordinate marking system is used to mark the wiring data of the classroom indoor lines so as to perform actual wiring construction according to the wiring data.
9. The automatic analog wiring system for classroom indoor split-type equipment wiring according to claim 8 is characterized in that: The indoor simulation system includes an area division module, an area filling module and a window simulation module. The area division module is used to divide the area in the simulated classroom into a routable area (α) and a non-routable area (β). The area filling module is used to fill the routable area (α) and the non-routable area (β) with colors to distinguish the routable area (α) from the non-routable area (β). The window simulation module is used to divide the simulated classroom indoor environment into multiple viewing windows for wiring workers to easily observe the classroom simulation situation.
10. The automatic analog wiring system for classroom indoor split-type equipment wiring according to claim 8, characterized in that: The automatic simulated wiring system includes a routing module and an avoidance module. The routing module is used to find the shortest wiring path and cooperate with the avoidance module to obtain the optimal wiring path.