Compasses for teaching junior high school mathematics

Abstract

The utility model relates to the technical field of teaching appliances, in particular to a pair of compasses for teaching junior high school mathematics, which comprises a fixed rod, a rotating rod, a supporting rod, scale marks, a sliding block, a pointer, an auxiliary block and a limiting block, the scale marks are arranged on the surface of the fixed rod, the sliding block is slidably connected with the fixed rod and wraps the fixed rod, and the pointer is fixedly connected with the sliding block. When a line segment needs to be drawn, the connecting ring is pulled out, the suction cup is separated from the connecting rod, a chalk is inserted into the auxiliary block, the sliding block slides, the auxiliary block is located on the surface of the sliding block, the auxiliary block is fixedly connected with the sliding block and located on one side of the sliding block, and the limiting block is fixedly connected with the fixing rod and located at one end of the fixing rod. A line segment can be accurately drawn according to the pointer and the scale marks, the suction cup can be replaced by a magnet, and the problem that a teacher needs to carry other auxiliary teaching aids to draw the line segment due to the fact that compasses for junior high school mathematics teaching can only draw circles on a blackboard and cannot accurately draw the line segment is solved.

Description

Technical Field

[0001] The utility model relates to the technical field of teaching aids, in particular to a pair of compasses for junior high school mathematics teaching. Background Art

[0002] Teaching aids are one of the commonly used tools by teachers in the classroom. There are many types of teaching aids. Among them, compasses are one of the commonly used tools in junior high school teaching. However, the compasses used by junior high school teachers in class usually fix the compass tip on the blackboard surface. But this not only easily damages the blackboard surface, but also has a large frictional force, resulting in an irregular drawn circle and low efficiency in drawing circles, which is not suitable for classroom teaching.

[0003] To solve the above problems, the prior art patent (CN206231115U) discloses a pair of drawing compasses for junior high school mathematics teaching. The compasses are fixed on the blackboard surface through a suction cup. The adjusting nut disengages the second tooth groove from the first tooth groove, and the movable support leg is swung to adjust the radius size. After the adjustment is completed, the nut engages the second tooth groove with the first tooth groove and the third tooth groove 18 to fix the distance between the movable support leg 6 and the fixed support leg, preventing the movable support leg from shifting when drawing a circle. When rotating the compasses, the frictional resistance is reduced by rotating the disc and the ball bearings, improving the efficiency of drawing circles.

[0004] However, in the above prior art, the pair of compasses for junior high school mathematics teaching can only draw circles on the blackboard and cannot accurately draw line segments, resulting in teachers still needing to carry other auxiliary teaching aids to draw line segments. Summary of the Utility Model

[0005] The purpose of the utility model is to provide a pair of compasses for junior high school mathematics teaching, which solves the technical problem that the pair of compasses for junior high school mathematics teaching in the prior art can only draw circles on the blackboard and cannot accurately draw line segments, resulting in teachers still needing to carry other auxiliary teaching aids to draw line segments.

[0006] To achieve the above purpose, a pair of compasses for junior high school mathematics teaching adopted by the utility model includes a fixed rod, a rotating rod, a support rod, a line-drawing assembly and a circle-drawing assembly. The line-drawing assembly includes a scale line, a sliding block, a pointer, an auxiliary block and a limiting block. The fixed rod is rotatably connected to the rotating rod and wraps the rotating rod. The support rod is rotatably connected to the rotating rod and wraps the rotating rod. The scale line is arranged on the surface of the fixed rod. The sliding block is slidably connected to the fixed rod and wraps the fixed rod. The pointer is fixedly connected to the sliding block and is located on the surface of the sliding block. The auxiliary block is fixedly connected to the sliding block and is located on one side of the sliding block. The limiting block is fixedly connected to the fixed rod and is located at one end of the fixed rod.

[0007] Among them, the line-drawing component further includes a connecting rod, a connecting ring and a suction cup. The connecting rod is fixedly connected to the fixed rod and is located at one end of the fixed rod. The connecting ring is detachably connected to the connecting rod and is located at one end of the connecting rod. The suction cup is detachably connected to the connecting ring and is located on one side of the connecting ring.

[0008] Among them, the circle-drawing component includes a rotating rod, a first fixing plate and a second fixing plate. The rotating rod is rotatably connected to the support rod and is located at one end of the support rod. The first fixing plate is fixedly connected to the rotating rod and is located at one end of the rotating rod. The second fixing plate is fixedly connected to the rotating rod and is located at the other end of the rotating rod.

[0009] Among them, the circle-drawing component further includes a fixing ring, a screw rod and a knob. The fixing ring is fixedly connected to the second fixing plate and is located between the first fixing plate and the second fixing plate, and the fixing ring is fixedly connected to the first fixing plate. The screw rod is threadedly connected to the first fixing plate and penetrates through the first fixing plate and the fixing ring. The knob is fixedly connected to the screw rod and is located at one end of the screw rod.

[0010] Among them, the compass for junior high school mathematics teaching further includes a first connecting plate, a second connecting plate and a holding rod. The first connecting plate is fixedly connected to the rotating rod and is located at one end of the rotating rod. The second connecting plate is fixedly connected to the rotating rod and is located at the other end of the rotating rod. The holding rod is fixedly connected to the first connecting plate and is located between the first connecting plate and the second connecting plate, and the holding rod is fixedly connected to the second connecting plate.

[0011] A pair of compasses for junior high school mathematics teaching according to the present utility model, wherein the fixed rod is rotatably connected to the rotating rod and wraps the rotating rod, the support rod is rotatably connected to the rotating rod and wraps the rotating rod, the scale line is arranged on the surface of the fixed rod, the sliding block is slidably connected to the fixed rod and wraps the fixed rod, the pointer is fixedly connected to the sliding block and is located on the surface of the sliding block, the auxiliary block is fixedly connected to the sliding block and is located on one side of the sliding block, the limiting block is fixedly connected to the fixed rod and is located at one end of the fixed rod. When drawing a line segment is needed, pull out the connecting ring so that the suction cup is disconnected from the connecting rod, insert the chalk into the auxiliary block and slide the sliding block, and according to the pointer and the scale line, the line segment can be accurately drawn. When drawing a circle is needed, connect the connecting ring to the connecting rod, adsorb the suction cup on the blackboard, put the chalk into the fixed ring and fix the chalk by rotating the screw rod through the knob. After adjusting the angle between the fixed rod and the support rod, the chalk in the fixed ring can be driven to rotate around the suction cup by the rotation between the connecting rod and the connecting ring, and then the circle can be drawn. By this method, the problem that the compasses for junior high school mathematics teaching can only draw circles on the blackboard and cannot accurately draw line segments, resulting in teachers still needing to carry other auxiliary teaching aids to draw line segments, can be effectively solved. BRIEF DESCRIPTION OF THE DRAWINGS

[0012] In order to more clearly illustrate the technical solutions in the embodiments of the present utility model or the prior art, the following will briefly introduce the drawings required for the description of the embodiments or the prior art. Obviously, the following drawings are only some embodiments of the present utility model. For those of ordinary skill in the art, other drawings can be obtained based on these drawings without creative efforts.

[0013] Figure 1 is a schematic structural diagram of the first embodiment of the present utility model.

[0014] Figure 2 is a front view of the first embodiment of the present utility model.

[0015] Figure 3 is a side view of the first embodiment of the present utility model.

[0016] Figure 4 is the Figure 3 enlarged partial structural view of part A of the present utility model.

[0017] Figure 5 is a schematic structural diagram of the second embodiment of the present utility model.

[0018] 101 - Fixed rod, 102 - Rotating rod, 103 - Support rod, 104 - Scale line, 105 - Sliding block, 106 - Pointer, 107 - Auxiliary block, 108 - Limit block, 109 - Connecting rod, 110 - Connecting ring, 111 - Suction cup, 112 - Rotating rod, 113 - First fixing plate, 114 - Second fixing plate, 115 - Fixed ring, 116 - Screw, 117 - Knob, 201 - First connecting plate, 202 - Second connecting plate, 203 - Holding rod. Detailed implementation manners

[0019] The embodiments of the present utility model will be described in detail below. The examples of the embodiments are shown in the accompanying drawings. The embodiments described below with reference to the accompanying drawings are exemplary and are intended to explain the present utility model, and should not be construed as a limitation to the present utility model.

[0020] The first embodiment of this application is as follows:

[0021] Please refer to Figures 1 to 4 , where Figure 1 is the structural schematic diagram of the first embodiment of the present utility model, Figure 2 is the front view of the first embodiment of the present utility model, Figure 3 is the side view of the first embodiment of the present utility model, Figure 4 is the Figure 3 partial enlarged view of the structure at A of the present utility model.

[0022] The present utility model provides a pair of compasses for junior high school mathematics teaching, including a fixed rod 101, a rotating rod 102, a support rod 103, a scale line 104, a sliding block 105, a pointer 106, an auxiliary block 107, a limit block 108, a connecting rod 109, a connecting ring 110, a suction cup 111, a rotating rod 112, a first fixing plate 113, a second fixing plate 114, a fixed ring 115, a screw 116 and a knob 117. The foregoing solution solves the problem in the prior art that the pair of compasses for junior high school mathematics teaching can only draw circles on the blackboard and cannot accurately draw line segments, resulting in teachers still needing to carry other auxiliary teaching aids to draw line segments.

[0023] For this specific embodiment, the fixed rod 101 is rotatably connected to the rotating rod 102 and wraps the rotating rod 102. The support rod 103 is rotatably connected to the rotating rod 102 and wraps the rotating rod 102. The scale line 104 is provided on the surface of the fixed rod 101. The sliding block 105 is slidably connected to the fixed rod 101 and wraps the fixed rod 101. The pointer 106 is fixedly connected to the sliding block 105 and is located on the surface of the sliding block 105. The auxiliary block 107 is fixedly connected to the sliding block 105 and is located on one side of the sliding block 105. The limiting block 108 is fixedly connected to the fixed rod 101 and is located at one end of the fixed rod 101. Inserting a piece of chalk into the auxiliary block 107 and sliding the sliding block 105 can make a straight line segment slide out. The length of the line segment can be accurately controlled by the pointer 106 and the scale line 104. The limiting block 108 can prevent the sliding block 105 from falling out of the fixed rod 101.

[0024] Wherein, the connecting rod 109 is fixedly connected to the fixed rod 101 and is located at one end of the fixed rod 101. The connecting ring 110 is detachably connected to the connecting rod 109 and is located at one end of the connecting rod 109. The suction cup 111 is detachably connected to the connecting ring 110 and is located on one side of the connecting ring 110. The connecting ring 110 can connect the suction cup 111 and the connecting rod 109 and can make the connecting rod 109 drive the fixed rod 101 to rotate relative to the suction cup 111. At the same time, the suction cup 111 can be detached from the connecting ring 110 and replaced with a magnet.

[0025] Secondly, the rotating rod 112 is rotatably connected to the support rod 103 and is located at one end of the support rod 103. The fixing plate one 113 is fixedly connected to the rotating rod 112 and is located at one end of the rotating rod 112. The fixing plate two 114 is fixedly connected to the rotating rod 112 and is located at the other end of the rotating rod 112. The rotating rod 112 can drive the fixing plate one 113 and the fixing plate two 114 to rotate around the rotating rod 112, thereby adjusting the angle of the chalk.

[0026] Meanwhile, the fixed ring 115 is fixedly connected to the second fixed plate 114, located between the first fixed plate 113 and the second fixed plate 114, and the fixed ring 115 is fixedly connected to the first fixed plate 113. The screw 116 is threadedly connected to the first fixed plate 113 and passes through the first fixed plate 113 and the fixed ring 115. The knob 117 is fixedly connected to the screw 116 and is located at one end of the screw 116. Place the chalk inside the fixed ring 115. Holding and turning the knob 117 can drive the screw 116 to rotate, so that the chalk is fixed in the fixed ring 115.

[0027] When using the compass for junior high school mathematics teaching in this embodiment, by setting the fixed rod 101, the rotating rod 102, the supporting rod 103, the scale line 104, the sliding block 105, the pointer 106, the auxiliary block 107, the limiting block 108, the connecting rod 109, the connecting ring 110, the suction cup 111, the rotating rod 112, the first fixed plate 113, the second fixed plate 114, the fixed ring 115, the screw 116 and the knob 117, the fixed rod 101 is rotatably connected to the rotating rod 102 and wraps the rotating rod 102. The supporting rod 103 is rotatably connected to the rotating rod 102 and wraps the rotating rod 102. The scale line 104 is arranged on the surface of the fixed rod 101. The sliding block 105 is slidably connected to the fixed rod 101 and wraps the fixed rod 101. The pointer 106 is fixedly connected to the sliding block 105 and is located on the surface of the sliding block 105. The auxiliary block 107 is fixedly connected to the sliding block 105 and is located on one side of the sliding block 105. The limiting block 108 is fixedly connected to the fixed rod 101 and is located at one end of the fixed rod 101. Place the chalk inside the fixed ring 115. Holding and turning the knob 117 can drive the screw 116 to rotate, so that the chalk is fixed in the fixed ring 115. After adjusting the angle between the fixed rod 101 and the supporting rod 103, adsorb the suction cup 111 on the blackboard. By rotating the chalk in the fixed ring 115 around the suction cup 111, a circle can be drawn. Remove the connecting ring 110 from the suction cup 111. Insert the chalk into the auxiliary block 107 and slide the sliding block 105, and a straight line segment can be drawn. The length of the line segment can be accurately controlled by the pointer 106 and the scale line 104. In this way, the problem that the compass for junior high school mathematics teaching can only draw circles on the blackboard and cannot accurately draw line segments, resulting in teachers still needing to carry other auxiliary teaching aids to draw line segments, is solved.

[0028] The second embodiment of this application is as follows:

[0029] On the basis of the first embodiment, please refer to Figure 5 , Figure 5It is a schematic structural diagram of the second embodiment of the present utility model.

[0030] The present utility model provides a pair of compasses for junior high school mathematics teaching, further including a first connecting plate 201, a second connecting plate 202 and a holding rod 203. The foregoing solution solves the problem that the compasses for junior high school mathematics teaching in the prior art are not convenient to carry.

[0031] Wherein, the first connecting plate 201 is fixedly connected to the rotating rod 102 and is located at one end of the rotating rod 102. The second connecting plate 202 is fixedly connected to the rotating rod 102 and is located at the other end of the rotating rod 102. The holding rod 203 is fixedly connected to the first connecting plate 201 and is located between the first connecting plate 201 and the second connecting plate 202. And the holding rod 203 is fixedly connected to the second connecting plate 202. The first connecting plate 201 and the second connecting plate 202 fix the position of the holding rod 203. By holding the holding rod 203, the compasses for junior high school mathematics teaching can be picked up.

[0032] When using the compasses for junior high school mathematics teaching in this embodiment, by setting the first connecting plate 201, the second connecting plate 202 and the holding rod 203, the first connecting plate 201 and the second connecting plate 202 fix the position of the holding rod 203. By holding the holding rod 203, the compasses for junior high school mathematics teaching can be picked up, thus facilitating the teacher to carry, and solving the problem that the compasses for junior high school mathematics teaching are not convenient to carry.

[0033] What is disclosed above is only a preferred embodiment of the present utility model. Of course, it cannot be used to limit the scope of rights of the present utility model. Those of ordinary skill in the art can understand the whole or part of the processes of implementing the above embodiments, and the equivalent changes made according to the claims of the present utility model still fall within the scope covered by the present utility model.

Claims

1. A pair of compasses for junior high school mathematics teaching, comprising a fixed rod, a rotating rod and a supporting rod. The fixed rod is rotatably connected to the rotating rod and wraps the rotating rod. The supporting rod is rotatably connected to the rotating rod and wraps the rotating rod. It is characterized in that, It further comprises a line-drawing assembly and a circle-drawing assembly. The line-drawing assembly includes a scale line, a sliding block, a pointer, an auxiliary block and a limiting block. The scale line is arranged on the surface of the fixed rod. The sliding block is slidably connected to the fixed rod and wraps the fixed rod. The pointer is fixedly connected to the sliding block and is located on the surface of the sliding block. The auxiliary block is fixedly connected to the sliding block and is located on one side of the sliding block. The limiting block is fixedly connected to the fixed rod and is located at one end of the fixed rod.

2. The pair of compasses for junior high school mathematics teaching according to claim 1, characterized in that, The line-drawing assembly further comprises a connecting rod, a connecting ring and a suction cup. The connecting rod is fixedly connected to the fixed rod and is located at one end of the fixed rod. The connecting ring is detachably connected to the connecting rod and is located at one end of the connecting rod. The suction cup is detachably connected to the connecting ring and is located on one side of the connecting ring.

3. The pair of compasses for junior high school mathematics teaching according to claim 1, characterized in that, The circle-drawing assembly includes a rotating rod, a first fixing plate and a second fixing plate. The rotating rod is rotatably connected to the supporting rod and is located at one end of the supporting rod. The first fixing plate is fixedly connected to the rotating rod and is located at one end of the rotating rod. The second fixing plate is fixedly connected to the rotating rod and is located at the other end of the rotating rod.

4. The pair of compasses for junior high school mathematics teaching according to claim 3, characterized in that, The circle-drawing assembly further comprises a fixing ring, a screw rod and a knob. The fixing ring is fixedly connected to the second fixing plate and is located between the first fixing plate and the second fixing plate, and the fixing ring is fixedly connected to the first fixing plate. The screw rod is threadedly connected to the first fixing plate and penetrates through the first fixing plate and the fixing ring. The knob is fixedly connected to the screw rod and is located at one end of the screw rod.

5. The pair of compasses for junior high school mathematics teaching according to claim 1, characterized in that, The pair of compasses for junior high school mathematics teaching further comprises a first connecting plate, a second connecting plate and a holding rod. The first connecting plate is fixedly connected to the rotating rod and is located at one end of the rotating rod. The second connecting plate is fixedly connected to the rotating rod and is located at the other end of the rotating rod. The holding rod is fixedly connected to the first connecting plate and is located between the first connecting plate and the second connecting plate, and the holding rod is fixedly connected to the second connecting plate.

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