Two-force balance experiment teaching aid

Abstract

The utility model belongs to the field of teaching aids, and particularly discloses a two-force balance experiment teaching aid, which comprises a main body, a card, two wood blocks, pull ropes arranged at two ends of the card, fixed pulleys arranged at the front ends of the wood blocks, and magnets arranged at the rear ends of the wood blocks, the front end of the pull rope is connected with a weight through a fixed pulley; the assembling mechanism comprises a connecting assembly arranged among the pull rope, the clamping piece and the weight, and a fixing assembly arranged among the wood block, the fixed pulley and the magnet; the whole device can be adsorbed and fixed on a blackboard through the magnet, the visibility is good, students can conveniently observe an experiment site, the teaching effect is improved, and the fixed pulley can be moved by simply pushing and pulling the wood block; the experiment that the two-force balance condition on the same horizontal straight line, the two-force balance condition on any straight line and a pair of balance forces must act on the same object can be simultaneously explored, the teaching aid does not need to be replaced, and the teaching efficiency is improved.

Description

TECHNICAL FIELD

[0001] The utility model belongs to the field of teaching aids, and particularly relates to a two-force balance experiment teaching aid. BACKGROUND

[0002] A teaching aid is a tool for teaching and assisting teaching, and usually includes books, teaching software, teaching equipment and experimental apparatus, etc. A teaching aid can help teachers better demonstrate knowledge, stimulate students' interest in learning and improve learning effect.

[0003] A two-force balance experiment is an experimental method, and the experiment is usually used to study the balance condition of force and the principle of a lever.

[0004] However, a traditional experimental teaching aid places an object on a horizontal placement plate, and there is rolling friction between the object and the horizontal placement plate, which may affect the experimental effect. Meanwhile, the teaching aid can only be placed on a podium, the position is low, the visibility is not ideal, it is inconvenient for students in the back row to observe the experimental phenomenon, and the function is relatively single. The experimental teaching aid cannot explore the two-force balance condition on an arbitrary straight line and the experiment that a pair of balanced forces must act on the same object, a plurality of teaching aids need to be used for teaching, and the teaching aid needs to be assembled and debugged twice during teaching, greatly occupying the teaching time and being not conducive to use. TECHNICAL SOLUTION

[0005] The utility model aims to provide a two-force balance experiment teaching aid to solve the problems in the background.

[0006] To achieve the above object, the utility model provides the following technical scheme.

[0007] A two-force balance experiment teaching aid, comprising a main body, a card and two wooden blocks, a pull rope arranged at two ends of the card, a fixed pulley arranged at the front end of the wooden block, and a magnet arranged at the rear end of the wooden block; the front end of the pull rope is connected with a weight through the fixed pulley; an assembling mechanism, comprising a connecting assembly arranged between the pull rope, the card and the weight, and a fixing assembly arranged between the wooden block, the fixed pulley and the magnet.

[0008] Preferably, the two wooden blocks are located at two ends of the card respectively.

[0009] Preferably, the connecting assembly comprises a through hole arranged on the card, a binding rope arranged at the rear end of the pull rope, a hanging ring arranged at the front end of the pull rope, and a hook arranged on the weight.

[0010] Preferably, the binding rope is connected with the pull rope through the through hole, and the hook is matched with the hanging ring.

[0011] Preferably, the fixing assembly comprises a fixing bolt arranged between the fixed pulley and the wooden block, a nut one threaded on the fixing bolt and a nut two threaded on the fixing bolt.

[0012] Preferably, the nut one is located at the rear end of the wooden block, and the nut two is located between the wooden block and the fixed pulley.

[0013] Compared with the prior art, the utility model has the beneficial effects that:

[0014] (1) the magnet can attract and fix the whole device on the blackboard, the visibility is good, the students can observe the experimental site conveniently, the teaching effect is improved, the fixed pulley can be moved by simply pushing and pulling the wooden block, the balance conditions of two forces on the same horizontal straight line, the balance conditions of two forces on any straight line and the experiment that a pair of balanced forces must act on the same object can be explored at the same time, the teaching efficiency is improved without replacing the teaching aids.

[0015] (2) the utility model has the advantages of simple and clear overall structure, simple preparation process, convenient production and processing, reduced use cost, no need for secondary assembly and debugging during teaching, no occupation of teaching time and convenient personnel use. BRIEF DESCRIPTION OF DRAWINGS

[0016] Figure 1 It is the overall structure schematic view of the utility model;

[0017] Figure 2 It is the rear view of the utility model;

[0018] Figure 3 It is the wooden block local structure schematic view of the utility model;

[0019] Figure 4 It is the connecting assembly structure schematic view of the utility model.

[0020] In the drawing: 1, main body; 101, card; 102, wooden block; 103, pull rope; 104, weight; 105, magnet; 106, fixed pulley; 2, assembling mechanism; 201, connecting assembly; 2011, through hole; 2012, binding rope; 2013, hanging ring; 2014, hook; 202, fixing assembly; 2021, fixing bolt; 2022, nut one; 2023, nut two. DETAILED DESCRIPTION

[0021] The technical solutions in the embodiments of the utility model will be clearly and completely described below with reference to the drawings in the embodiments of the utility model. Obviously, the described embodiments are only part of the embodiments of the utility model, rather than all the embodiments. Based on the embodiments of the utility model, all other embodiments obtained by those skilled in the art without creative labor fall within the scope of the utility model.

[0022] As shown in the accompanying Figure 1 to the accompanying Figure 4 As shown in the accompanying

[0023] Embodiment one: the utility model provides a two force balance experiment teaching aid, including main part 1, including card 101 and two wood blocks 102, setting in the rope 103 of card 101 both ends, setting in the fixed pulley 106 of wood block 102 front end and setting in the magnet 105 of wood block 102 rear end, the front end of rope 103 passes through fixed pulley 106 and is connected with weight 104, assembly mechanism 2, including the connecting assembly 201 between rope 103 and card 101 and weight 104, and the fixed assembly 202 between wood block 102 and fixed pulley 106.

[0024] Specifically, two wood blocks 102 are located at both ends of card 101.

[0025] As can be seen from the above, the wood block 102 and the fixed pulley 106 thereon can be adsorbed and fixed on the blackboard by the magnet 105 during use, and then the position of the wood block 102 is adjusted so that the two wood blocks 102 are at the same height, the card 101 is placed between the two wood blocks 102, the card 101 and the weight 104 are connected by the rope 103, and the rope 103 is wound around the groove of the fixed pulley 106, so that the two weights 104 simultaneously apply tension to the card 101 through the rope 103, and the size and direction relationship of the tension on both ends of the card 101 when the card 101 is in balance can be explored, that is, the size must be equal, the direction must be opposite and act on the same straight line, and the device can be adsorbed and fixed on the blackboard by the magnet 105 to improve the visibility of the device and facilitate the observation of the experimental phenomenon by the students in the back row.

[0026] During use, the wood block 102 can be held and pushed up and down on the blackboard as needed to adjust the height of the fixed pulley 106, so that the card 101 remains balanced in the inclined direction, and the condition of two forces balancing on the same straight line (not limited to a horizontal straight line, but can be a straight line in any direction) can be explored.

[0027] When the card 101 is in a balanced state, the card 101 can be cut open with scissors, and it can be explored that the tension on both ends of the object when the object is in balance must act on the same object.

[0028] The embodiment two is basically same with the last embodiment, the difference is that the connecting assembly 201 comprises the through hole 2011 arranged on the card 101, the binding rope 2012 arranged at the rear end of the pull rope 103, the hanging ring 2013 arranged at the front end of the pull rope 103, and the hook 2014 arranged on the weight 104.

[0029] Specifically, the binding rope 2012 is connected with the pull rope 103 by penetrating the through hole 2011, and the hook 2014 is matched with the hanging ring 2013.

[0030] Further, the fixing assembly 202 comprises the fixing bolt 2021 arranged between the fixed pulley 106 and the wooden block 102, the nut one 2022 arranged on the fixing bolt 2021 in a threaded mode, and the nut two 2023 arranged on the fixing bolt 2021 in a threaded mode.

[0031] Specifically, the nut one 2022 is located at the rear end of the wooden block 102, and the nut two 2023 is located between the wooden block 102 and the fixed pulley 106.

[0032] As can be seen from the above, the pull rope 103 and the card 101 can be connected together by penetrating the through hole 2011 by the binding rope 2012 and then connecting the pull rope 103 again, then the weight 104 is hung on the hanging ring 2013 by the hook 2014, so that the weight 104 and the pull rope 103 are connected together, the fixed pulley 106 is fixed on the wooden block 102 by the nut one 2022 and the fixing bolt 2021, and the distance between the fixed pulley 106 and the blackboard can be controlled by the number of the nut two 2023, so that the weight 104 does not contact the blackboard, avoiding the influence of the contact friction on the experimental conclusion, the whole device is simple and clear, the preparation process is simple, the production and processing are convenient, the use cost is reduced, and the device does not need to be assembled and debugged twice in teaching, so that the teaching time is not occupied, and the personnel use is convenient.

[0033] The standard parts used in the utility model can be purchased from the market, the special-shaped parts can be ordered according to the description and the drawings, the specific connection mode of each part adopts the conventional means such as bolts, rivets and welding in the prior art, the machinery, parts and equipment adopt the conventional types in the prior art, the circuit connection adopts the conventional connection mode in the prior art, and details are not described herein. The contents not described in detail in the description belong to the prior art known by the professional technical personnel in the field.

[0034] In the description of the utility model, the terms "first" and "second" are only used for the purpose of description, and cannot be understood as indicating or implying relative importance or implicitly indicating the number of the indicated technical features. Therefore, the features limited by "first" and "second" can explicitly or implicitly include one or more features. The meaning of "a plurality of" is two or more, unless otherwise specifically limited.

[0035] In the present application, unless otherwise explicitly specified and limited, the terms "mounting", "connecting", "connection", "fixing" and the like should be interpreted broadly, for example, it can be fixed connection, or detachable connection, or integrated; it can be mechanical connection, or electrical connection; it can be directly connected, or indirectly connected through an intermediate medium, or the internal communication of two elements or the interaction relationship between two elements. For those skilled in the art, the specific meaning of the above terms in the present application can be understood according to the specific circumstances.

[0036] In the present application, unless otherwise explicitly specified and limited, the first feature is "on" or "under" the second feature. The first and second features can be in direct contact, or the first and second features can be in indirect contact through an intermediate medium. Moreover, the first feature "above", "over" and "on" the second feature can be that the first feature is directly above or obliquely above the second feature, or only indicates that the horizontal height of the first feature is higher than that of the second feature. The first feature "below", "under" and "under" the second feature can be that the first feature is directly below or obliquely below the second feature, or only indicates that the horizontal height of the first feature is less than that of the second feature.

[0037] In the description of the present application, the description of the terms "one embodiment", "some embodiments", "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 present application. In the present application, the illustrative description of the above terms is not necessarily for the same embodiment or example. Moreover, the specific features, structures, materials or characteristics described can be combined in any one or more embodiments or examples in a suitable manner. In addition, those skilled in the art can combine and combine the different embodiments or examples described in the present application and the features of the different embodiments or examples without contradiction

[0038] The present application discloses the drawings in the embodiment, only relates to the structure involved in the embodiment of the present application, other structures can refer to the usual design, in the case of no conflict, the same embodiment and different embodiments of the present application can be combined with each other.

[0039] Although the present application has been described in detail with reference to the foregoing embodiments, those skilled in the art can still modify the technical solutions recorded in the foregoing embodiments, or make equivalent substitutions for part of the technical features, and any modification, equivalent substitution, improvement, etc. made within the spirit and principles of the present application shall be included in the protection scope of the present application.

Claims

1. A two-force balance experiment teaching aid, characterized in that, Including, The main body (1) includes a card (101), two wooden blocks (102), a pull rope (103) arranged at both ends of the card (101), a fixed pulley (106) arranged at the front end of the wooden block (102), and a magnet (105) arranged at the rear end of the wooden block (102); The front end of the pull rope (103) is connected with a weight (104) through the fixed pulley (106); The assembly mechanism (2) includes a connecting assembly (201) arranged between the pull rope (103), the card (101) and the weight (104), and a fixing assembly (202) arranged between the wooden block (102), the fixed pulley (106) and the magnet (105).

2. The two-force balance experimental teaching aid according to claim 1, characterized in that: The two wooden blocks (102) are respectively located at both ends of the card (101).

3. The two-force balance experimental teaching aid according to claim 1, characterized in that: The connecting assembly (201) includes a through hole (2011) arranged on the card (101), a binding rope (2012) arranged at the rear end of the pull rope (103), a hanging ring (2013) arranged at the front end of the pull rope (103), and a hook (2014) arranged on the weight (104).

4. The two-force balance experimental teaching aid according to claim 3, characterized in that: The binding rope (2012) is connected with the pull rope (103) through the through hole (2011), and the hook (2014) is matched with the hanging ring (2013).

5. The two-force balance experimental teaching aid according to claim 1, characterized in that: The fixing assembly (202) includes a fixing bolt (2021) arranged between the fixed pulley (106) and the wooden block (102), a nut one (2022) threadedly arranged on the fixing bolt (2021), and a nut two (2023) threadedly arranged on the fixing bolt (2021).

6. The two-force balance experimental teaching aid according to claim 5, characterized in that: The nut one (2022) is located at the rear end of the wooden block (102), and the nut two (2023) is located between the wooden block (102) and the fixed pulley (106).

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