Siphon teaching aid

Abstract

This invention discloses a siphon teaching aid, comprising: a main body having a connecting surface for connecting to a first container, and a connecting portion for connecting to a second container, the connecting portion having a flow channel connecting the second container and the first container; the main body having a through hole, through which a connecting device is fixed to the main body. When using the teaching aid, learners can independently design a siphon experimental device and adjust the parameters, rather than simply assembling and demonstrating it. By exploring the relationship between the siphon effect and various variables, learners can gain a deeper understanding of concepts such as air pressure, water pressure, and surface tension of water. Because the adjustable variables are concentrated on the cutting length and insertion depth of the plastic straw, a moderate level of installation difficulty is maintained while ensuring the depth of exploration. Furthermore, the first container, the second container, and the connecting device are simple and readily available in daily life, requiring no additional processing of the containers.

Description

Technical Field

[0001] This invention relates to the field of teaching equipment technology, and more specifically, to siphon teaching aids. Background Technology

[0002] With increasing emphasis on science education, schools are placing higher demands on traditional teaching aids and experimental equipment. Currently, commercially available siphon experimental devices generally suffer from the following shortcomings: 1. The startup method is too simple, limiting the scope for exploration.

[0003] Many siphon experimental devices can be started without debugging, and can only complete the most basic demonstration of siphon phenomenon. It is difficult to conduct in-depth research by combining variables such as liquid level difference, gas pressure, flow rate change, and surface tension.

[0004] 2. The format is too simple, and learners lack the motivation to explore.

[0005] A typical siphon experiment consists of only two cups and a tube, which learners may easily perceive as a simple verification experiment rather than a demonstration tool that allows them to actively explore phenomena.

[0006] 3. It has plenty of exterior design but lacks in-depth exploration of its essence.

[0007] Some existing technologies, such as CN208044936U, CN104287560B, CN103258461B, and CN104091498A, mainly focus on demonstrating the siphon principle. They are suitable as demonstration tools to show students the siphon principle, but their scientific exploration is weak, making it difficult for learners to conduct inquiry-based learning by independently adjusting parameters. Furthermore, the aforementioned siphon mini-project solutions (two cups and a flexible tube) are publicly available and general technical solutions. The playability and depth of exploration in such mini-projects are also limited, suitable only for simple science mini-projects or introductory stages of STEM classes, and cannot meet the teaching needs of in-depth inquiry. Most existing designs and improvements focus on introducing various shapes or enhancing visual effects, lacking functional designs that explore the essential laws of the siphon phenomenon. Their essence remains at the level of "visible" rather than "explorable." Therefore, how to enhance learners' willingness to explore, improve the explorability, reduce assembly difficulty, and simultaneously fulfill the dual functions of teaching tools and toys is the technical problem this application aims to solve. Summary of the Invention

[0008] The summary section introduces a series of simplified concepts, which will be further explained in detail in the detailed description section. The summary section of this invention is not intended to limit the key features and essential technical features of the claimed technical solution, nor is it intended to determine the scope of protection of the claimed technical solution.

[0009] To at least partially solve the above problems, the present invention provides a siphon teaching aid, comprising: a main body; The body has a connecting surface that connects to the first container. When the body is assembled onto the first container, the connecting surface is used to fix the body onto the first container and form a sealed connection with the first container. The body also has a connecting part for connecting to the second container. When the second container is assembled on the body, the connecting part is used to fix the second container on the body. The connecting part has a flow channel that connects the second container to the first container. The body has a through hole that penetrates the body. When the communicating device is assembled on the body, the communicating device is fixed to the body through the through hole, and a sealed connection is formed between the communicating device and the body.

[0010] Preferably, the body has two end faces and at least one connecting face, the connecting face forms the outer wall of the body, the two end faces respectively form the two ends of the body, the connecting part is disposed on one of the end faces, and the through hole penetrates through both end faces.

[0011] Preferably, the two end faces of the body have different surface areas, with the end with a larger surface area being the large end and the end with a smaller surface area being the small end.

[0012] Preferably, the connecting part is provided with an installation groove and a through groove. The installation groove extends from the end of the connecting part away from the main body towards the main body. There is a first distance between the bottom surface of the installation groove and the end surface of the main body where the connecting part is provided. The through groove is arranged radially along the connecting part. The through groove divides the connecting part into two symmetrically arranged parts. The width of the through groove is not less than the inner diameter of the through hole. The through groove forms the flow channel.

[0013] Preferably, the connecting portion is disposed on the large surface end.

[0014] Preferably, the device also includes a support having an opening, wherein when the body is assembled onto the first container, the first container abuts against the top of the support, and a communication device extends from the opening to the outside of the support.

[0015] Preferably, the connecting portion is disposed on the small end face.

[0016] Preferably, the larger end of the body is provided with a receiving groove, which extends from the larger end to the smaller end.

[0017] Preferably, the large-face end is provided with a splicing module.

[0018] Preferably, both the body and the connecting part are made of an elastic material.

[0019] Compared with the prior art, the present invention has at least the following beneficial effects: When using the teaching aids, learners can independently design siphon experiment devices and adjust parameters (adjusting the depth of the communicating vessel within the second container), rather than simply assembling and demonstrating. By exploring the relationship between the siphon effect and various variables, learners can gain a deeper understanding of concepts such as air pressure, water pressure, and surface tension of water. Because the adjustable variables are concentrated on the cutting length and insertion depth of the plastic straw, the installation difficulty is moderate while ensuring the depth of exploration. Furthermore, the first container, the second container, and the communicating vessel are simple and readily available in daily life. No additional processing of the containers is required; simply adding a water inlet to the first container (e.g., cutting open the bottom of a mineral water bottle) is sufficient to directly create a siphon experiment device. This makes the product suitable for both scientific experiments and classroom teaching, while also providing a degree of fun and playability.

[0020] Other advantages, objectives and features of the siphon teaching aid described in this invention will be partly apparent from the following description, and partly understood by those skilled in the art through study and practice of the invention. Attached Figure Description

[0021] The accompanying drawings are provided to further illustrate the invention and form part of the specification. They are used in conjunction with embodiments of the invention to explain the invention and do not constitute a limitation thereof. In the drawings: Figure 1 The following are schematic diagrams of two different embodiments of the present invention: (A) is the first embodiment, and (B) is the second embodiment.

[0022] Figure 2 The images are left views of two different embodiments of the present invention, (A) being the first embodiment and (B) being the second embodiment.

[0023] Figure 3 This is a cross-sectional structural diagram of the first embodiment of the siphon teaching aid described in this invention.

[0024] Figure 4 This is a sectional view of the front view of the first embodiment of the siphon teaching aid described in this invention.

[0025] Figure 5 This is a schematic diagram of the structure of the siphon teaching aid support device described in this invention.

[0026] Figure 6 This is a schematic diagram illustrating the use of the first embodiment of the siphon teaching aid described in this invention.

[0027] Figure 7This is a cross-sectional structural diagram of the second embodiment of the siphon teaching aid described in this invention.

[0028] Figure 8 This is a sectional view of the front view of the second embodiment of the siphon teaching aid described in this invention.

[0029] Figure 9 This is a schematic diagram illustrating the second embodiment of the siphon teaching aid described in this invention during use.

[0030] In the figure: 1 Body, 2 First container, 3 Connecting surface, 4 Second container, 5 Connecting part, 6 Through hole, 7 Connecting device, 8 Large end, 9 Small end, 10 Mounting slot, 11 Through slot, 12 Receiving slot, 13 Interlocking module, 14 Support device. Detailed Implementation

[0031] The present invention will now be described in further detail with reference to the accompanying drawings and embodiments, so that those skilled in the art can implement it based on the description.

[0032] It should be understood that terms such as “having,” “comprising,” and “including” as used herein do not exclude the presence or addition of one or more other elements or combinations thereof.

[0033] like Figures 1-9 As shown, the present invention provides a siphon teaching aid, including: a main body 1; It should be noted that regardless of the shape of the body 1, the body 1 should have at least one connecting surface 3 for connection with the first container 2. When the body 1 is assembled onto the first container 2, the connecting surface 3 is used to fix the body 1 onto the first container 2 and form a sealed connection with the first container 2. The first container 2 is a container that can be filled with liquid, such as a mineral water bottle or a beverage bottle with an open bottom. Figure 6 and Figure 9 As shown, any container with a liquid filling port is sufficient. Taking a beverage bottle with an open bottom as the first container 2 as an example, the beverage bottle is inverted so that the opening faces upwards to serve as the water filling port. Then, the main body 1 is installed at the mouth of the beverage bottle. After the main body 1 is installed at the mouth of the beverage bottle, the connecting surface 3 can seal the mouth of the beverage bottle, thereby preventing liquid from leaking out of the mouth of the beverage bottle.

[0034] Furthermore, the main body 1 also has at least one connecting part 5 for connecting with the second container 4. When the second container 4 is assembled on the main body 1, the connecting part 5 is used to fix the second container 4 on the main body 1. The connecting part 5 has a flow channel connecting the second container 4 and the first container 2. The second container 4 is a container with an opening at one end. The second container 4 can also be a mineral water bottle or a beverage bottle. Because the second container 4 is inside the first container 2 during the use of the teaching aid, and the first container 2 is usually made of readily available transparent bottles such as beverage bottles, the size of the mineral water bottle or beverage bottle selected for the second container 4 should be smaller than that of the first container 2. For example, when the second container 4 is a 300mL beverage bottle, the first container 2 can be made of a 1.2L mineral water bucket. Preferably, the second container 4 is a transparent test tube.

[0035] Furthermore, the main body 1 has a through hole 6 that passes through both ends of the main body 1. When the communicating device 7 is assembled on the main body 1, the communicating device 7 is fixed to the main body 1 through the through hole 6, and a sealed connection is formed between the communicating device 7 and the main body 1. The communicating device 7 can be an L-shaped plastic straw, which allows learners to cut the length themselves.

[0036] When using the teaching aid to conduct the siphon experiment, learners simply need to select a common container such as a mineral water bottle or beverage bottle, remove the bottom to make it into the first container 2, and then select a mineral water bottle, beverage bottle, or test tube that can fit inside the first container 2 as the second container 4. An L-shaped plastic straw is selected as the communicating vessel 7, and the plastic straw is passed through the main body 1 and fixed to it. Then, the second container 4 is installed on the main body 1, with one end of the plastic straw extending into the second container 4. The length extending into the second container 4 is not fixed and can be adjusted by the learner. Then, the main body 1 with the communicating vessel 7 and the second container 4 is installed on the first container 2, with the other end of the plastic straw outside the first container 2. The teaching aid is then assembled. It should be noted that the above assembly method is only one of many embodiments and is merely an example; it does not mean that the assembly method is limited to only this one method.

[0037] When conducting the experiment, prepare an empty basin and place the end of the plastic straw located outside the first container 2 inside the empty basin. Then, pour water into the first container 2. The water in the first container 2 can enter the second container 4 through the flow channel. As the water is poured, the water level gradually rises and reaches the end of the plastic straw located inside the second container 4. Then, the water is transported into the basin by the plastic straw. When the water is stopped, the siphon phenomenon can be observed.

[0038] Because a plastic straw is used as the communicating vessel 7, learners can independently design a siphon experiment device and adjust its parameters (adjusting the depth of the communicating vessel 7 within the second container 4) when using the teaching aids, rather than simply assembling and demonstrating it. By exploring the relationship between the siphon effect and various variables, learners can gain a deeper understanding of concepts such as air pressure, water pressure, and surface tension of water. Since the adjustable variables are concentrated on the cutting length and insertion depth of the plastic straw, a moderate level of installation difficulty is maintained while ensuring sufficient exploration depth. Furthermore, the first container 2, the second container 4, and the communicating vessel 7 are simple and readily available in daily life, requiring no additional processing. Simply adding a water inlet to the first container 2 (e.g., cutting open the bottom of a mineral water bottle) is sufficient to directly create a siphon experiment device. This makes the product suitable for both scientific experiments and classroom teaching, while also providing a degree of fun and playability. The body 1 has two end faces and at least one connecting surface 3. The two end faces form the two ends of the body 1 respectively. The connecting part 5 is disposed on one of the end faces. The through hole 6 penetrates the two end faces. It should be noted that the number of connecting surfaces 3 can be one. As one of the many embodiments, the connecting surface 3 can form the outer wall of the body 1, so that the body 1 can be installed and fixed inside the mouth of the water bottle by plugging in.

[0039] As one of the many implementation methods, when the number of connecting surfaces 3 is one, the connecting surface 3 can also form the inner wall of the body 1 (at this time, the shape of the body 1 can be referenced to the bottle cap of a beverage bottle), and is connected to the first container 2 by means of threaded connection.

[0040] The number of connecting surfaces 3 can also be multiple. For example, an annular groove is formed on one end face of the body 1. When connecting with the first container 2, the bottle mouth of the water bottle is directly inserted into the annular groove. The inner wall of the annular groove can be a connecting surface 3 for fixing the first container 2.

[0041] Preferably, the number of connecting surfaces 3 is one, and the connecting surface 3 forms the outer wall of the body 1. That is, the body 1 is assembled on the first container 2 by plugging in, because this embodiment has the simplest structure of the body 1 and the lowest production cost. Furthermore, in order to enable the body 1 to adapt to first containers 2 of different sizes, the two end faces of the body 1 have different surface areas. The end with the larger surface area is the large end 8, and the end with the smaller surface area is the small end 9. That is, the body 1 is a cone shape with one end larger than the other. Figure 1 As shown. Furthermore, both the body 1 and the connecting part 5 are made of an elastic material. As one of the many implementation methods, the connecting part 5 is provided with a mounting groove 10 and a through groove 11. The mounting groove 10 extends from the end of the connecting part 5 away from the main body 1 towards the main body 1. The mounting groove 10 is used to fix the second container 4. Taking the second container 4 as a test tube as an example, the test tube is fixed by inserting it into the mounting groove 10 with the opening facing down.

[0042] Furthermore, in order to enable the body 1 to adapt to the second container 4 of different sizes, preferably, the mounting groove 10 is a conical groove, and the opening area at the end away from the body 1 is larger than the opening area at the end closer to the body 1. Since the connecting part 5 is made of an elastic material, the connecting part 5 can adapt to the second container 4 of different sizes.

[0043] There is a first distance between the bottom surface of the mounting groove 10 and the end face of the body 1 where the connecting part 5 is provided. The through groove 11 is arranged radially along the connecting part 5, and the through groove 11 forms the flow channel. When the second container 4 is inserted into the mounting groove 10, even if the second container 4 is inserted to the bottom of the mounting groove 10, a distance can still be maintained between the second container 4 and the body 1, avoiding the second container 4 from being closed due to excessive insertion. Especially when the teaching aid adopts the first embodiment described below, the second container 4 can be used as a handle to facilitate inserting the body 1 into the bottle mouth of the first container 2.

[0044] When the opening size of the second container 4 is large, the connecting part 5 can be inserted into the second container 4 as a whole. At this time, it is necessary to ensure that there is still a distance between the bottom of the second container 4 and the end face of the body 1 where the connecting part 5 is provided, so that the through groove 11 can form a flow channel, that is, avoid placing the entire through groove 11 inside the second container 4.

[0045] Furthermore, the through groove 11 divides the connecting portion 5 into two symmetrically arranged parts, such as... Figure 1 As shown, the width of the through groove 11 is not less than the inner diameter of the through hole 6, thereby preventing the communicating device 7 from being unable to pass through the body 1 through the through hole 6 and extend into the second container 4. As one of many implementation methods, the connecting portion 5 is disposed on the large surface end 8, such as... Figure 3 and Figure 4As shown, this embodiment is the first embodiment, which uses a method of insertion and fixation from the inside of the first container 2. Because the body 1 is inserted into the bottle mouth from the inside of the first container 2, when water is added to the inside of the first container 2, the water pressure can enhance the sealing and firmness of the connection between the first container 2 and the body 1. During assembly, the second container 4 can be installed in the mounting groove 10 first, so that the second container 4 and the body 1 are assembled as one unit. Then, holding the second container 4 by hand, the body 1 is placed inside the first container 2, and the small end 9 of the body 1 is inserted into the bottle mouth of the first container 2. The second container 4 is pressed down, so that the connecting surface 3 of the body 1 is in full contact with the bottle mouth of the first container 2, thereby fixing the body 1 to the bottle mouth of the first container 2. Then, the communicating vessel is passed through the through hole 6 through the body 1 and extended into the second container 4.

[0046] In the first embodiment described above, the learner needs to hold the first container 2 with one hand and pour water into it with the other, which is inconvenient. To enable learners to complete the experiment independently, the teaching aid also includes a support device 14 with an opening. When the main body 1 is assembled onto the first container 2, the first container 2 abuts against the top of the support device 14, and the connecting device 7 extends from the opening to the outside of the support device 14. Figure 5 and Figure 6 As shown, the support device 14 can be the water clock mentioned in the applicant's earlier patent application with application number 202210364909.X, entitled "A Combined Water Clock Exploration Teaching Aid". In use, the support device 14 is placed in an empty water basin, and then the assembled body 1 and the first container 2 are placed on the support device 14. At this time, the protruding edge of the bottle mouth of the first container 2 can rest on the support device 14, and the L-shaped plastic straw located outside the first container 2 can extend to the outside of the support device 14 through the opening, making it easy to observe whether water flows out. This allows learners to independently complete the siphon experiment. As one of many implementation methods, the connecting portion 5 is disposed on the small end 9, such as... Figure 7 and Figure 8As shown, this embodiment is the second embodiment, which uses a method of insertion and fixation from the outside of the first container 2. Because the body 1 is inserted from the bottom of the first container 2, when water is added to the inside of the first container 2, the weight of the first container 2 and the liquid inside can enhance the sealing and firmness of the connection between the first container 2 and the body 1. During assembly, the second container 4 can be installed in the mounting groove 10 first, so that the second container 4 and the body 1 are assembled as one unit. Then, the communicating vessel 7 passes through the through hole 6 and extends into the inside of the second container 4. Finally, the second container 4 is inserted into the bottle mouth of the first container 2 until the body 1 is inserted into the bottle mouth of the first container 2, so that the connecting surface 3 of the body 1 is in full contact with the bottle mouth of the first container 2, thereby fixing the body 1 to the bottle mouth of the first container 2.

[0047] In the second embodiment described above, the learner still needs to hold the first container 2 with one hand and pour water into it with the other, because the connecting device 7 is an L-shaped plastic straw, which would affect the placement of the main body 1. Therefore, the larger end 8 of the main body 1 is further provided with a receiving groove 12, which extends from the larger end 8 to the smaller end 9 and is radially arranged on the main body 1. The receiving groove 12 has openings on the larger end 8, the connecting surface 3, and the through hole 6. Figure 7 , Figure 8 and Figure 9 As shown, by setting the receiving groove 12, an L-shaped plastic straw can be accommodated, thereby making full use of the stability of the cone-shaped body 1, which is smaller at the top and larger at the bottom, in this embodiment. After the body 1 and the first container 2 are assembled, it can be placed directly in an empty water basin without the need for additional support structures, allowing learners to complete the siphon experiment independently.

[0048] Furthermore, the large end 8 is provided with a splicing module 13. The splicing module 13 can adopt existing technologies such as building blocks or splicing structures. By setting the splicing module 13, a matching flat plate with the splicing module 13 can be placed in an empty water basin to increase the stability of the main body 1 in the empty water basin and prevent it from tipping over when water is poured into the first container 2. In the description of this invention, it should be understood that the terms "center," "longitudinal," "lateral," "length," "width," "thickness," "upper," "lower," "front," "rear," "left," "right," "vertical," "horizontal," "top," "bottom," "inner," "outer," "clockwise," "counterclockwise," "axial," "radial," and "circumferential" indicate the orientation or positional relationship based on the orientation or positional relationship shown in the accompanying drawings. They are used only for the convenience of describing this invention and simplifying the description, and do not indicate or imply that the device or element referred to must have a specific orientation, or be constructed and operated in a specific orientation. Therefore, they should not be construed as limitations on this invention.

[0049] In this invention, unless otherwise explicitly specified and limited, the terms "installation," "connection," "linking," and "fixing," etc., should be interpreted broadly. For example, they can refer to a fixed connection, a detachable connection, or an integral part; they can refer to a mechanical connection, an electrical connection, or a connection that allows communication between them; they can refer to a direct connection or an indirect connection through an intermediate medium; they can refer to the internal communication of two components or the interaction between two components, unless otherwise explicitly limited. Those skilled in the art can understand the specific meaning of the above terms in this invention according to the specific circumstances.

[0050] Although embodiments of the present invention have been disclosed above, they are not limited to the applications listed in the specification and embodiments. They can be applied to various fields suitable for the present invention. Other modifications can be easily made by those skilled in the art. Therefore, without departing from the general concept defined by the claims and their equivalents, the present invention is not limited to the specific details and illustrations shown and described herein.

Claims

1. A siphon teaching aid, characterized in that, include: Ontology(1); The body (1) has a connecting surface (3) that connects to the first container (2). When the body (1) is assembled on the first container (2), the connecting surface (3) is used to fix the body (1) on the first container (2) and form a sealed connection with the first container (2). The main body (1) also has a connecting part (5) connected to the second container (4). When the second container (4) is assembled on the main body (1), the connecting part (5) is used to fix the second container (4) on the main body (1). The connecting part (5) has a flow channel that connects the second container (4) and the first container (2). The body (1) has a through hole (6) that penetrates the body (1). When the communicating device (7) is assembled on the body (1), the communicating device (7) is fixed on the body (1) through the through hole (6) and a sealed connection is formed between the communicating device (7) and the body (1).

2. The siphon teaching aid according to claim 1, characterized in that, The body (1) has two end faces and at least one connecting face (3). The connecting face (3) forms the outer wall of the body (1). The two end faces form the two ends of the body (1). The connecting part (5) is disposed on one of the end faces. The through hole (6) penetrates the two end faces.

3. The siphon teaching aid according to claim 2, characterized in that, The two ends of the body (1) have different surface areas. The end with a larger surface area is the large end (8), and the end with a smaller surface area is the small end (9).

4. The siphon teaching aid according to claim 1, characterized in that, The connecting part (5) is provided with an installation groove (10) and a through groove (11). The installation groove (10) extends from the end of the connecting part (5) away from the body (1) toward the body (1). There is a first distance between the bottom surface of the installation groove (10) and the end surface of the body (1) where the connecting part (5) is provided. The through groove (11) is arranged radially along the connecting part (5). The through groove (11) divides the connecting part (5) into two symmetrically arranged parts. The width of the through groove (11) is not less than the inner diameter of the through hole (6). The through groove (11) forms the flow channel.

5. The siphon teaching aid according to claim 3, characterized in that, The connecting part (5) is disposed on the large end (8).

6. The siphon teaching aid according to claim 5, characterized in that, It also includes a support device (14) having an opening, wherein when the body (1) is assembled on the first container (2), the first container (2) abuts against the top of the support device (14), and a connecting device (7) extends from the opening to the outside of the support device (14).

7. The siphon teaching aid according to claim 3, characterized in that, The connecting part (5) is disposed on the small end (9).

8. The siphon teaching aid according to claim 7, characterized in that, The large end (8) of the body (1) is provided with a receiving groove (12), which extends from the large end (8) to the small end (9).

9. The siphon teaching aid according to claim 7, characterized in that, The large end (8) is provided with a splicing module (13).

10. The siphon teaching aid according to claim 1, characterized in that, Both the main body (1) and the connecting part (5) are made of elastic material.

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