Demonstration box for scientific teaching

Abstract

The utility model discloses a demonstration box for scientific teaching, and relates to the technical field of demonstration boxes. The device comprises a first box body, a second box body, a first ventilation pipe and a second ventilation pipe, the first ventilation pipe and the second ventilation pipe are fixedly arranged on the top end faces of the first box body and the second box body respectively, one side of the first box body is rotationally connected with a box door, and the interior of the first box body communicates with the interior of the second box body. According to the demonstration box for scientific teaching, the demonstration units with different properties are arranged in the demonstration box, and the demonstration units can be independently controlled, so that when a teacher demonstrates the formation of wind through the closed demonstration box and the demonstration units, students can intuitively feel the formation of wind and can be gradually guided to think, and the teaching efficiency is improved. And students can conveniently and carefully understand wind formation conditions, so that teachers can better lay a foundation for other knowledge points below.

Description

Technical Field

[0001] The utility model relates to the technical field of demonstration boxes, in particular to a demonstration box for scientific teaching. Background Art

[0002] The corresponding knowledge point in Chapter 2 of the Zhejiang Education Press's eighth-grade science textbook, Volume 1, is "The Formation of Wind." The Compulsory Curriculum Teaching Standards require this chapter to distinguish between weather and climate and to be willing to explore natural phenomena related to the Earth system. However, in everyday science instruction, students cannot directly observe wind with their naked eyes; they need to be able to experience its formation firsthand.

[0003] Currently, in a closed demonstration box, cold air and hot air form a pressure difference, and air flows from areas with high pressure to areas with low pressure to form wind. According to physics knowledge, when the temperature rises, the air expands and becomes lighter, and the pressure will decrease, thereby forming a low-pressure area. When the temperature drops, the air will contract and become heavier, and the pressure will also increase, forming a high-pressure area. However, when teaching wind force based on this demonstration box, it is still impossible to intuitively view the formation of wind and the direction of wind flow. In addition, during the teaching process, teachers cannot guide students to explore and think, and the demonstration interactivity is poor. In view of the above shortcomings, we propose a demonstration box for scientific teaching to solve the above problems. Utility Model Content

[0004] In view of the deficiencies of the existing technology, the present invention provides a demonstration box for science teaching, which solves the problem that the demonstration box for science teaching cannot intuitively display the formation and direction of wind, making it inconvenient for students to effectively understand the corresponding knowledge.

[0005] To achieve the above objectives, the present invention is implemented through the following technical solutions: A demonstration box for science teaching, comprising a first box body, a second box body, and a first ventilation duct and a second ventilation duct fixedly arranged on the top end surfaces of the first box body and the second box body, respectively, wherein a first demonstration unit and a second demonstration unit are respectively arranged inside the first box body and the second box body;

[0006] The first demonstration unit includes a mugwort stick and a first thermometer arranged inside the first box;

[0007] The second demonstration unit includes a tungsten filament bulb and a second thermometer arranged inside the second box.

[0008] Preferably, a support is provided at the inner bottom of the first box body, one end of the wormwood stick is inserted into the inside of the support, and the first thermometer is provided on one side of the first box body.

[0009] Preferably, a lamp holder is provided at the inner bottom of the second box, one end of the tungsten filament bulb is installed inside the lamp holder, and the second thermometer is provided at one side of the second box.

[0010] Preferably, an auxiliary component is provided inside the second ventilation duct, and the demonstration environment of the first demonstration unit and the second demonstration unit is controlled by the auxiliary component.

[0011] Preferably, the auxiliary component includes: a support member placed inside the second ventilation duct and a wind wheel rotatably arranged on the bottom end surface of the support member.

[0012] Preferably, an iron wire is fixedly connected to the outer wall of the support member, and one end of the iron wire is wound around the outer wall of the second ventilation pipe.

[0013] Preferably, a door is rotatably connected to one side of the first box body, and the interior of the first box body is connected to the interior of the second box body.

[0014] The utility model discloses a demonstration box for science teaching, which has the following beneficial effects: the demonstration box for science teaching is provided with demonstration units of different properties in the demonstration box, and each demonstration unit can be independently controlled, so that when the teacher demonstrates the formation of wind through the closed demonstration box and each demonstration unit, the students can intuitively feel the formation of wind, and the students' thinking can be gradually guided. At the same time, it is convenient for students to have a detailed understanding of the conditions for the formation of wind, so that the teacher can better lay the foundation for other knowledge points below. BRIEF DESCRIPTION OF THE DRAWINGS

[0015] In order to more clearly illustrate the embodiments of the present invention or the technical solutions in the prior art, the following briefly introduces the drawings required for use in the embodiments or the description of the prior art. Obviously, the drawings described below are only some embodiments of the present invention. For ordinary technicians in this field, other drawings can be obtained based on these drawings without paying any creative work.

[0016] Figure 1 This is a schematic diagram of the overall structure of the utility model;

[0017] Figure 2 This is a schematic diagram of the first box body and the box cover opening structure of the utility model;

[0018] Figure 3 This is a cross-sectional view of the internal structure of the first box body and the second box body of the present invention;

[0019] Figure 4 This is a schematic diagram of the wind wheel and iron wire structure of the utility model.

[0020] In the picture:

[0021] 1. First box body; 11. Box door; 12. First ventilation duct;

[0022] Second box; 21, second ventilation pipe;

[0023] Support; 31. Mugwort stick; 32. First thermometer;

[0024] Lamp holder; 41. Tungsten filament bulb; 42. Second thermometer;

[0025] Auxiliary components; 51. Support member; 52. Wind wheel; 53. Iron wire. DETAILED DESCRIPTION

[0026] To make the purpose, technical solutions, and advantages of the embodiments of the present invention more clear, the technical solutions in the embodiments of the present invention are clearly and completely described. Obviously, the described embodiments are only part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without making any creative efforts are within the scope of protection of the present invention.

[0027] In order to better understand the above technical solution, the above technical solution will be described in detail below with reference to the accompanying drawings and specific implementation methods.

[0028] The embodiment of the utility model discloses a demonstration box for scientific teaching. Example 1

[0029] According to the attached Figure 1-4 As shown, it includes a first box body 1, a second box body 2, and a first ventilation duct 12 and a second ventilation duct 21 fixedly arranged on the top end surfaces of the first box body 1 and the second box body 2, respectively. A box door 11 is rotatably connected to one side of the first box body 1, and the interior of the first box body 1 and the interior of the second box body 2 are connected. The first box body 1 and the second box body 2 are both made of transparent acrylic material, and black cardboard is pasted on the back of the first box body 1 and the second box body 2. When white smoke is generated, the two groups of acrylic boxes with black backgrounds make the experimental effect more obvious. The surroundings are designed as transparent acrylic panels to facilitate our observation of the experimental phenomena. The first ventilation duct 12 and the second ventilation duct 21 are transparent plastic tubes.

[0030] The first box body 1 and the second box body 2 are respectively provided with a first demonstration unit and a second demonstration unit. The first demonstration unit includes a mugwort stick 31 and a first thermometer 32 arranged inside the first box body 1. A support 3 is provided at the inner bottom of the first box body 1. One end of the mugwort stick 31 is plugged into the inside of the support 3. Use a wet soft cloth to wipe the first ventilation pipe 12 that has been discolored by the mugwort stick. Do not wipe it dry, otherwise the scratches on the surface will easily affect the observation of the experimental phenomenon. The first thermometer 32 is set on one side of the first box body 1. First, use an ignition device such as a lighter to ignite the mugwort stick 31. Pay attention to the point When burning the wormwood stick 31, use the outer flame of the lighter. The outer flame has a high temperature and is in most complete contact with the air, so the wormwood stick 31 can be ignited faster. Using the wormwood stick 31 instead of the candle makes the experiment safer. At the same time, the smoke generated by the wormwood stick 31 allows the air flow to be visualized. Then open the box door 11, insert the ignited wormwood stick 31 into the support 3 of the first box body 1, and the support 3 is located below the first ventilation pipe 12. Then, gently close the box door 11 to maintain the airtightness of the inside of the first box body 1. Finally, white smoke is generated in the first box body 1, and the white smoke is slowly discharged through the first ventilation pipe 12.

[0031] It can be concluded that in a windless environment, smoke is not greatly affected by airflow and can ensure stable vertical rise. Example 2

[0032] According to the attached Figure 1-4 As shown, the second demonstration unit includes a tungsten filament bulb 41 and a second thermometer 42 arranged inside the second box 2. A lamp holder 4 is provided at the inner bottom of the second box 2. One end of the tungsten filament bulb 41 is installed inside the lamp holder 4. The outer wall of the tungsten filament bulb 41 is painted with color. The tungsten filament bulb 41 is painted white, which effectively reduces the brightness of the tungsten filament bulb 41, while ensuring the temperature and avoiding the damage to the eyes caused by strong light. The lamp holder 4 is fixed to the inner bottom of the second box 2 by hot melt adhesive. The switch of the lamp holder 4 is located outside the second box 2. The switch of the lamp holder 4 is not specifically drawn in the accompanying drawings. The second thermometer 42 is arranged on one side of the second box 2. Based on Example 1, turn on the switch of the tungsten filament bulb 41 and wait for a while. The smoke rising steadily from the first ventilation pipe 12 begins to fluctuate and tends to move to the right. Through the intuitive display of the first thermometer 32 and the second thermometer 42, it can be clearly known that the temperature difference inside the first box 1 and the second box 2 is gradually expanding.

[0033] It can be concluded that when a temperature difference occurs, it affects the flow of air, that is, the temperature increase of the second box 2 causes the air to expand due to heat. After the air expands due to heat, the density decreases, forming a low-pressure area. The cold air with high density enters the second box 2 from the first ventilation pipe 12, forming a high-pressure area, which is supplemented and airflow is formed during the circulation process. Example 3

[0034] According to the attached Figure 1-4 As shown, an auxiliary component 5 is provided inside the second ventilation duct 21, and the demonstration environment of the first demonstration unit and the second demonstration unit is controlled by the auxiliary component 5. The auxiliary component 5 includes: a support member 51 placed inside the second ventilation duct 21 and a wind wheel 52 rotatably arranged on the bottom end face of the support member 51. The outer wall of the support member 51 is fixedly connected with an iron wire 53, one end of the iron wire 53 is wound around the outer wall of the second ventilation duct 21, and the wind wheel 52 is placed in the second ventilation duct 21, which facilitates clear observation of the experimental phenomenon and helps students understand It has a good promoting effect on the teacher's teaching. On the basis of the above two groups of embodiments, the wind wheel 52 is first placed in the second ventilation pipe 21, and the wire 53 connected to one end of the wind wheel 52 is wrapped around the outer wall of the second ventilation pipe 21, so that the wind wheel 52 is limited in the second ventilation pipe 21, and the outer wall of the wind wheel 52 does not contact the inner wall of the second ventilation pipe 21. Due to the large temperature difference between the first box body 1 and the second box body 2, air flow is formed in the two groups of boxes, and then the wind wheel 52 starts to rotate and rotates faster and faster as the temperature difference increases.

[0035] It can be concluded that the pressure difference caused by thermal expansion and contraction creates wind, that is, the reason why the smoke moves in a disorderly direction is because of the wind.

[0036] The above shows and describes the basic principles, main features and advantages of the present invention. Those skilled in the art should understand that the present invention is not limited to the above embodiments. The above embodiments and descriptions are merely illustrative of the principles of the present invention. Various changes and improvements may be made to the present invention without departing from the spirit and scope of the present invention. Such changes and improvements are intended to fall within the scope of the present invention. The scope of protection claimed in this invention is defined by the appended claims and their equivalents.

Claims

1. A demonstration box for scientific teaching, comprising a first box body (1), a second box body (2), and a first ventilation pipe (12) and a second ventilation pipe (21) fixedly arranged on the top end surfaces of the first box body (1) and the second box body (2), respectively, characterized in that: A first demonstration unit and a second demonstration unit are respectively provided inside the first box (1) and the second box (2); The first demonstration unit includes a mugwort stick (31) and a first thermometer (32) arranged inside the first box (1); The second demonstration unit includes a tungsten filament bulb (41) and a second thermometer (42) arranged inside the second box (2).

2. A science teaching demonstration box according to claim 1, characterized in that: A support (3) is provided at the inner bottom of the first box (1), one end of the wormwood stick (31) is inserted into the interior of the support (3), and the first thermometer (32) is provided on one side of the first box (1).

3. A science teaching demonstration box according to claim 2, characterized in that: A lamp holder (4) is provided at the inner bottom of the second box (2), one end of the tungsten filament bulb (41) is mounted inside the lamp holder (4), and the second thermometer (42) is provided on one side of the second box (2).

4. A science teaching demonstration box according to claim 1, characterized in that: An auxiliary component (5) is provided inside the second ventilation pipe (21), and the demonstration environment of the first demonstration unit and the second demonstration unit is controlled by the auxiliary component (5).

5. A science teaching demonstration box according to claim 4, characterized in that: The auxiliary component (5) comprises: a support member (51) placed inside the second ventilation pipe (21) and a wind wheel (52) rotatably arranged on the bottom end surface of the support member (51).

6. A science teaching demonstration box according to claim 5, characterized in that: An iron wire (53) is fixedly connected to the outer wall of the support member (51), and one end of the iron wire (53) is wound around the outer wall of the second ventilation pipe (21).

7. A science teaching demonstration box according to claim 1, characterized in that: A door (11) is rotatably connected to one side of the first box body (1), and the interior of the first box body (1) is connected to the interior of the second box body (2).

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