Building magic cube space teaching aid

Abstract

The utility model discloses a building magic cube space teaching aid, and relates to the technical field of teaching aids. Comprising a supporting vertical rod, a supporting cross rod, a connector, a bearing plate, an inner wall plate, an inner component module, an outer wall plate, a stair model and a simulation column. The height modularization and connectivity are achieved through the supporting vertical rods, the supporting transverse rods and the connectors, then the building magic cube space overall frame can be built, a user can rapidly assemble and disassemble different space structures according to needs, and the flexibility and applicability of the teaching aid are improved; the bearing plates of various shapes and sizes are matched with the clamping grooves through the tenons, so that the building of a supporting layer in the building model can be realized; the inner wall plates in various forms and sizes can be used for building the inner wall surface of the building magic cube; the teaching aid adopts connection modes such as insertion connection, clamping connection and magnetic attraction, and can be quickly mounted and dismounted without complicated tools and steps. The design not only saves time and energy, but also reduces the maintenance cost of the teaching aid.

Description

Technical Field

[0001] This utility model relates to the field of teaching aids technology, and in particular to a building cube space teaching aid. Background Technology

[0002] In current architectural education practice, especially for cultivating spatial design skills in lower-grade students, 9m×9m×9m cube spatial design tasks have become a common and effective teaching method. This task not only tests students' ability to grasp spatial scale but also encourages them to explore how to create rich and varied spatial experiences and functional layouts within a limited volume through strategies such as modular design, spatial connectivity, and openwork. This process is crucial for cultivating students' spatial imagination, innovative thinking, and practical problem-solving abilities.

[0003] However, traditional teaching aids, such as LEGO models, while helping students to visualize abstract design concepts to some extent, are increasingly revealing their inherent limitations. Although LEGO bricks are flexible and versatile, they were not specifically designed for architectural space and lack a modular system tailored to the characteristics of architectural spaces. This means that students need to spend a significant amount of time finding suitable brick shapes and sizes to simulate architectural elements such as walls, doors, windows, and floors—a process that is not only tedious and inefficient. More importantly, once a LEGO model is completed, its internal structure is often difficult to visualize, limiting students' understanding and exploration of deeper spatial characteristics such as internal flow, lighting effects, and line-of-sight analysis. Furthermore, LEGO bricks are inadequate for rapid iteration and combination of different design schemes, failing to efficiently support students' research and practice in diverse spatial variations, thus impacting teaching effectiveness and the full development of students' innovative abilities.

[0004] Therefore, this application proposes a building cube spatial teaching tool to solve the above problems. Utility Model Content

[0005] The purpose of this utility model is to provide a teaching tool for architectural Rubik's Cube space, which solves the technical problems mentioned in the background art.

[0006] To achieve the above objectives, this utility model provides the following technical solution: a Rubik's Cube spatial teaching aid, comprising,

[0007] The support includes a vertical support rod and a horizontal support rod, both ends of which are equipped with connectors. A strong magnetic strip is provided on the side wall of the vertical support rod, and a snap-fit ​​groove is provided on the outer side wall of the horizontal support rod.

[0008] The connector includes adapter one, adapter two, adapter three, tee connector one, tee connector two, tee connector three, cross connector one, cross connector two, cross connector three, and single-column connector;

[0009] The support plate includes a support plate 1, a support plate 2, a support plate 3, a smooth panel 1, a smooth panel 2, and a smooth panel 3, and the upper end surfaces of the support plate 1, the support plate 2, and the support plate 3 are all provided with mating grooves;

[0010] The interior wall panel includes a high panel 1, a high panel 2, a high panel 3, a middle panel 1, a middle panel 2, a middle panel 3, a low panel 1, a low panel 2, and a low panel 3;

[0011] Internal component modules, which include single modules, dual modules, three-module one, three-module two, four-module one, four-module two, four-module three, and five-module;

[0012] The exterior wall panel includes a high wall panel one, a high wall panel two, a high wall panel three, a middle wall panel, and a low wall panel;

[0013] Staircase model;

[0014] Simulated column.

[0015] Preferably, the upper ends of adapter 1a, tee connector 1a, and four-way connector 1a, the upper and lower ends of adapter 2b, tee connector 2b, and four-way connector 2b, the lower ends of adapter 3c, tee connector 3c, and four-way connector 3c, and the upper and lower ends of the single-column connector are all provided with connecting grooves, and the connecting grooves are adapted to the plug connectors.

[0016] Preferably, the three side walls of the support plate 1a, support plate 2b, smooth panel 1a and smooth panel 2b, as well as the front and rear side walls of the support plate 3c and smooth panel 3c, are provided with tenons, and the tenons are adapted to the snap-fit ​​grooves.

[0017] Preferably, an abutment plate is provided on the outer side of the tenon, and a sliding rod is fixedly connected to one end of the abutment plate near the tenon. The end of the sliding rod away from the abutment plate extends to the inner side of the tenon and is slidably connected to the tenon.

[0018] Preferably, the light panel a, light panel b, and light panel c in the carrier plate are made of both opaque and transparent materials.

[0019] Preferably, the lower ends of the high plate 1a, high plate 2b, high plate 3c, middle plate 1a, middle plate 2b, middle plate 3c, low plate 1a, low plate 2b, and low plate 3c are all fixedly connected with connecting plugs, and the connecting plugs are adapted to the mating grooves.

[0020] Preferably, the outer wall of the outer wall panel is provided with a magnet, which is compatible with a strong magnetic strip on the side wall of the supporting vertical rod.

[0021] Preferably, each sidewall of the single module, dual module, three-module one, three-module two, four-module one, four-module two, four-module three, and five-module is provided with an adsorption magnetic block.

[0022] Compared with related technologies, the architectural cube spatial teaching aid provided by this utility model has the following beneficial effects:

[0023] 1. This utility model provides a building cube spatial teaching aid. The design incorporates supporting vertical rods, supporting horizontal rods, and connectors, achieving a high degree of modularity and connectability. This enables the construction of the overall framework of the building cube spatial structure. Users can quickly assemble and disassemble different spatial structures as needed, improving the flexibility and applicability of the teaching aid. The design includes support plates of various shapes and sizes, which are fitted with tenons and snap-fit ​​grooves to facilitate the construction of the internal support layer of the building model. Furthermore, the cube contains various shapes and sizes of inner wall panels to construct the inner walls. The lower end of the inner wall panels engages with the grooves on the support plates via connector plugs. The outer wall panels facilitate the construction of the outer walls of the building model, and are fixed to the supporting vertical rods using magnets and strong magnetic strips. The teaching aid employs plug-in, snap-fit, and magnetic connection methods, allowing for quick installation and disassembly without complex tools and procedures. This design not only saves time and effort but also reduces the maintenance costs of the teaching aid.

[0024] 2. This utility model provides an architectural cube-shaped spatial teaching aid. The exterior wall panels and light-emitting panels are available in both transparent and opaque forms, allowing users to choose different types of panels according to their needs. This enables users to visually observe the internal spatial structure and light propagation. This design is particularly important for architectural education, helping students better understand spatial relationships and lighting effects. The internal component modules include various combinations such as single modules, double modules, triple modules, quadruple modules, and five modules. Each side wall is equipped with magnetic blocks for easy connection with other parts of the teaching aid. This design allows users to easily create complex internal spatial structures, improving the practicality and teaching value of the aid. Attached Figure Description

[0025] Figure 1 This is a schematic diagram of the assembled structure of this utility model;

[0026] Figure 2 This is a schematic diagram of the position structure of the supporting vertical rod and the supporting horizontal rod of this utility model;

[0027] Figure 3 This is a schematic diagram of the connector structure of this utility model;

[0028] Figure 4 This is a schematic diagram of a partial assembly structure of the present invention;

[0029] Figure 5 This is a schematic diagram of the support plate structure of this utility model;

[0030] Figure 6 This is a schematic diagram of the support plate of this utility model from another angle.

[0031] Figure 7 This is a schematic diagram of the tenon structure of this utility model;

[0032] Figure 8 This is a schematic diagram of the interior wall panel structure of this utility model;

[0033] Figure 9 This is a schematic diagram of the cooperation between the inner wall panel and the support plate of this utility model;

[0034] Figure 10 This is a schematic diagram of the staircase model and its supporting plate in this utility model.

[0035] Figure 11 This is a schematic diagram of the internal component module structure of this utility model;

[0036] Figure 12 This is a schematic diagram of the exterior wall panel structure of this utility model;

[0037] Figure 13 This is a schematic diagram of another assembled state structure of this utility model.

[0038] In the diagram: 1. Supporting vertical rod; 2. Supporting horizontal rod; 3. Strong magnetic strip; 4. Snap-fit ​​groove; 5. Connector; 51a. Adapter 1; 51b. Adapter 2; 51c. Adapter 3; 52a. T-connector 1; 52b. T-connector 2; 52c. T-connector 3; 53a. Four-way connector 1; 53b. Four-way connector 2; 53c. Four-way connector 3; 54. Single column connector; 55. Connecting groove; 6. Bearing plate; 61a. Support plate 1; 61b. Support plate 2; 61c. Support plate 3; 62a. Smooth panel 1; 62b. Smooth panel 2; 62c. Smooth panel 3; 63. Tenon; 64. Mating groove; 65. Sliding rod; 66. Abutment plate; 7. Inner Wall panels; 71a, High panel one; 71b, High panel two; 71c, High panel three; 72a, Medium panel one; 72b, Medium panel two; 72c, Medium panel three; 73a, Low panel one; 73b, Low panel two; 73c, Low panel three; 74, Connecting plug; 8, Simulated column; 9, Staircase model; 10, Internal component module; 101, Single module; 102, Double module; 103, Three-module one; 104, Three-module two; 105, Four-module one; 106, Four-module two; 107, Four-module three; 108, Five-module; 11, Exterior wall panel; 111a, High wall panel one; 111B, High wall panel two; 111c, High wall panel three; 112, Medium wall panel; 113, Low wall panel. Detailed Implementation

[0039] The technical solutions of the present utility model will be clearly and completely described below with reference to the accompanying drawings of the embodiments of the present utility model. Obviously, the described embodiments are only some embodiments of the present utility model, and not all embodiments. All other embodiments obtained by those skilled in the art based on the embodiments of the present utility model without creative effort are within the protection scope of the present utility model.

[0040] Please see Figure 1-13 This utility model provides a technical solution: a Rubik's Cube spatial teaching tool, comprising,

[0041] The support includes a vertical rod 1 and a horizontal rod 2. Both ends of the vertical rod 1 and the horizontal rod 2 are equipped with plugs. The side wall of the vertical rod 1 is equipped with a strong magnetic strip 3, and the outer side wall of the horizontal rod 2 is provided with a snap-fit ​​groove 4.

[0042] Connector 5 includes adapter 1 51a, adapter 2 51b, adapter 3 51c, tee connector 1 52a, tee connector 2 52b, tee connector 3 52c, four-way connector 1 53a, four-way connector 2 53b, four-way connector 3 53c, and single-column connector 54. Connecting grooves 55 are provided at the upper ends of adapter 1 51a, tee connector 1 52a, and four-way connector 1 53a; at the upper and lower ends of adapter 2 51b, tee connector 2 52b, and four-way connector 2 53b; at the lower ends of adapter 3 51c, tee connector 3 52c, and four-way connector 3 53c; and at the upper and lower ends of single-column connector 54. The connecting grooves 55 are adapted to the plug connectors. The support vertical rod 1, support horizontal rod 2, and connector 5 work together to realize the construction of the overall framework of the architectural cube space. Users can quickly assemble and disassemble different spatial structures as needed, improving the flexibility and applicability of the teaching aid.

[0043] The support plate 6 includes a first support plate 61a, a second support plate 61b, a third support plate 61c, a first smooth panel 62a, a second smooth panel 62b, and a third smooth panel 62c. The upper surfaces of the first support plate 61a, the second support plate 61b, and the third support plate 61c are all provided with mating grooves 64. The three side walls of the first support plate 61a, the second support plate 61b, the first smooth panel 62a, and the second smooth panel 62b, as well as the front and rear side walls of the third support plate 61c and the third smooth panel 62c, are all provided with tenons 63, which are adapted to the snap-fit ​​grooves 4. A mating plate 66 is provided on the outside of the tenon 63. A sliding rod 65 is fixedly connected to one end of the mating plate 66 near the tenon 63. The end of the sliding rod 65 away from the mating plate 66 extends to the inside of the tenon 63 and is slidably connected to the tenon 63. Support plates 1 61a, 2 61b and 3 61c have different sizes, and smooth panels 1 62a, 2 62b and 3 62c have different sizes. The various shapes and sizes of the bearing plates 6 are adapted to the locking groove 4 through the tenon 63, so that the support layer inside the building model can be built.

[0044] The light panel 62a, light panel 62b and light panel 62c in the carrier plate 6 are available in both opaque and transparent material forms.

[0045] The inner wall panel 7 includes high panel 1 71a, high panel 2 71b, high panel 3 71c, middle panel 1 72a, middle panel 2 72b, middle panel 3 72c, low panel 1 73a, low panel 2 73b, and low panel 3 73c. ​​The lower ends of high panel 1 71a, high panel 2 71b, high panel 3 71c, middle panel 1 72a, middle panel 2 72b, middle panel 3 72c, low panel 1 73a, low panel 2 73b, and low panel 3 73c are all fixedly connected to a connecting plug 74, which is compatible with the mating groove 64. The Rubik's Cube is equipped with inner wall panels 7 of various shapes and sizes, which can be used to build the inner wall surface of the Rubik's Cube.

[0046] The internal component module 10 includes a single module 101, a dual module 102, a triple module 103, a triple module 2 104, a quad module 105, a quad module 2 106, a quad module 3 107, and a five-module 108; each side wall of the single module 101, dual module 102, triple module 103, triple module 2 104, quad module 105, quad module 2 106, quad module 3 107, and five-module 108 is provided with an adsorption magnetic block; the dual module 102 consists of two single modules The teaching aid is composed of blocks 101. Three-module one (103) and three-module two (104) are composed of three individual modules 101 each; four-module one (105), four-module two (106), and four-module three (107) are composed of four individual modules 101 each; and five-module one (108) is composed of five individual modules 101 each. The internal component modules 10 include various combinations such as single modules 101, double modules 102, three modules, four modules, and five modules 108. Each side wall is equipped with magnetic blocks for easy connection with other parts of the teaching aid. This design allows users to easily create complex internal spatial structures, improving the practicality and teaching value of the teaching aid.

[0047] The exterior wall panel 11 includes high wall panel 111a, high wall panel 111b, high wall panel 111c, middle wall panel 112, and low wall panel 113. High wall panel 111a, high wall panel 111b, high wall panel 111c, middle wall panel 112, and low wall panel 113 all have both opaque and transparent forms. Both the exterior wall panel 11 and the light panel are provided with both transparent and opaque forms, which makes it convenient to select different types of panels according to needs. This allows users to intuitively observe the internal space structure and light propagation. Magnets are provided on the outer side wall of the exterior wall panel 11. The exterior wall panel 11 is fixed by the magnets matching the strong magnetic strips 3 on the side wall of the support vertical rod 1.

[0048] The staircase model 9 and simulated column 8, together with the internal component module 10, staircase model 9 and simulated column 8, simulate the internal structure of the building, allowing users to easily create complex internal space structures and improving the practicality and teaching value of the teaching aids.

[0049] Working principle: During use, the supporting vertical rod 1, supporting horizontal rod 2, and connector 5 work together to build the overall framework of the architectural cube space. Users can quickly assemble and disassemble different spatial structures as needed, improving the flexibility and applicability of the teaching aid. The various shapes and sizes of the support plates 6 are adapted to the slots 4 through tenons 63, thereby enabling the construction of the support layer inside the architectural model. Various shapes and sizes of inner wall panels 7 are set in the cube to build the inner walls of the architectural cube. The lower end of the inner wall panel 7 is connected to the matching slot 64 on the support plate through the connector 74. The outer wall panel 11 is set to facilitate the construction of the outer walls of the architectural model. The outer wall panel 11 is fixed to the supporting vertical rod 1 through the cooperation of magnets and strong magnetic strips 3. Both the exterior wall panel 11 and the light panel are available in both transparent and opaque forms, allowing users to choose different types of panels according to their needs. This enables users to visually observe the internal spatial structure and light propagation. The internal component module 10 includes various combinations such as single module 101, double module 102, triple module, quadruple module, and five module 108. Each side wall is equipped with magnetic blocks for easy connection with other parts of the teaching aid. This design allows users to easily create complex internal spatial structures, improving the practicality and teaching value of the teaching aid. The simulation of the building's internal structure is achieved through the cooperation of the internal component module 10, the staircase model 9, and the simulated column 8, allowing users to easily create complex internal spatial structures and enhancing the practicality and teaching value of the teaching aid.

Claims

1. A building cube spatial teaching aid, characterized in that: include, Supporting vertical rod (1) and supporting horizontal rod (2), both ends of the supporting vertical rod (1) and supporting horizontal rod (2) are provided with plug joints, the side wall of the supporting vertical rod (1) is provided with a strong magnetic strip (3), and the outer side wall of the supporting horizontal rod (2) is provided with a snap-fit ​​groove (4). Connector (5), the connector (5) includes adapter one (51a), adapter two (51b), adapter three (51c), tee connector one (52a), tee connector two (52b), tee connector three (52c), four-way connector one (53a), four-way connector two (53b), four-way connector three (53c) and single-column connector (54); The support plate (6) includes a support plate one (61a), a support plate two (61b), a support plate three (61c), a smooth panel one (62a), a smooth panel two (62b) and a smooth panel three (62c), and the upper end surfaces of the support plate one (61a), the support plate two (61b) and the support plate three (61c) are all provided with mating grooves (64); The interior wall panel (7) includes a high panel (71a), a high panel (71b), a high panel (71c), a middle panel (72a), a middle panel (72b), a middle panel (72c), a low panel (73a), a low panel (73b), and a low panel (73c). The internal component module (10) includes a single module (101), a dual module (102), a three-module one (103), a three-module two (104), a four-module one (105), a four-module two (106), a four-module three (107), and a five-module (108); The exterior wall panel (11) includes a high wall panel one (111a), a high wall panel two (111b), a high wall panel three (111c), a middle wall panel (112), and a low wall panel (113); Staircase model (9); Simulated column (8).

2. The architectural cube spatial teaching aid according to claim 1, characterized in that: Connecting grooves (55) are provided at the upper ends of adapter 1 (51a), tee 1 (52a) and four-way connector 1 (53a), at the upper and lower ends of adapter 2 (51b), tee 2 (52b) and four-way connector 2 (53b), at the lower ends of adapter 3 (51c), tee 3 (52c) and four-way connector 3 (53c), and at the upper and lower ends of single-column connector (54). The connecting grooves (55) are adapted to the plug connectors.

3. The architectural cube spatial teaching aid according to claim 1, characterized in that: The three side walls of the support plate 1 (61a), support plate 2 (61b), smooth panel 1 (62a) and smooth panel 2 (62b), as well as the front and rear side walls of support plate 3 (61c) and smooth panel 3 (62c), are all provided with tenons (63), and the tenons (63) are adapted to the snap-fit ​​groove (4).

4. The architectural cube spatial teaching aid according to claim 3, characterized in that: An abutment plate (66) is provided on the outside of the tenon (63). A sliding rod (65) is fixedly connected to one end of the abutment plate (66) near the tenon (63). The end of the sliding rod (65) away from the abutment plate (66) extends to the inside of the tenon (63) and is slidably connected to the tenon (63).

5. The architectural cube spatial teaching aid according to claim 3, characterized in that: The carrier plate (6) has two forms: opaque material and transparent material, including light panel one (62a), light panel two (62b) and light panel three (62c).

6. The architectural cube spatial teaching aid according to claim 1, characterized in that: The lower ends of the high plate 1 (71a), high plate 2 (71b), high plate 3 (71c), middle plate 1 (72a), middle plate 2 (72b), middle plate 3 (72c), low plate 1 (73a), low plate 2 (73b) and low plate 3 (73c) are all fixedly connected with a connecting plug (74), and the connecting plug (74) is adapted to the mating groove (64).

7. The architectural cube spatial teaching aid according to claim 1, characterized in that: The outer wall of the outer wall panel (11) is provided with a magnet, which is compatible with the strong magnetic strip (3) on the side wall of the supporting vertical rod (1).

8. The architectural cube spatial teaching aid according to claim 1, characterized in that: Each sidewall of the single module (101), dual module (102), three-module one (103), three-module two (104), four-module one (105), four-module two (106), four-module three (107), and five-module (108) is provided with an adsorption magnetic block.

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