Tester for atmospheric circulation teaching

Abstract

The utility model relates to the technical field of atmospheric circulation teaching, and discloses a tester for atmospheric circulation teaching. According to the device, a storage box body is fixedly connected to the lower end of the experiment box frame, a heat preservation pad is fixedly connected to one side of the interior of the storage box body, a drawer is slidably connected to the side, opposite to the storage box body, of the heat preservation pad, and a handle is fixedly connected to one side of the drawer; one end, opposite to the experiment box frame, of the storage box body is fixedly connected with a plurality of footstands. An ice block placing box is additionally arranged for the tester used for atmospheric circulation teaching, and a heat preservation pad is used for guaranteeing the temperature of ice blocks and preventing the ice blocks from being excessively melted to affect the teaching effect. By placing ice cubes, the movement and influence of a cold air mass in atmospheric circulation can be simulated. Students can observe the interaction between a cold air mass and a warm air mass so as to more intuitively understand the influence of air masses with different temperatures on atmospheric circulation.

Description

Technical Field

[0001] The present application belongs to the technical field of atmospheric circulation teaching, and specifically relates to a test device used for atmospheric circulation teaching. Background Art

[0002] A test device used for teaching atmospheric circulation can be a meteorological simulation experiment box. Such an experiment box is usually used to simulate and demonstrate meteorological phenomena such as atmospheric circulation and climate change, helping students to understand and learn atmospheric science knowledge more intuitively.

[0003] For example, the publication number: CN87201742U discloses an atmospheric circulation teaching aid model, which is mainly used for geography teaching. The utility model is characterized in that it is composed of a bottom plate (with pressure belts marked on it), a wind belt and a movable template of a high-altitude wind direction wheel. Six wind direction plates are installed under the movable template to indicate the direction of the wind belt, and are controlled by two wind direction control plates at the same time. The high-altitude wind direction wheel is driven by a motor and a reducer to rotate slowly. Its advantages are: intuitive, specific, and outstanding teaching effect. It is currently an ideal geography teaching aid.

[0004] However, the atmospheric circulation teaching model in the application does not have an ice box. The lack of an ice box means that the movement and influence of cold air masses cannot be simulated, which will limit students' understanding of the interaction between cold and warm air masses. Cold air masses play an important role in atmospheric circulation, and the lack of this element may lead to an incomplete simulation of meteorological phenomena. Utility Model Content

[0005] The purpose of this application is to provide a test device for teaching atmospheric circulation in order to solve the above-mentioned problem of simulating cold air masses.

[0006] The technical solution adopted in the present application is as follows: an experimental device used for teaching atmospheric circulation, comprising an experimental box frame, a storage box body being fixedly connected at the lower end of the experimental box frame, an insulation pad being fixedly connected to an inner side of the storage box body, a drawer being slidably connected to the insulation pad relative to one side of the storage box body, a handle being fixedly connected to one side of the drawer, and a plurality of feet being fixedly connected to one end of the storage box body relative to the experimental box frame.

[0007] By adopting the above technical scheme, an ice cube placement box is added to an experimental device used for atmospheric circulation teaching, in which the insulation pad is used to ensure the temperature of the ice cubes to prevent them from melting too much and affecting the teaching effect. By placing ice cubes, the movement and influence of cold air masses in atmospheric circulation can be simulated. Students can observe the interaction between cold air masses and warm air masses, so as to more intuitively understand the influence of air masses of different temperatures on atmospheric circulation. Adding an ice cube placement box can increase the function and experimental effect of the experimental device, making the experiment more abundant and diverse. Students can conduct more diverse meteorological simulation experiments by operating the ice cube placement box to improve the interest and depth of learning. Teachers can use the ice cube placement box for teaching demonstrations, show the interaction and influence between different air masses, and help students better understand meteorological phenomena and atmospheric circulation principles. Through the actual operation of the ice cube placement box, students can have a deeper understanding of the movement laws between cold and warm air masses, climate change and other meteorological knowledge, and improve their understanding and understanding of atmospheric circulation. In general, adding an ice cube placement box can play a role in enriching teaching content, strengthening experimental effects, and improving learning experience in atmospheric circulation teaching, which helps students better learn and understand atmospheric science knowledge.

[0008] In a preferred embodiment, the inner side of the experimental box frame is inlaid with transparent glass.

[0009] By adopting the above technical solution, transparent glass observes the internal environment, which allows students to intuitively observe the meteorological phenomena occurring during the experiment, such as air mass movement, cloud formation, etc., helping them to better understand the principles of atmospheric circulation.

[0010] In a preferred embodiment, a temperature sensor is fixedly connected to one side of the experimental box frame.

[0011] By adopting the above technical solution, the temperature sensor is used to measure the temperature changes inside the tester, helping students understand the properties and changing laws of the atmosphere under different temperature conditions. At the same time, experiments such as the impact of temperature on atmospheric movement can be carried out.

[0012] In a preferred embodiment, a humidity sensor is fixedly connected to one side of the experimental box frame.

[0013] By adopting the above technical solution, the humidity sensor is used to detect the humidity level inside the tester, which can help students understand the impact of water vapor content in the atmosphere on weather and climate, as well as the principles of meteorological phenomena such as cloud formation and precipitation.

[0014] In a preferred embodiment, an air pressure sensor is fixedly connected to one side of the experimental box frame.

[0015] By adopting the above technical solution, the air pressure sensor is used to monitor the air pressure inside the experimenter, helping students understand the relationship between air pressure changes and weather changes, as well as the impact of high-pressure and low-pressure areas on atmospheric circulation.

[0016] In a preferred embodiment, a control panel is fixedly connected to one end of the experimental box frame.

[0017] By adopting the above technical solution, the control panel usually includes various buttons, switches and display screens to control the operation and parameter setting of the tester. Through the control panel, teachers and students can adjust parameters such as temperature, humidity, air pressure, etc., conduct simulations under different experimental conditions, and also observe and record experimental data to promote students' learning and understanding of atmospheric circulation knowledge.

[0018] In a preferred embodiment, a fixed power socket is fixedly connected to one end of the experimental box frame relative to the control panel, and a heater is fixedly connected to the upper end of the fixed power socket.

[0019] By adopting the above technical solution, the fixed power socket is used to connect the power supply of the tester to provide a stable power supply for the tester. By fixing the power socket, the normal operation of the tester can be ensured, the normal operation of various sensors and equipment can be ensured, and the necessary power support can be provided for the experiment. The heater is used to control the temperature inside the tester and can simulate the temperature changes under different meteorological conditions. The heater can be used to adjust the temperature inside the tester, showing the impact of temperature on atmospheric circulation and meteorological phenomena, and helping students to deeply understand atmospheric science knowledge.

[0020] In a preferred embodiment, a plurality of connecting rods are fixedly connected to the upper surface of the fixed power seat, one end of the connecting rod relative to the fixed power seat is fixedly connected to a fixing plate, and one end of the fixing plate relative to the connecting rod is fixedly connected to a fan.

[0021] By adopting the above technical solution, the connecting rod connects the fixed power supply base and the fixed plate, ensuring the integrity of the overall structure. The fixed plate connects the connecting rod and the fan, which ensures the integrity of the overall structure. The fan is used to simulate the movement of wind in the atmospheric circulation, generate airflow and air pressure differences, and help students understand the impact and effect of wind on atmospheric circulation. By controlling the speed of the fan, different wind field conditions can be simulated to promote students' understanding of wind field structure and wind direction and speed.

[0022] In summary, due to the adoption of the above technical solution, the beneficial effects of this application are:

[0023] In this application, an ice cube placement box is added to an experimental device used for atmospheric circulation teaching, wherein the insulation pad is used to ensure the temperature of the ice cubes to prevent them from melting too much and affecting the teaching effect. By placing ice cubes, the movement and influence of cold air masses in atmospheric circulation can be simulated. Students can observe the interaction between cold air masses and warm air masses, so as to more intuitively understand the influence of air masses of different temperatures on atmospheric circulation. The addition of an ice cube placement box can increase the function and experimental effect of the experimental device, making the experiment more abundant and diverse. Students can conduct more diverse meteorological simulation experiments by operating the ice cube placement box, thereby improving the interest and depth of learning. Teachers can use the ice cube placement box for teaching demonstrations, showing the interaction and influence between different air masses, and helping students better understand meteorological phenomena and atmospheric circulation principles. Through the actual operation of the ice cube placement box, students can have a deeper understanding of the movement laws between cold and warm air masses, climate change and other meteorological knowledge, and improve their understanding and understanding of atmospheric circulation. In general, the addition of an ice cube placement box can play a role in enriching teaching content, strengthening experimental effects, and improving learning experience in atmospheric circulation teaching, which helps students better learn and understand atmospheric science knowledge. BRIEF DESCRIPTION OF THE DRAWINGS

[0024] Figure 1 It is a schematic diagram of the overall structure in this application;

[0025] Figure 2 This is a schematic diagram of the structure of the ice storage box in this application;

[0026] Figure 3 This is a schematic diagram of the test box structure in this application;

[0027] Figure 4 This is a diagram of the fan and heating device used in this application.

[0028] Markings in the figure: 1. Experimental box frame; 2. Storage box; 3. Insulation pad; 4. Drawer; 5. Handle; 6. Footrest; 7. Transparent glass; 8. Temperature sensor; 9. Humidity sensor; 10. Air pressure sensor; 11. Control panel; 12. Fixed power socket; 13. Heater; 14. Connecting rod; 15. Fixed plate; 16. Fan. DETAILED DESCRIPTION

[0029] In order to make the purpose, technical scheme and advantages of the embodiments of the present application clearer, the technical scheme in the embodiments of the present application will be clearly and completely described below in combination with the embodiments of the present application. Obviously, the described embodiments are part of the embodiments of the present application, not all of the embodiments. Based on the embodiments in the present application, all other embodiments obtained by ordinary technicians in this field without creative work are within the scope of protection of this application.

[0030] Reference Figure 1-4 ,

[0031] Example:

[0032] Reference Figure 1-2 , the lower end of the experimental box frame 1 is fixedly connected with a storage box 2, and a heat preservation pad 3 is fixedly connected to one side of the storage box 2. The heat preservation pad 3 is slidably connected with a drawer 4 relative to one side of the storage box 2, and a handle 5 is fixedly connected to one side of the drawer 4. The storage box 2 is fixedly connected with multiple footrests 6 at one end relative to the experimental box frame 1. An ice cube placement box is added to an experimental device used for atmospheric circulation teaching, wherein the heat preservation pad 3 is used to ensure the temperature of the ice cubes to prevent them from melting too much and affecting the teaching effect. By placing ice cubes, the movement and influence of cold air masses in atmospheric circulation can be simulated. Students can observe the interaction between cold air masses and warm air masses, so as to more intuitively understand the influence of air masses of different temperatures on atmospheric circulation. Adding an ice cube placement box can increase the function and experimental effect of the experimental device, making the experiment more rich and diverse. Students can conduct more diverse meteorological simulation experiments by operating the ice cube placement box, which improves the interest and depth of learning. Teachers can use the ice cube placement box for teaching demonstrations, showing the interaction and influence between different air masses, and help students better understand meteorological phenomena and atmospheric circulation principles. By actually operating the ice cube placing box, students can have a deeper understanding of the movement laws between cold and warm air masses, climate change and other meteorological knowledge, and improve their knowledge and understanding of atmospheric circulation. In general, adding an ice cube placing box can enrich the teaching content, enhance the experimental effect, and improve the learning experience in the teaching of atmospheric circulation, which helps students better learn and understand atmospheric science knowledge.

[0033] Reference Figure 3 The inner side of the experimental box frame 1 is inlaid with transparent glass 7. The transparent glass 7 observes the internal environment, and its function is to allow students to intuitively observe the meteorological phenomena occurring during the experiment, such as air mass movement, cloud formation, etc., to help them better understand the principle of atmospheric circulation.

[0034] Reference Figure 3 A temperature sensor 8 is fixedly connected to one side of the experimental box frame 1. The temperature sensor 8 is used to measure the temperature change inside the tester, helping students understand the properties and changing laws of the atmosphere under different temperature conditions, and at the same time, experiments such as the impact of temperature on atmospheric movement can be carried out.

[0035] Reference Figure 3 A humidity sensor 9 is fixedly connected to one side of the experimental box frame 1. The humidity sensor 9 is used to detect the humidity level inside the experimenter, which can help students understand the impact of water vapor content in the atmosphere on weather and climate, as well as the principles of meteorological phenomena such as cloud formation and precipitation.

[0036] Reference Figure 3A pressure sensor 10 is fixedly connected to one side of the experimental box frame 1. The pressure sensor 10 is used to monitor the air pressure inside the experimenter, helping students understand the relationship between air pressure changes and weather changes, as well as the impact of high pressure areas and low pressure areas on atmospheric circulation.

[0037] Reference Figure 1 One end of the experimental box frame 1 is fixedly connected with a control panel 11. The control panel 11 generally includes various buttons, switches and display screens for controlling the operation and parameter setting of the experimenter. Through the control panel 11, teachers and students can adjust parameters such as temperature, humidity, air pressure, etc., conduct simulations under different experimental conditions, and also observe and record experimental data, so as to promote students' learning and understanding of atmospheric circulation knowledge.

[0038] Reference Figure 1 , Figure 4 , a fixed power socket 12 is fixedly connected to one end of the experimental box frame 1 relative to the control panel 11, and a heater 13 is fixedly connected to the upper end of the fixed power socket 12. The fixed power socket 12 is used to connect the power supply of the experimenter to provide a stable power supply for the experimenter. Through the fixed power socket 12, the normal operation of the experimenter can be ensured, the normal operation of various sensors and equipment can be guaranteed, and the necessary power support can be provided for the experiment. The heater 13 is used to control the temperature inside the experimenter and can simulate the temperature changes under different meteorological conditions. Through the heater 13, the temperature inside the experimenter can be adjusted to demonstrate the impact of temperature on atmospheric circulation and meteorological phenomena, helping students to deeply understand atmospheric science knowledge.

[0039] Reference Figure 4 , a plurality of connecting rods 14 are fixedly connected to the upper surface of the fixed power supply seat 12, a fixing plate 15 is fixedly connected to one end of the connecting rod 14 relative to the fixed power supply seat 12, and a fan 16 is fixedly connected to one end of the fixing plate 15 relative to the connecting rod 14. The connecting rod 14 connects the fixed power supply seat 12 and the fixing plate 15, ensuring the integrity of the overall structure. The fixing plate 15 connects the connecting rod 14 and the fan 16, which ensures the integrity of the overall structure. The fan 16 is used to simulate the movement of wind in the atmospheric circulation, generate airflow and air pressure differences, and help students understand the impact and effect of wind on the atmospheric circulation. By controlling the rotation speed of the fan 16, different wind field conditions can be simulated, which promotes students' understanding of the wind field structure and wind direction and speed.

[0040] The implementation principle of the embodiment of the tester used for teaching atmospheric circulation in the present application is as follows:

[0041] Adding an ice cube box to an experimental device used for atmospheric circulation teaching can simulate the movement and influence of cold air masses in atmospheric circulation. Students can observe the interaction between cold air masses and warm air masses, so as to more intuitively understand the influence of air masses of different temperatures on atmospheric circulation. Adding an ice cube box can increase the function and experimental effect of the experimental device, making the experiment more diverse. Students can operate the ice cube box to conduct more diverse meteorological simulation experiments, which improves the interest and depth of learning. Teachers can use the ice cube box for teaching demonstrations, show the interaction and influence between different air masses, and help students better understand meteorological phenomena and atmospheric circulation principles. Through the actual operation of the ice cube box, students can have a deeper understanding of the movement laws between cold and warm air masses, climate change and other meteorological knowledge, and improve their knowledge and understanding of atmospheric circulation. In general, adding an ice cube box can enrich the teaching content, enhance the experimental effect, and improve the learning experience in the teaching of atmospheric circulation, which helps students better learn and understand atmospheric science knowledge.

[0042] The above embodiments are only used to illustrate the technical solutions of the present application, rather than to limit them. Although the present application has been described in detail with reference to the aforementioned embodiments, those skilled in the art should understand that they can still modify the technical solutions described in the aforementioned embodiments, or make equivalent replacements for some of the technical features therein. However, these modifications or replacements do not deviate the essence of the corresponding technical solutions from the spirit and scope of the technical solutions of the embodiments of the present application.

Claims

1. An experimental device for teaching atmospheric circulation, comprising an experimental box frame (1), characterized in that: The lower end of the experimental box frame (1) is fixedly connected to a storage box (2), an inner side of the storage box (2) is fixedly connected to a heat preservation pad (3), the heat preservation pad (3) is slidably connected to a drawer (4) relative to one side of the storage box (2), a handle (5) is fixedly connected to one side of the drawer (4), and a plurality of footrests (6) are fixedly connected to one end of the storage box (2) relative to the experimental box frame (1).

2. The test device for teaching atmospheric circulation as claimed in claim 1, characterized in that: The inner side of the experimental box frame (1) is inlaid with transparent glass (7).

3. The test device for teaching atmospheric circulation as claimed in claim 1, characterized in that: A temperature sensor (8) is fixedly connected to one side of the experimental box frame (1).

4. The test device for teaching atmospheric circulation as claimed in claim 1, characterized in that: A humidity sensor (9) is fixedly connected to one side of the experimental box frame (1).

5. The test device for teaching atmospheric circulation as claimed in claim 1, characterized in that: An air pressure sensor (10) is fixedly connected to one side of the experimental box frame (1).

6. The test device for teaching atmospheric circulation as claimed in claim 1, characterized in that: One end of the experimental box frame (1) is fixedly connected to a control panel (11).

7. The test device for teaching atmospheric circulation as claimed in claim 1, characterized in that: A fixed power supply seat (12) is fixedly connected to one end of the experimental box frame (1) relative to the control panel (11), and a heater (13) is fixedly connected to the upper end of the fixed power supply seat (12).

8. The test device for teaching atmospheric circulation as claimed in claim 7, characterized in that: A plurality of connecting rods (14) are fixedly connected to the upper surface of the fixed power supply seat (12). The connecting rod (14) is fixedly connected to a fixing plate (15) at one end thereof relative to the fixed power supply seat (12). The fixing plate (15) is fixedly connected to one end of the connecting rod (14) with a fan (16).

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