Teaching demonstration lamp for osmotic pressure of plant cells

Abstract

The utility model discloses a plant cell osmotic pressure teaching demonstration lamp which comprises a plant, a floating ball, a slide rheostat, a power supply, a switch and a light source. The power supply, the switch, the light source and the slide rheostat are mutually connected to form a loop; the floating ball is connected to a movable slip sheet of the slide rheostat; a containing cavity is dug in the plant, and liquid is contained in the containing cavity; plants and the floating ball are placed in the containing cavity, and the floating ball makes contact with liquid in the containing cavity so as to float in the containing cavity; the outer surface of the plant is coated with salt so that liquid in the containing cavity can seep outwards, the amount of the liquid in the containing cavity can be reduced, the floating ball in the containing cavity can descend along with the liquid level, and therefore the resistance value of the sliding rheostat can be changed, and the brightness or color of the light source can be changed. Compared with traditional teaching experiments, the structure has the advantages of being visual, convenient to operate and interesting, can demonstrate the cell permeation effect for students, enables the students to know the working principle of the slide rheostat, the stress relation of the floating ball and other knowledge, and has very good biological and physical course teaching effects.

Description

Technical field

[0001] The utility model mainly relates to a teaching demonstration lamp for plant cell osmotic pressure. [Background Technology]

[0002] The high school biology demonstration experiment on plant cell osmotic pressure is to understand the role of osmotic pressure by observing the height difference of liquid level. This demonstration experiment is not intuitive enough and is not convenient for a large number of students to observe together. In addition, there are currently no commercial teaching demonstration devices for plant cell osmotic pressure on the market. Therefore, it is particularly important to develop a new osmotic pressure teaching demonstration device. [Utility Model Content]

[0003] In order to solve at least one of the above problems, the present invention proposes a new structural solution. This plant cell osmotic pressure teaching demonstration lamp adopts the following technical solutions:

[0004] A plant cell osmotic pressure teaching demonstration lamp comprises a plant, a float, a sliding rheostat, a power supply, a switch and a light source; the power supply, the switch, the light source and the sliding rheostat are interconnected to form a loop, and the float is connected to a movable slide of the sliding rheostat;

[0005] A cavity is dug out in the plant, and the cavity is filled with liquid; the plant and the float are placed in the cavity, and the float contacts the liquid in the cavity to float in the cavity;

[0006] The outer surface of the plant is coated with salt to cause the liquid in the cavity to seep outward, thereby reducing the amount of liquid in the cavity and causing the float in the cavity to drop with the liquid level, thereby changing the resistance value of the sliding rheostat and changing the brightness or color of the light source.

[0007] Preferably, the top end of the cavity is open.

[0008] Preferably, the outer surface of the plant is peeled to enhance penetration of the plant.

[0009] Compared with the background technology, the utility model has the following beneficial effects:

[0010] This utility model utilizes the osmotic effect of cells to change the resistance, thereby varying the current input to the light source, changing the brightness of the light source, and also producing different colors of light. It can be used to demonstrate the effects of cellular osmosis to students. Compared to traditional teaching experiments, this structure is more intuitive, easy to operate, and interesting. It can demonstrate cellular osmosis for students while allowing them to understand the working principle of a sliding rheostat and the force relationship of a floating ball, achieving excellent teaching results in biology and physics courses.

Brief Description of the Drawings

[0011] Figure 1This is a schematic diagram of a plant cell osmotic pressure teaching demonstration lamp in a preferred embodiment provided by the present utility model. [Specific implementation method]

[0012] The embodiments of the present invention are described in detail below. Examples of the embodiments are shown in the accompanying drawings, wherein the same or similar numbers throughout represent the same or similar elements or elements with the same or similar functions.

[0013] In this utility model, unless otherwise specified or limited, the terms "assemble," "connect," and "connect" should be understood in a broad sense. For example, they can refer to fixed connection, detachable connection, or integral connection; mechanical connection; direct connection, connection through an intermediate medium, or internal communication between two components. Those skilled in the art will understand the specific meanings of the above terms in this utility model based on specific circumstances.

[0014] The following description of the embodiments of the present invention is provided in conjunction with the accompanying drawings to further describe the specific embodiments of the present invention so that the technical solutions and beneficial effects of the present invention are more clearly understood. The following description of the embodiments with reference to the accompanying drawings is for illustrative purposes only and is intended to explain the present invention, but is not to be construed as limiting the present invention.

[0015] The preferred embodiment provided by the present invention is as follows: Figure 1 As shown, a plant cell osmotic pressure teaching demonstration lamp includes a plant 1, a float 2, a sliding rheostat 3, a power supply 4, a switch 5 and a light source 6; the power supply 4, the switch 5, the light source 6 and the sliding rheostat 3 are interconnected to form a loop, and the float 2 is connected to the movable slide of the sliding rheostat 3; the light source 6 can be a conventional single-color LED or a color-changing LED.

[0016] A cavity 7 is dug out in the plant 1, and the cavity 7 contains liquid, which can be water; the plant 1 and the float 2 are placed in the cavity 7, and the float 2 contacts the liquid in the cavity 7 to float in the cavity 7; the top of the cavity 7 is open to allow the float 2 to be placed in the cavity 7, and the float 2 is connected to the movable slide by a conventional wire belt.

[0017] The outer surface of plant 1 is coated with salt to cause the liquid in cavity 7 to seep outward, thereby reducing the amount of liquid in cavity 7 and causing float 2 in cavity 7 to drop as the liquid level drops, thereby changing the resistance of sliding rheostat 3 and the brightness or color of the light source. Furthermore, the outer surface of plant 1 is peeled to enhance the permeability of plant 1. Plant 1 can be radish, cucumber, watermelon, winter melon, etc., with radish being preferred in this embodiment.

[0018] The high school biology demonstration experiment on the osmotic pressure of plant cells is to understand the role of osmotic pressure by observing the height difference of the liquid level. This demonstration experiment is not intuitive enough and is not convenient for a large number of students to observe together. In addition, there are currently no commercial teaching demonstration devices for the osmotic pressure of plant cells on the market. Therefore, it is particularly important to develop a new osmotic pressure teaching demonstration device.

[0019] During a demonstration using this structure, water is injected into cavity 7 within the radish, and salt is applied to the radish's outer surface. Water in cavity 7, which has a low concentration, permeates from the lower cavity 7 to the higher concentration surface. The reduced water content causes float 2 within cavity 7 to descend, which in turn moves the movable slider of rheostat 3, thereby changing the resistance of rheostat 3. Light source 6 is connected to power source 4 and switch 5 via rheostat 3. As the resistance changes, the brightness of light source 6 also changes. Furthermore, light source 6 utilizes a color-changing LED, allowing for a visual demonstration of the effects of cell osmosis. The color-changing lamp primarily uses a solid-state semiconductor chip as the luminescent material. Carrier recombination releases excess energy, causing photon emission, resulting in direct light emission in red, yellow, blue, green, cyan, orange, purple, or white. The color change depends on the current level: red at low currents and other colors as the current increases.

[0020] This utility model utilizes the osmotic effect of cells to change the resistance, thereby varying the current input to light source 6, thus changing the brightness of light source 6 and producing different colors of light. This can be used to demonstrate the effects of cellular osmosis to students. Compared to traditional teaching experiments, this structure is more intuitive, easy to operate, and interesting. It can demonstrate cellular osmosis to students while also allowing them to understand the working principle of the sliding rheostat 3 and the force relationship of the float 2, achieving excellent teaching results in biology and physics courses.

[0021] In the description of the specification, reference to the terms "one embodiment," "preferably," "example," "specific example," or "some examples" means that the specific features, structures, materials, or characteristics described in conjunction with the embodiment or example are included in at least one embodiment or example of the utility model. The schematic expressions of the above terms in this specification do not necessarily refer to the same embodiment or example. Moreover, the specific features, structures, materials, or characteristics described may be combined in any appropriate manner in any one or more embodiments or examples.

[0022] Through the description of the above structure and principle, technical personnel in the relevant technical field should understand that the present invention is not limited to the above specific implementation methods, and improvements and substitutions based on the present invention using the well-known technology in the field all fall within the scope of protection of the present invention and should be defined by the claims.

Claims

1. A plant cell osmotic pressure teaching demonstration lamp, characterized by: It includes a plant, a floating ball, a sliding rheostat, a power source, a switch and a light source; the power source, the switch, the light source and the sliding rheostat are connected to each other to form a loop, and the floating ball is connected to a movable slide of the sliding rheostat; A cavity is dug out in the plant, and the cavity is filled with liquid; the plant and the float are placed in the cavity, and the float contacts the liquid in the cavity to float in the cavity; The outer surface of the plant is coated with salt to cause the liquid in the cavity to seep outward, thereby reducing the amount of liquid in the cavity and causing the float in the cavity to drop with the liquid level, thereby changing the resistance value of the sliding rheostat and changing the brightness or color of the light source.

2. A plant cell osmotic pressure teaching demonstration lamp according to claim 1, characterized in that: The top end of the cavity is open.

3. The plant cell osmotic pressure teaching demonstration lamp according to claim 1, characterized in that: The outer surface of the plant is peeled to enhance the plant's penetration.

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