Middle vocational physics teaching tool box
By designing the secondary vocational physics teaching toolbox, using box cover, extension plate and support structure, the problems of unstable tool placement and dust pollution are solved, and a stable and clean outdoor experimental environment is achieved.
Patent Information
- Application Number
- CN202422271384.2
- Authority / Receiving Office
- CN · China
- Patent Type
- Utility models(China)
- Current Assignee / Owner
- Filing Date
- 2024-09-18
- Publication Date
- 2025-07-22
- Estimated Expiration
- 2034-09-18
AI Technical Summary
In outdoor physics teaching, the existing toolbox is unstable in placement of experimental tools and dust pollution tools on the ground affects the experimental results.
A secondary vocational physics teaching tool box was designed, including box cover, extension plate, limit plate, support structure and anti-slip pad. The box cover is turned into a workbench, combining T-blocks and slide chutes, support columns and threaded rods to achieve stable placement and area expansion of the tool.
During outdoor experiments, the tools are placed stably to avoid dust pollution and provide a stable work surface to facilitate experimental operation.
Smart Images
Figure CN223130673U_ABST
Abstract
Description
Technical Field
[0001] The utility model relates to the technical field of toolboxes, in particular to a toolbox for secondary vocational physics teaching. Background Art
[0002] In order to help students better understand and accept physical knowledge and stimulate their learning interest, secondary vocational physics teachers often conduct physical experiments. During the experiment process, various tools are needed. To facilitate the carrying and storage of these teaching tools, toolboxes are required.
[0003] Currently, the overall functions of existing toolboxes are relatively simple. During the actual physical teaching process, in order to enhance students' practical abilities, some optical and acoustic physics experiments are carried out outdoors. Due to the relatively simple outdoor conditions, teachers can only place the tools on the ground for experiments. Since the flatness of the ground is poor, it will affect the stability of the tool placement, and the dust on the ground will also contaminate the experimental tools. Therefore, we propose a toolbox for secondary vocational physics teaching to solve the above problems. Content of the Utility Model
[0004] The purpose of the utility model is to solve the deficiencies existing in the prior art and propose a toolbox for secondary vocational physics teaching.
[0005] In order to achieve the above purpose, the utility model adopts the following technical solutions:
[0006] A toolbox for secondary vocational physics teaching includes a tool box body. A box cover is hinged above the tool box body, and an extension plate is provided on the side of the box cover. A limiting plate is connected to the back of the tool box body, and a support structure is arranged inside the extension plate.
[0007] Preferably, an anti-slip pad is glued to the bottom end of the tool box body, and anti-slip particles are evenly distributed on the lower side of the anti-slip pad.
[0008] Preferably, a protective edge is connected to the bottom end of the tool box body, and the protective edges are symmetrically distributed at the corner positions of the tool box body.
[0009] Preferably, the support structure includes accommodation grooves. The accommodation grooves are symmetrically opened inside the extension plate, and support columns are hinged inside the accommodation grooves.
[0010] Preferably, T-shaped blocks are symmetrically connected to the side of the extension plate, and T-shaped sliding grooves adapted to the T-shaped blocks are opened inside the box cover.
[0011] Preferably, limiting rods are symmetrically inserted inside the box cover, and limiting grooves adapted to the limiting rods are opened inside the extension plate.
[0012] Preferably, a threaded groove is formed at the end of the support column, and a threaded rod is inserted into the threaded groove, and a rubber foot pad is connected to the end of the threaded rod.
[0013] Compared with the prior art, the beneficial effects of the present utility model are as follows:
[0014] 1. By providing a box cover and a limiting plate, when conducting a physical experiment outdoors, the box cover can be turned into a simple workbench, so that the teacher can conduct experiments on the box cover without placing the experimental tools on the ground, thereby effectively improving the stability of the experimental tools when placed.
[0015] 2. By providing a T-shaped block and a T-shaped sliding groove, during use, through the mutual cooperation of the T-shaped block and the T-shaped sliding groove, the entire extension plate can be forced to slide to increase the area of the workbench, further facilitating the teacher to conduct experiments, and through the arrangement of two groups of support columns, the stability of the box cover and the extension plate during use can be effectively guaranteed. BRIEF DESCRIPTION OF THE DRAWINGS
[0016] Figure 1 is a three-dimensional structural schematic diagram of a physical teaching toolbox for secondary vocational schools proposed by the present utility model;
[0017] Figure 2 is Figure 1 a three-dimensional schematic diagram of the accommodation groove and the support column structure in
[0018] Figure 3 is Figure 1 a three-dimensional sectional schematic diagram of the limiting rod and the limiting groove structure in
[0019] Figure 4 is Figure 1 a three-dimensional sectional schematic diagram of the threaded groove and the T-shaped block structure in
[0020] In the figure: 1. Tool box body; 2. Box cover; 3. Extension plate; 4. Limiting plate; 5. Accommodation groove; 6. Support column; 7. Rubber foot pad; 8. Threaded rod; 9. Threaded groove; 10. T-shaped block; 11. Limiting rod; 12. Limiting groove; 13. Anti-slip pad; 14. Edge guard. DETAILED DESCRIPTION OF THE EMBODIMENTS
[0021] Next, the technical solutions in the embodiments of the present utility model will be clearly and completely described in conjunction with the accompanying drawings in the embodiments of the present utility model. Obviously, the described embodiments are only a part of the embodiments of the present utility model, rather than all the embodiments.
[0022] Refer to Figures 1-4, A secondary vocational school physics teaching toolbox, including a tool box body 1, a box cover 2 is hinged above the tool box body 1, and an extension plate 3 is provided on the side of the box cover 2. A limiting plate 4 is connected to the back of the tool box body 1. Through the setting of the limiting plate 4, the box cover 2 that is flipped 180 degrees can be preliminarily limited and supported, so that the box cover 2 remains horizontal to carry experimental tools, and a support structure is provided inside the extension plate 3.
[0023] Further, referring to Figure 1 and Figure 2 it can be known that an anti-slip pad 13 is glued to the bottom end of the tool box body 1, and anti-slip particles are evenly distributed on the lower side of the anti-slip pad 13. During use, through the mutual cooperation of the anti-slip pad 13 and the anti-slip particles, the stability of the tool box body 1 placed on the ground and the table can be effectively improved.
[0024] Further, referring to Figure 1 and Figure 2 it can be known that a protective edge 14 is connected to the bottom end of the tool box body 1, and the protective edges 14 are symmetrically distributed at the corner positions of the tool box body 1. Through the setting of the four groups of protective edges 14, the protection operation of the bottom end corners of the tool box body 1 can be realized.
[0025] Further, referring to Figure 1 、 Figure 2 and Figure 4 it can be known that the support structure includes receiving grooves 5, the receiving grooves 5 are symmetrically opened inside the extension plate 3, and support columns 6 are hinged inside the receiving grooves 5. During use, through the support columns 6 hinged to the inner wall of the receiving groove 5, the extension plate 3 can be supported again to ensure the structural strength when the extension plate 3 is supported, and after use, the support columns 6 can be stored in the receiving grooves 5 to reduce the floor area of the device.
[0026] Further, referring to Figure 4 it can be known that T-shaped blocks 10 are symmetrically connected to the side of the extension plate 3, and T-shaped sliding grooves adapted to the T-shaped blocks 10 are opened inside the box cover 2. During use, through the mutual cooperation of the T-shaped blocks 10 and the T-shaped sliding grooves, the extension plate 3 can be pushed to a position misaligned with the box cover 2 to realize the operation of increasing the bearing area of the workbench, so that more experimental tools can be placed, and it is further convenient for the teacher to conduct experiments.
[0027] Further, referring to Figure 3 and Figure 4 it can be known that limiting rods 11 are symmetrically inserted inside the box cover 2, and limiting grooves 12 adapted to the limiting rods 11 are opened inside the extension plate 3. During use, through the limiting rods 11 arranged in a U-shaped structure, the extension plate 3 pushed to coincide with or misaligned with the box cover 2 can be limited and fixed to ensure the stability of the extension plate 3 when carrying tools.
[0028] Further, referring to Figure 1 and Figure 4 it can be known that a threaded groove 9 is provided at the end of the support column 6, and a threaded rod 8 is inserted into the threaded groove 9. The end of the threaded rod 8 is connected with a rubber foot pad 7. By means of the rubber foot pad 7 made of rubber material, the supporting effect on the support column 6 can be realized. With the threaded fit of the threaded rod 8 and the threaded groove 9, it is convenient for the teacher to replace the damaged rubber foot pad 7 in time. Moreover, through the arrangement of the threaded rod 8 and the threaded groove 9, the height of the rubber foot pad 7 can be adjusted to meet the placement requirements of the device on uneven ground.
[0029] Working principle: When the utility model is in use, the teacher can first put various tools required during the experiment into the tool box body 1 for storage. After the storage is completed, the box cover 2 and the extension plate 3 can be flipped, and then the box cover 2 can be fixed by using the buckle provided at the top of the tool box body 1. When an outdoor experiment is needed, the teacher can first move the device to a suitable position outdoors, and then flip the box cover 2 and the extension plate 3. Through the limiting plate 4 connected to the back of the tool box body 1, the initial support for the limiting plate 4 can be realized. Then the teacher can pull up the two limiting rods 11, so that the bottom ends thereof are drawn out from the limiting grooves 12 provided inside the extension plate 3. Then the teacher can push the extension plate 3 horizontally, so that the T-shaped block 10 connected to the top end thereof slides along the T-shaped sliding groove inside the box cover 2 under force. Then the teacher can insert the limiting rods 11 into the box cover 2 again, and make the bottom ends of the limiting rods 11 embedded into the limiting grooves 12 to realize the limitation of the extension plate 3. Then the teacher can rotate the two support columns 6 in sequence, so that they rotate by ninety degrees under force. Then by rotating the rubber foot pad 7, the threaded rod 8 and the threaded groove 9 connected to the top end of the rubber foot pad 7 are threaded, so that the bottom end of the rubber foot pad 7 abuts against the ground to realize the reinforcement support for the extension plate 3. Then the teacher can place the experimental tools on the box cover 2 and the extension plate 3 to conduct the experiment;
[0030] After the experiment is completed, the teacher can first push the support column 6 to make it retract into the receiving groove 5, and then by pulling up the two limiting rods 11 and pushing the extension plate 3 to slide along the side of the box cover 2 under force, so that the extension plate 3 coincides with the box cover 2. At this time, the teacher can insert the limiting rods 11 into the limiting grooves 12 again. Then the teacher can flip the box cover 2 to cover the top opening of the tool box body 1. The above is the whole working principle of the utility model.
[0031] In the utility model, the installation methods, connection methods or setting methods of all the above-mentioned components are common mechanical methods, and the specific structures, models and coefficient indexes of all the components are their own technologies. As long as their beneficial effects can be achieved, they can be implemented, so no more details will be given.
[0032] The above embodiments are the preferred embodiments of the present invention, but the embodiments of the present invention are not limited to the above embodiments. Any other changes, modifications, substitutions, combinations, and simplifications made without departing from the spirit and principle of the present invention shall be equivalent replacement methods and are all included in the protection scope of the present invention.
[0033] In the present invention, unless otherwise stated, the directional terms such as "up and down, left and right, front and back, inside and outside, vertical and horizontal" included in the terms only represent the directions of the terms in the normal use state, or the common names understood by those skilled in the art, and should not be regarded as a limitation of the terms. At the same time, the numerical terms such as "first", "second", and "third" do not represent specific quantities and orders, but are only used for name distinction. Moreover, the term "comprising", "including" or any other variant thereof is intended to cover non-exclusive inclusion, so that a process, method, article or device including a series of elements not only includes those elements, but also includes other elements not expressly listed, or also includes elements inherent to such process, method, article or device.
Claims
1. A physics teaching toolbox for secondary vocational schools, comprising a tool box body (1), characterized in that, Above the tool box body (1), a box cover (2) is hinged, and an extension plate (3) is provided on the side of the box cover (2). A limiting plate (4) is connected to the back of the tool box body (1), and a support structure is arranged inside the extension plate (3).
2. The secondary vocational physics teaching toolbox according to claim 1, characterized in that, An anti-slip pad (13) is glued to the bottom end of the tool box body (1), and anti-slip particles are evenly distributed on the lower side of the anti-slip pad (13).
3. A secondary vocational physics teaching toolbox according to claim 1, characterized in that, A protective edge (14) is connected to the bottom end of the tool box body (1), and the protective edges (14) are symmetrically distributed at the corner positions of the tool box body (1).
4. A secondary vocational physics teaching toolbox according to claim 1, characterized in that The support structure includes receiving grooves (5), which are symmetrically opened inside the extension plate (3), and support columns (6) are hinged inside the receiving grooves (5).
5. A secondary vocational physics teaching toolbox according to claim 1, characterized in that, T-shaped blocks (10) are symmetrically connected to the side of the extension plate (3), and T-shaped sliding grooves adapted to the T-shaped blocks (10) are opened inside the box cover (2).
6. The secondary vocational physics teaching toolbox according to claim 1, wherein Limiting rods (11) are symmetrically inserted inside the box cover (2), and limiting grooves (12) adapted to the limiting rods (11) are opened inside the extension plate (3).
7. A secondary vocational physics teaching toolbox according to claim 4, characterized in that, A threaded groove (9) is opened at the end of the support column (6), and a threaded rod (8) is inserted inside the threaded groove (9). A rubber foot pad (7) is connected to the end of the threaded rod (8).