Normal distribution demonstration device for mathematics teaching

Abstract

The utility model provides a normal distribution demonstration device for mathematics teaching, which relates to the technical field of mathematics teaching demonstration, and comprises a test ball, a box body, a top throwing device, an obstacle assembly, a bottom collection assembly, a display assembly and an internal power supply, the collecting cavities are used for receiving the test balls passing through the obstacle assembly, the display assembly comprises a plurality of display lamp strips which are vertically distributed, the display lamp strips are arranged in the width direction of the bottom collecting assembly and correspond to the collecting cavities one to one, and the display heights of the display lamp strips are in positive correlation with the number of the test balls in the collecting cavities. In the application, the plurality of test balls randomly fall into each collection cavity after passing through the obstacle assembly, the heights of the plurality of test balls in each collection cavity can represent the normal distribution rule, and the normal distribution rule can be observed more clearly through the display height of the display lamp strip.

Description

Technical Field

[0001] This utility model relates to the technical field of mathematical teaching demonstration, specifically to a normal distribution demonstration device for mathematical teaching. Background Technology

[0002] The normal distribution is a very important continuous probability distribution in statistics and probability theory. Many natural phenomena and random variables can be described by the normal distribution under certain conditions. The symmetrical bell curve and simple parameter control of the normal distribution make it important in scientific research, engineering applications and statistical analysis. Mastering the normal distribution can help to understand the data distribution patterns and statistical phenomena in the real world.

[0003] Normal distribution is an important part of mathematics. Existing teaching methods usually only provide simple explanations or static plot analysis based on theory. Teachers do not have suitable tools to demonstrate the problem background, formation process and related conclusions through on-site experiments. This results in students lacking real background and experimental experience when learning, leading to low classroom efficiency and poor sharing. Utility Model Content

[0004] In view of the problems existing in the prior art, this utility model provides a normal distribution demonstration device for mathematics teaching, so as to improve the problems of students lacking real background and experimental experience, low classroom efficiency and poor sharing in the process of teaching normal distribution.

[0005] To achieve the above and other related objectives, this utility model provides a normal distribution demonstration device for mathematics teaching, comprising:

[0006] Multiple test balls are provided and are made of conductive material. Each test ball is marked with a number, and the numbers on each test ball are different.

[0007] The enclosure includes side panels and a transparent cover, the transparent cover being fitted onto the side panels;

[0008] The top delivery device has a gathering cavity and a delivery port. The gathering cavity is used to receive the test ball. The delivery port has a raised state and a lowered state. When the delivery port is in the raised state, the test ball is located in the gathering cavity. When the delivery port is in the lowered state, the test ball leaves the top delivery device through the delivery port.

[0009] An obstacle assembly includes obstacle sub-units, each obstacle sub-unit being an isosceles triangle. Multiple obstacle sub-units are provided, forming an isosceles triangle structure. A launch port is located above the obstacle assembly, and a test ball from the launch port passes through the obstacle assembly.

[0010] A bottom collecting component, the width of which is greater than the maximum width of the obstacle component, has a collecting cavity along the vertical direction on the bottom collecting component, and multiple collecting cavities are provided along the width direction of the bottom collecting component. The collecting cavity is used to receive the test ball passing through the obstacle component.

[0011] The display component includes vertically distributed display light strips, multiple of which are arranged along the width direction of the bottom collecting component. Each display light strip corresponds to a collecting cavity, and the display height of the display light strip is positively correlated with the number of test balls in the collecting cavity.

[0012] An internal power supply is used to provide electrical power to the display components.

[0013] In combination with existing technologies, the beneficial effects of this utility model are as follows:

[0014] 1. During testing, the delivery port is switched to the lowering state. The test ball leaves the collection cavity of the top delivery device through the delivery port. The test ball from the delivery port passes through the obstacle assembly. Since the obstacle sub-units are isosceles triangles, the probability of the test ball moving left and right is equal when it falls onto the obstacle sub-unit, reflecting randomness. Furthermore, since multiple obstacle sub-units form an isosceles triangle structure, the probability of the test ball moving left and right on the obstacle assembly is equal, further reflecting randomness. After passing through the obstacle assembly, multiple test balls randomly fall into various collection cavities. The collection cavities are set vertically so that the test balls stack vertically after entering the collection cavities. After all the test balls have fallen into each collection cavity, the height of the multiple test balls in each collection cavity can represent a normal distribution law. In addition, the display light strip corresponds one-to-one with the collection cavity, and the display height of the display light strip is positively correlated with the number of test balls in the collection cavity. In this way, the height of the multiple test balls in each collection chamber can be more clearly displayed by the display light strip, so that the observer can more clearly observe the normal distribution pattern.

[0015] 2. When the test ball enters the collecting cavity and passes through the gap, the conductivity of the test ball can connect the conductive circuit between the LED and the internal power supply, and the corresponding LED will light up. The lit LED indicates that the test ball has entered the collecting cavity and passed through the gap.

[0016] 3. When the test balls fall into the collection cavity and form a stack, the distance between two adjacent conductive terminal groups is equal to the diameter of one test ball. Therefore, multiple stacked test balls can correspond one-to-one with multiple conductive terminal groups. This allows test balls at different heights to conduct conductive circuits of LED beads at different heights, so as to achieve a positive correlation between the display height of the display strip and the number of test balls in the collection cavity.

[0017] 4. When it is necessary to collect test balls from the receiving box, the user first adjusts the collection seat to the collection position and moves the lifting seat to the bottom of the guide cavity until the opening of the collection groove is lower than the receiving port. Then, the fan is turned on, and the airflow from the fan enters the receiving box. This airflow causes the test balls in the receiving box to move towards the discharge port of the receiving box. The test balls fall into the collection groove after passing through the discharge port and the receiving port. Next, the user moves the lifting seat to the top of the guide cavity, so that the lifting seat is at least partially located in the guide cavity, and the collection seat is completely outside the guide cavity. Finally, the user adjusts the collection seat to the tilted position, and the test balls roll out of the collection groove and eventually move back to the delivery box. Attached Figure Description

[0018] To more clearly illustrate the technical solutions in the embodiments of this utility model or the prior art, the drawings used in the description of the embodiments or the prior art will be briefly introduced below. Obviously, the drawings described below are only some embodiments of this utility model. For those skilled in the art, other embodiments can be obtained based on these drawings without creative effort.

[0019] Figure 1 This is a schematic diagram illustrating the structure of a normal distribution demonstration device for mathematics teaching according to this utility model.

[0020] Figure 2 This is a schematic diagram illustrating the structure of the dispensing box of this utility model;

[0021] Figure 3 This is a top view illustrating the bottom collecting component of this utility model.

[0022] Figure 4 This is a cross-sectional view illustrating the internal structure of the collection chamber of this utility model.

[0023] Figure 5 This utility model embodies Figure 4 Enlarged view of part A in the middle.

[0024] Figure 6 This is a structural diagram illustrating the connection relationship between the LED beads and the conductive components of this utility model.

[0025] Figure 7 This is a schematic diagram illustrating the structure of the winding assembly of this utility model.

[0026] Figure 8 This is a schematic diagram illustrating the structure of the valve plate in this utility model.

[0027] Figure 9 This is a cross-sectional view showing the interior of the guide cabin of this utility model.

[0028] Figure 10 This is a structural diagram illustrating the connection between the lifting seat and the recovery seat of this utility model.

[0029] Component Labeling Explanation: 1. Test Ball; 2. Housing; 201. Side Plate; 3. Top Dispensing Device; 301. Gathering Chamber; 302. Dispensing Port; 303. Dispensing Box; 304. Winding Assembly; 3041. Bracket; 3042. Winding Shaft; 30421. Outer Bushing; 30422. Inner Mandrel; 3043. Anti-rotation Bolt; 305. Lifting Rope; 4. Obstacle Assembly; 401. Obstacle Subunit; 5. Bottom Collecting Assembly; 501. Collecting Chamber; 5011. First Mounting Hole; 5012. Second Mounting Hole; 6. Display Assembly; 601. Display LED Strip; 602. Circuit Board; 603. LED Bead; 604. Conductive Assembly; 6041. Disconnection Notch; 6042. First Conductive Terminal; 6043. Second Conductive Terminal; 6044. Positive Wire; 6045. Negative Wire; 6046. First Wire Segment; 60 47. Second conductor segment; 605. Conductive terminal group; 606. Columnar part; 607. Arc end; 607. First elastic element; 608. Second elastic element; 7. Internal power supply; 801. First funnel; 8011. First outlet; 802. Guide tube; 803. Second funnel; 8031. Second outlet; 9. Valve assembly; 901. Valve plate; 902. Drive assembly; 9021. Connecting shaft; 902 2. Drive components; 1001. Receiving box; 1004. Air blowing assembly; 1005. Blower; 1006. Air blowing pipe; 1007. Lifting assembly; 1008. Guide chamber; 1009. Guide cavity; 1010. Receiving port; 1011. Sliding port; 1012. Lifting seat; 1013. Mounting slot; 1014. Recycling seat; 1015. Recycling groove; 1016. Guide rod; 1017. Locking nut. Detailed Implementation

[0030] The following specific examples illustrate the implementation of this utility model. Those skilled in the art can easily understand other advantages and effects of this utility model from the content disclosed in this specification. This utility model can also be implemented or applied through other different specific embodiments, and the details in this specification can also be modified or changed based on different viewpoints and applications without departing from the spirit of this utility model. It should be noted that, in the absence of conflict, the following embodiments and features in the embodiments can be combined with each other. It should also be understood that the terminology used in the embodiments of this utility model is for describing specific implementation schemes and not for limiting the scope of protection of this utility model. Test methods in the following embodiments that do not specify specific conditions are generally performed under conventional conditions or according to the conditions recommended by the respective manufacturers.

[0031] When numerical ranges are given in the embodiments, it should be understood that, unless otherwise specified in this invention, both endpoints of each numerical range and any value between the two endpoints may be selected. Unless otherwise defined, all technical and scientific terms used in this invention, as well as the prior art known to those skilled in the art and the description of this invention, may be implemented using any prior art methods, equipment, and materials similar to or equivalent to those in the embodiments of this invention.

[0032] It should be noted that the terms such as "upper," "lower," "left," "right," "middle," and "one" used in this specification are merely for clarity of description and are not intended to limit the scope of implementation of this utility model. Any changes or adjustments to their relative relationships, without substantially altering the technical content, should also be considered within the scope of implementation of this utility model.

[0033] The normal distribution is an important part of mathematics. Current teaching methods typically only provide simple explanations or static graphical analyses based on theory. Teachers lack suitable tools to demonstrate the problem background, formation process, and related conclusions through hands-on experiments. This results in students lacking real-world context and experimental experience, leading to low classroom efficiency and poor sharing. Therefore, this application provides a normal distribution demonstration device for mathematics teaching. This device can concretely demonstrate the real-world context of the normal distribution, enabling hands-on demonstration of this continuous probability distribution. This improves students' experience with the real-world context and experiments related to the normal distribution, enhancing classroom efficiency and sharing.

[0034] See Figure 1 This utility model provides a normal distribution demonstration device for mathematics teaching, including a test ball 1, a box 2, a top delivery device 3, an obstacle assembly 4, a bottom collection assembly 5, a display assembly 6, and an internal power supply 7.

[0035] See Figure 1The test ball 1 is a regular sphere, and multiple test balls 1 are provided. The test balls 1 are made of a conductive material, preferably copper. In other embodiments, to reduce the weight of the test ball 1 and thus lower costs, the test ball 1 may also include a core and an outer layer. The core is a regular sphere, and the outer layer surrounds the core. The outer layer and the core together are a regular sphere. The core is made of plastic, and the outer layer is made of copper.

[0036] See Figure 1 The housing 2 includes a side panel 201 and a transparent cover (not shown in the figure), with the transparent cover resting on the side panel 201. The side panel 201 is rectangular in shape, with its surface vertically aligned. The side panel 201 is made of rigid material, which facilitates the mounting of other components and improves the stability of their connection. The transparent cover and the side panel 201 can be connected via detachable methods such as bolts, snap-fits, or magnetic attachment, or via fixed methods such as welding or gluing. The transparent cover allows for easy observation.

[0037] See Figure 1 and Figure 2 The top delivery device 3 has a gathering cavity 301 and a delivery port 302. The gathering cavity 301 is used to hold the test ball 1. The delivery port 302 has a raised state and a lowered state. When the delivery port 302 is in the raised state, the test ball 1 is located in the gathering cavity 301. When the delivery port 302 is in the lowered state, the test ball 1 leaves the top delivery device 3 through the delivery port 302.

[0038] See Figure 1 The obstacle component 4 includes obstacle sub-units 401, each shaped like an isosceles triangle. Multiple obstacle sub-units 401 constitute the obstacle component 4, forming an isosceles triangular structure. A launch port 302 is located above the obstacle component 4, and a test ball 1 from the launch port 302 passes through the obstacle component 4. Because the obstacle sub-units 401 are isosceles triangles, the probability of the test ball 1 moving left and right is equal when it falls onto an obstacle sub-unit 401, demonstrating randomness. Furthermore, because the multiple obstacle sub-units 401 form an isosceles triangular structure, the probability of the test ball 1 moving left and right on the obstacle component 4 is equal, further demonstrating randomness.

[0039] See Figure 1 and Figure 3The bottom collecting component 5 is a rectangular rigid plate. The width of the bottom collecting component 5 is greater than the maximum width of the obstacle component 4. In this way, the bottom collecting component 5 can completely collect the test ball 1 from the obstacle component 4, reducing the possibility that the test ball 1 will fall outside the area of ​​the bottom collecting component 5.

[0040] See Figure 1 and Figure 3 The bottom collecting component 5 has a vertically oriented collecting cavity 501. Multiple collecting cavities 501 are arranged along the width of the bottom collecting component 5. These collecting cavities 501 receive the test balls 1 that have passed through the obstacle component 4. Thus, multiple test balls 1 randomly fall into each collecting cavity 501. The collecting cavities 501 are arranged vertically so that the test balls 1 stack vertically after entering the collecting cavities 501. After all the test balls 1 have fallen into each collecting cavity 501, the height of the multiple test balls 1 within each collecting cavity 501 can represent a normal distribution.

[0041] See Figure 1 The display component 6 includes vertically distributed display light strips 601, with multiple display light strips 601 arranged along the width direction of the bottom collecting component 5. The display component 6 also includes a circuit board 602, on which the multiple display light strips 601 are fixed side-by-side at fixed intervals along the width direction of the bottom collecting component 5. Each display light strip 601 corresponds one-to-one with a collecting cavity 501, and the display height of the display light strip 601 is positively correlated with the number of test balls 1 within the collecting cavity 501. Thus, the display height of the multiple test balls 1 within each collecting cavity 501 can be more clearly displayed through the display height of the display light strips 601, allowing the observer to more clearly observe the normal distribution pattern.

[0042] See Figure 1 The internal power supply 7, fixed to the side plate 201, is used to provide power to the display component 6. The internal power supply 7 is a rechargeable battery, which can be charged before the experiment. Thus, when conducting experiments in the classroom, the demonstration device of this invention does not need to be plugged in, improving convenience.

[0043] See Figure 1 and Figure 4In one embodiment, the display light strip 601 includes an LED bead 603 and a conductive component 604. The conductive component 604 has a break notch 6041 in its wire portion. One end of the break notch 6041 is provided with a first conductive terminal 6042, and the other end is provided with a second conductive terminal 6043. The first conductive terminal 6042 and the second conductive terminal 6043 are disposed opposite to each other in the collecting cavity 501. When the test ball 1 enters the collecting cavity 501, the first conductive terminal 6042 and the second conductive terminal 6043 abut against the outer wall portion in the diameter direction of the test ball 1, and the conductive component 604, the first conductive terminal 6042, the test ball 1, and the second conductive terminal 6043 form a conductive circuit.

[0044] See Figure 1 , Figure 4 and Figure 5 Specifically, the conductive component 604 includes a positive electrode wire 6044 and a negative electrode wire 6045. The positive electrode wire 6044 is connected to the positive terminal of the LED bead 603, and the negative electrode wire 6045 is connected to the negative terminal of the LED bead 603. The ends of the positive electrode wire 6044 and the negative electrode wire 6045 away from the LED bead 603 are respectively connected to the internal power supply 7. The positive electrode wire 6044 or the negative electrode wire 6045 includes a first conductor segment 6046 and a second conductor segment 6047. The area between the first conductor segment 6046 and the second conductor segment 6047 is the break gap 6041. One end of the first conductor segment 6046 is provided with a first conductive terminal 6042, and the other end is connected to the LED bead 603. One end of the second conductor segment 6047 is provided with a second conductive terminal 6043, and the other end is connected to the internal power supply 7.

[0045] Thus, when the test ball 1 enters the collection cavity 501 and enters the gap between the disconnection gaps 6041, the conductivity of the test ball 1 can connect the conductive circuit between the lamp bead 603 and the internal power supply 7, and the corresponding lamp bead 603 lights up. The lit lamp bead 603 can indicate that the test ball 1 has entered the collection cavity 501 and entered the gap between the disconnection gaps 6041.

[0046] See Figure 1 In one embodiment, each display light strip 601 has multiple LED beads 603 arranged from top to bottom, and the multiple LED beads 603 arranged from top to bottom form the display height of the display light strip 601. Multiple sets of conductive components 604 are arranged from top to bottom in each collection cavity 501, and each conductive component 604 corresponds one-to-one with an LED bead 603. A first conductive terminal 6042 and a second conductive terminal 6043 form a conductive terminal group 605, and multiple sets of conductive terminal groups 605 are arranged along the height direction of the collection cavity 501. The distance between two adjacent conductive terminal groups 605 is equal to the diameter of a test ball 1.

[0047] In this way, when the test ball 1 falls into the collection cavity 501 and forms a stack, since the distance between two adjacent conductive terminal groups 605 is equal to the diameter of one test ball 1, the multiple stacked test balls 1 can correspond one-to-one with the multiple conductive terminal groups 605, thereby enabling the test balls 1 at different heights to conduct the conductive circuit of the lamp beads 603 at different heights, thus achieving the effect that the display height of the display light strip 601 is positively correlated with the number of test balls 1 in the collection cavity 501.

[0048] See Figure 1 , Figure 4 and Figure 5 In one embodiment, the inner wall of the collecting cavity 501 is provided with a first mounting hole 5011 and a second mounting hole 5012, which are arranged opposite to each other. A first conductive terminal 6042 is installed in the first mounting hole 5011, and a second conductive terminal 6043 is installed in the second mounting hole 5012. In this way, the first mounting hole 5011 and the second mounting hole 5012 provide space for the installation of the first conductive terminal 6042 and the second conductive terminal 6043.

[0049] See Figure 1 , Figure 4 and Figure 5 The first conductive terminal 6042 includes a columnar portion 606 and an arc-shaped end 607. The arc-shaped end 607 is integrally formed at one end of the columnar portion 606. The columnar portion 606 is completely located in the first mounting hole 5011. Part of the arc-shaped end 607 protrudes from the opening of the first mounting hole 5011 that communicates with the collecting cavity 501, and the other part is located inside the first mounting hole 5011. In this way, during the fall of the test ball 1 in the collecting cavity 501, the arc-shaped end 607 can guide the test ball 1, preventing the first conductive terminal 6042 from obstructing the fall of the test ball 1. The second conductive terminal 6043 has the same structure as the first conductive terminal 6042, and will not be described in detail here.

[0050] See Figure 4 and Figure 5 In one embodiment, a first elastic element 607 is provided in the first mounting hole 5011, and the first elastic element 607 acts on the first conductive terminal 6042. A second elastic element 608 is provided in the second mounting hole 5012, and the second elastic element 608 acts on the second conductive terminal 6043. The first elastic element 607 and the second elastic element 608 work together to make the first conductive terminal 6042 and the second conductive terminal 6043 abut against the outer wall portion in the diameter direction of the test ball 1.

[0051] See Figure 4 and Figure 5Specifically, one end of the first elastic member 607 abuts against the first conductive terminal 6042, and the other end abuts against the wall of the first mounting hole 5011. Under normal conditions, the first elastic member 607 can cause the arc-shaped end 607 to protrude from the opening of the first mounting hole 5011 that communicates with the collection cavity 501, and the other part of the arc-shaped end 607 is located inside the first mounting hole 5011. The arrangement of the second elastic member 608 in the second mounting hole 5012 is the same as the arrangement of the first elastic member 607 in the first mounting hole 5011, and will not be described in detail here. Thus, when the test ball 1 enters between the first conductive terminal 6042 and the second conductive terminal 6043, and the outer wall of the test ball 1 contacts the first conductive terminal 6042 and the second conductive terminal 6043, the first elastic element 607 and the second elastic element 608 are compressed and generate elastic forces respectively. The elastic force of the first elastic element 607 is applied to the first conductive terminal 6042, and the elastic force of the second elastic element 608 is applied to the second conductive terminal 6043. Together, they cause the first conductive terminal 6042 and the second conductive terminal 6043 to simultaneously tend to move towards the test ball 1. This causes the first conductive terminal 6042 and the second conductive terminal 6043 to press against the outer wall of the test ball 1. When the outer wall of the test ball 1 in the diameter direction contacts the first conductive terminal 6042 and the second conductive terminal 6043, the elastic force generated by the first elastic member 607 and the second elastic member 608 is maximized. This allows the first conductive terminal 6042 and the second conductive terminal 6043 to press against the outer wall of the test ball 1 in the diameter direction with maximum pressure, thereby improving the conductivity stability of the conductive circuit formed by the first conductive terminal 6042, the test ball 1 and the second conductive terminal 6043.

[0052] See Figure 4 and Figure 5 In one embodiment, to facilitate the routing of wires in the conductive component 604, a plurality of wire grooves corresponding to the first mounting hole 5011 and the second mounting hole 5012 are provided in the bottom collecting component 5. The wire groove corresponding to the first mounting hole 5011 has one end corresponding to the first mounting hole 5011 and the other end penetrating through the bottom collecting component 5. The wall of the first mounting hole 5011 has a first through hole communicating with the wire groove, and the inner diameter of the first through hole is smaller than the inner diameter of the first mounting hole 5011 and smaller than the inner diameter of the first elastic member 607. The wire groove corresponding to the second mounting hole 5012 has one end communicating with the second mounting hole 5012 and the other end penetrating through the bottom collecting component 5. The wall of the second mounting hole 5012 has a second through hole communicating with the wire groove, and the inner diameter of the second through hole is smaller than the inner diameter of the second mounting hole 5012 and smaller than the inner diameter of the second elastic member 608. In this way, the interconnected first wire hole and wire groove, and the interconnected second wire hole and wire groove form a wiring space for the conductor of the conductive component 604, which facilitates the assembly of the conductive component 604.

[0053] See Figure 3 , Figure 4 and Figure 5 Meanwhile, to facilitate the creation of wire grooves, the first mounting hole 5011, the first wire through hole, the second mounting hole 5012, and the second wire through hole, the bottom collecting assembly 5 is composed of multiple layers of sheet metal spliced ​​together in the thickness direction. These multiple layers are fastened together with bolts to form the overall structure of the bottom collecting assembly 5. It should be noted that how the wire grooves, the first mounting hole 5011, the first wire through hole, the second mounting hole 5012, and the second wire through hole are created on each layer of sheet metal is a standard practice in the prior art and will not be elaborated upon here.

[0054] See Figure 1 and Figure 2 In one embodiment, the top dispensing device 3 includes a dispensing box 303 and a winding assembly 304. One end of the dispensing box 303 is rotatably connected inside the housing 2, and the other end of the dispensing box 303 is a free end. A lifting rope 305 is wound on the winding assembly 304, and the end of the lifting rope 305 away from the winding assembly 304 is connected to the free end of the dispensing box 303. The dispensing box 303 is raised and lowered by the lifting rope 305.

[0055] See Figure 1 and Figure 2 The dispensing box 303 has a rectangular box structure. A rotating shaft passes through one end of the dispensing box 303, and the dispensing box 303 is rotatably connected to the rotating shaft. One end of the rotating shaft is fixedly connected to the side plate 201, and the dispensing box 303 achieves rotatable connection within the housing 2 through the rotating shaft. The end of the dispensing box 303 away from the rotating shaft is a free end, meaning that this end is not fixed and can rotate freely around the rotating shaft. The interior of the dispensing box 303 is hollow, which is the gathering cavity 301 of the top dispensing device 3, used to hold the test ball 1. A dispensing port 302 is provided on the end face of the free end of the dispensing box 303, and the dispensing port 302 communicates with the internal cavity of the dispensing box 303. The "raised" state of the dispensing port 302 refers to the free end of the dispensing box 303 being raised, and the "lowered" state of the dispensing port 302 refers to the free end of the dispensing box 303 being lowered.

[0056] In this way, multiple test balls 1 are placed in the internal cavity of the delivery box 303. At this time, the winding assembly 304 pulls up the free end of the delivery box 303 through the lifting rope 305, so that the delivery port 302 is in a raised state, and the multiple test balls 1 are stored in the cavity of the delivery box 303. When it is necessary to lower the test balls 1, the winding assembly 304 lowers the free end of the delivery box 303 through the lifting rope 305, so that the delivery port 302 is in a lowered state, and the multiple test balls 1 roll out from the delivery port 302 of the delivery box 303 in sequence, thereby realizing the sequential lowering of the test balls 1.

[0057] See Figure 1 and Figure 7 In one embodiment, the winding assembly 304 includes a bracket 3041, a winding shaft 3042, and an anti-rotation bolt 3043. The bracket 3041 is fixedly connected to the side plate 201 of the housing 2, and the bracket 3041 has mounting holes along the horizontal direction. The winding shaft 3042 includes an outer bushing 30421 and an inner mandrel 30422. The outer bushing 30421 is sleeved on the inner mandrel 30422, and the outer bushing 30421 and the inner mandrel 30422 are fixedly connected. One end of the inner mandrel 30422 protrudes from the outer bushing 30421, and the protruding end of the inner mandrel 30422 is rotatably connected to the mounting hole of the bracket 3041. The other end of the winding shaft 3042 is a free end, meaning that this end is in a suspended state. One end of the lifting rope 305 is connected to the free end of the delivery box 303, and the other end is wound around the outer bushing 30421. The bracket 3041 has a threaded hole along the vertical direction, which communicates with the mounting hole. An anti-rotation bolt 3043 is threaded into the mounting hole. The anti-rotation bolt 3043 is used to press against the inner spindle 30422 to fix the winding shaft 3042.

[0058] Thus, when winding or lowering the lifting rope 305, the user first rotates the anti-rotation bolt 3043 to remove it from contact with the inner spindle 30422 of the winding shaft 3042. Then, the user rotates the inner spindle 30422, which drives the outer bushing 30421 to rotate. During this rotation, the outer bushing 30421 winds or lowers the lifting rope 305. After winding or lowering the lifting rope 305, the user rotates the anti-rotation bolt 3043 again, causing it to press against the inner spindle 30422 of the winding shaft 3042, thus braking the rotation of the winding shaft 3042.

[0059] See Figure 1In one embodiment, the normal distribution demonstration device for mathematics teaching further includes a first funnel 801, a guide tube 802, and a second funnel 803. The first funnel 801 is fixedly connected to the side plate 201 and is located below the delivery box 303. The first funnel 801 is used to receive test balls 1 from the delivery port 302. After multiple test balls 1 fall from the delivery port 302, they enter the recessed area of ​​the first funnel 801. A first outlet 8011 is provided at the lowest point of the first funnel 801. The guide tube 802 is fixedly connected to the first funnel 801, and one end of the guide tube 802 communicates with the first outlet 8011. After the test balls 1 fall from the first outlet 8011 of the first funnel 801, they enter the guide tube 802. The second funnel 803 is fixedly connected to the side plate 201. The second funnel 803 is located below the guide tube 802. The end of the guide tube 802 away from the first outlet 8011 is located above the second funnel 803. After the test ball 1 falls through the guide tube 802, it enters the recessed area of ​​the second funnel 803. The lowest point of the second funnel 803 is provided with a second outlet 8031. The second outlet 8031 ​​is located on the uppermost obstacle subunit 401 of the obstacle assembly 4. Furthermore, the central axis of the second outlet 8031 ​​is collinear with the vertical centerline of the uppermost obstacle subunit 401 of the obstacle assembly 4. The test ball 1 falls through the second outlet 8031 ​​onto the uppermost obstacle subunit 401 of the obstacle assembly 4.

[0060] See Figure 1 and Figure 8 In one embodiment, the normal distribution demonstration device for mathematics teaching further includes a valve assembly 9, which includes a valve plate 901 and a drive assembly 902. The drive assembly 902 includes a connecting shaft 9021 and a drive member 9022, which drives the connecting shaft 9021 to rotate. Specifically, the drive member 9022 includes a drive motor and a gearbox. An internal power supply 7 supplies power to the drive motor. The gearbox is fixedly connected to the side plate 201. One end of the connecting shaft 9021 is connected to the output end of the gearbox. The drive motor is connected to the side plate 201, and its output end is connected to the input end of the gearbox. In this way, the drive motor drives the connecting shaft 9021 to rotate through the gearbox. The gearbox has the effect of reducing speed and increasing torque, thereby increasing the output torque of the connecting shaft 9021.

[0061] See Figure 1 and Figure 8The connecting shaft 9021 is rotatably connected to the housing 2. Specifically, the connecting shaft 9021 is rotatably connected to the side plate 201 via a bearing seat. The connecting shaft 9021 passes through the valve plate 901 near one side and is fixedly connected to the valve plate 901. The collecting chamber 501 is a through hole extending vertically. The valve plate 901 is located below the bottom collecting assembly 5. Driven by the driving component 9022, the valve plate 901 has a horizontal state and a vertical state. In the horizontal state, the valve plate 901 blocks all openings below the collecting chamber 501. In the vertical state, the openings below the collecting chamber 501 are open. Thus, the drive motor drives the connecting shaft 9021 to rotate via the reduction gearbox, and the connecting shaft 9021 drives the valve plate 901 to swing, switching between the horizontal and vertical states. During the process of the test ball 1 entering the collection chamber 501, the valve plate 901 is in a horizontal state. After a single test is completed, the valve plate 901 is in a vertical state. At this time, the opening below the collection chamber 501 is in an open state, and the test ball 1 can fall through the opening below the collection chamber 501, which makes it convenient for the user to retrieve the test ball 1 for the next test.

[0062] See Figure 1 In one embodiment, the normal distribution demonstration device for mathematics teaching further includes a recycling component, which includes a receiving box 1001, an air blowing component 1004, and a lifting component 1007.

[0063] See Figure 1 The receiving box 1001 is located below the valve plate 901. The side of the receiving box 1001 facing the valve plate 901 has a recovery port. The projection planes of the openings below all the collecting chambers 501 lie within the projection plane of the recovery port. This ensures that when the test ball 1 falls through the opening below the collecting chamber 501, it will all fall into the receiving box 1001. In other embodiments, multiple recovery ports are provided, each corresponding vertically to a collecting chamber 501. This ensures that when the test ball 1 in each collecting chamber 501 falls, it will fall into the receiving box 1001 through the corresponding recovery port. When the valve plate 901 is in a vertical position, the test ball 1 in the collecting chamber 501 falls into the receiving box 1001 through the recovery port.

[0064] See Figure 1The air blowing assembly 1004 includes a blower 1005 and an air blowing pipe 1006. The blower 1005 is fixed to the side plate 201, and the internal power supply 7 supplies power to the blower 1005. One end of the air blowing pipe 1006 is connected to one end of the receiving box 1001, and the blowing pipe is connected to the inner cavity of the receiving box 1001. The other end of the air blowing pipe 1006 is connected to the air outlet of the blower 1005. In this way, the airflow generated by the operation of the blower 1005 enters the receiving box 1001 through the air blowing pipe 1006, and this airflow causes the test ball 1 in the receiving box 1001 to roll away from the air outlet end of the air blowing pipe 1006.

[0065] See Figure 1 , Figure 9 and Figure 10 The lifting assembly 1007 includes a guide chamber 1008, a lifting seat 1012, and a recovery seat 1014. The guide chamber 1008 is vertically disposed on one side of the housing 2 and is fixedly connected to the side wall of the side plate 201. The guide chamber 1008 has a guide cavity 1009 inside. The bottom end of the guide cavity 1009 is lower than the receiving box 1001, and the top end of the guide cavity 1009 penetrates the top end of the guide chamber 1008. The top end of the guide cavity 1009 is higher than the rotating end of the delivery box 303. The lifting seat 1012 is slidably disposed within the guide cavity 1009. The lifting seat 1012 can slide vertically within the guide cavity 1009. The retrieval seat 1014 is rotatably connected to the lifting seat 1012. Specifically, the lifting seat 1012 is provided with an installation groove 1013, which is arranged along the width direction of the side plate 201. The bottom of the retrieval seat 1014 has a protrusion located within the installation groove 1013. A rotating shaft passes through the lifting seat 1012 and is fixedly connected to the lifting seat 1012. The rotating shaft passes through the installation groove 1013 and simultaneously passes through the bottom protrusion of the retrieval seat 1014. The rotating shaft is rotatably connected to the bottom of the retrieval seat 1014, thus realizing the rotatable connection of the retrieval seat 1014 on the lifting seat 1012.

[0066] See Figure 1 and Figure 10 The upper surface of the recycling seat 1014 is provided with a recycling groove 1015 for collecting test balls 1. The receiving box 1001 is provided with a discharge port on the side facing the guide chamber 1008. The guide chamber 1008 is provided with a receiving port 1010 corresponding to the discharge port on the side facing the receiving box 1001. The recycling seat 1014 has a tilting state and a collecting state on the lifting seat 1012. In the collecting state, the opening of the recycling groove 1015 faces upward. In the tilting state, the opening of the recycling groove 1015 faces the box 2.

[0067] Thus, when it is necessary to collect the test ball 1 from the receiving box 1001, the user first adjusts the recycling seat 1014 to the collecting state and moves the lifting seat 1012 to the bottom of the guide cavity 1009 until the opening of the recycling groove 1015 is lower than the receiving port 1010. Then, the fan 1005 is started, and the airflow of the fan 1005 enters the receiving box 1001. This airflow causes the test ball 1 in the receiving box 1001 to move towards the discharge port of the receiving box 1001. The test ball 1 falls into the recycling groove 1015 after passing through the discharge port and the receiving port 1010. Next, the user moves the lifting seat 1012 to the top of the guide cavity 1009, so that the lifting seat 1012 is at least partially located in the guide cavity 1009, and the retrieval seat 1014 is completely outside the guide cavity 1009. Finally, the user adjusts the retrieval seat 1014 to the tilted state, and the test ball 1 rolls out of the retrieval groove 1015 and finally moves back into the delivery box 303.

[0068] See Figure 1 and Figure 9 In one embodiment, the lifting assembly 1007 further includes a guide rod 1016 and a locking nut 1017. The width of the guide cavity 1009 is equal to the width of the lifting seat 1012, and the width of the guide cavity 1009 is equal to the width of the retrieval seat 1014. Thus, the retrieval seat 1014 and the lifting seat 1012 are restricted by the guide cavity 1009 and can only move in the vertical direction. At the same time, the retrieval seat 1014 is restricted by the guide cavity 1009 and cannot rotate within the guide cavity 1009, thus preventing the test ball 1 from falling into the guide cavity 1009. The guide cabin 1008 has a sliding port 1011 on the side away from the box body 2. The sliding port 1011 is set in the vertical direction. The top of the sliding port 1011 passes through the top of the guide cabin 1008. The sliding port 1011 communicates with the guide cavity 1009. One end of the guide rod 1016 is fixedly connected to the lifting seat 1012, and the other end extends out of the sliding port 1011. The locking nut 1017 is threadedly connected to the rod of the guide rod 1016 that extends out of the sliding port 1011.

[0069] Thus, the guide rod 1016 provides a gripping point for the sliding lifting seat 1012, allowing the user to move the lifting seat 1012 simply by holding the guide rod 1016. Furthermore, the threaded engagement between the locking nut 1017 and the guide rod 1016 secures the position of the lifting seat 1012. When the position of the lifting seat 1012 needs to be fixed, the user tightens the locking nut 1017. The locking nut 1017 causes the guide rod 1016 to move the lifting seat 1012 against the inner wall of the guide cavity 1009. Through the friction between the lifting seat 1012 and the inner wall of the guide cavity 1009, the lifting seat 1012 can be fixed in any position. When it is necessary to pour the test ball 1 from the recovery groove 1015, the locking nut 1017 can be used to fix the position of the lifting seat 1012, improving its stability during the pouring process.

[0070] See Figure 1 In one embodiment, for ease of observation, the lifting chamber, the recovery seat 1014, the delivery box 303, the first funnel 801, the guide tube 802, the second funnel 803, the bottom collection component 5, and the receiving box 1001 are all made of transparent material.

[0071] The above embodiments are merely illustrative of the principles and effects of this utility model and are not intended to limit the scope of this utility model. Any person skilled in the art can modify or alter the above embodiments without departing from the spirit and scope of this utility model. Therefore, all equivalent modifications or alterations made by those skilled in the art without departing from the spirit and technical concept disclosed in this utility model should still be covered by the claims of this utility model.

Claims

1. A normal distribution demonstration device for mathematics teaching, characterized in that, include: The test balls, in multiple quantities, are made of a conductive material; The enclosure includes side panels and a transparent cover, the transparent cover being fitted onto the side panels; The top delivery device has a gathering cavity and a delivery port. The gathering cavity is used to receive the test ball. The delivery port has a raised state and a lowered state. When the delivery port is in the raised state, the test ball is located in the gathering cavity. When the delivery port is in the lowered state, the test ball leaves the top delivery device through the delivery port. An obstacle assembly includes obstacle sub-units, each obstacle sub-unit being an isosceles triangle. Multiple obstacle sub-units are provided, forming an isosceles triangle structure. A launch port is located above the obstacle assembly, and a test ball from the launch port passes through the obstacle assembly. A bottom collecting component, the width of which is greater than the maximum width of the obstacle component, has a collecting cavity along the vertical direction on the bottom collecting component, and multiple collecting cavities are provided along the width direction of the bottom collecting component. The collecting cavity is used to receive test balls that pass through the obstacle component. The display component includes vertically distributed display light strips, multiple of which are arranged along the width direction of the bottom collecting component. Each display light strip corresponds to a collecting cavity, and the display height of the display light strip is positively correlated with the number of test balls in the collecting cavity. An internal power supply is used to provide electrical power to the display components.

2. The normal distribution demonstration device for mathematics teaching according to claim 1, characterized in that, The display light strip includes LED beads and a conductive component. The conductive component has a broken notch in its wire portion. One end of the broken notch is provided with a first conductive terminal, and the other end is provided with a second conductive terminal. The first conductive terminal and the second conductive terminal are disposed opposite each other in the collection cavity. When the test ball enters the collection cavity, the first conductive terminal and the second conductive terminal abut against the outer wall portion in the diameter direction of the test ball. The conductive component, the first conductive terminal, the test ball, and the second conductive terminal form a conductive circuit.

3. The normal distribution demonstration device for mathematics teaching according to claim 2, characterized in that, The lamp beads are arranged in multiple groups from top to bottom, and the conductive components are arranged in multiple groups from top to bottom. The conductive components correspond one-to-one with the lamp beads. The first conductive terminal and the second conductive terminal form a conductive terminal group. The conductive terminal group is arranged in multiple groups along the height direction of the collection cavity. The distance between two adjacent conductive terminal groups is equal to the diameter of a test ball.

4. The normal distribution demonstration device for mathematics teaching according to claim 2, characterized in that, The inner wall of the collection chamber is provided with a first mounting hole and a second mounting hole, which are arranged opposite to each other. The first conductive terminal is installed in the first mounting hole and the second conductive terminal is installed in the second mounting hole.

5. The normal distribution demonstration device for mathematics teaching according to claim 4, characterized in that, The first mounting hole is provided with a first elastic element, which acts on the first conductive terminal. The second mounting hole is provided with a second elastic element, which acts on the second conductive terminal. The first elastic element and the second elastic element work together to make the first conductive terminal and the second conductive terminal abut against the outer wall portion in the diameter direction of the test ball.

6. The normal distribution demonstration device for mathematics teaching according to claim 1, characterized in that, The top dispensing device includes a dispensing box and a winding assembly. One end of the dispensing box is rotatably connected to the housing, and the other end of the dispensing box is a free end. A lifting rope is wound on the winding assembly, and the end of the lifting rope away from the winding assembly is connected to the free end of the dispensing box.

7. The normal distribution demonstration device for mathematics teaching according to claim 6, characterized in that, The winding assembly includes a bracket, a winding shaft, and an anti-rotation bolt. The bracket is connected to the housing and has mounting holes along the horizontal direction. One end of the winding shaft is rotatably connected to the mounting hole of the bracket, and the other end of the winding shaft is a free end. The bracket has threaded holes along the vertical direction, and the threaded holes communicate with the mounting holes. The anti-rotation bolt is threaded into the mounting holes.

8. The normal distribution demonstration device for mathematics teaching according to claim 6, characterized in that, It also includes a valve assembly. The collection chamber is a through hole that runs vertically through the bottom. The valve assembly includes a valve plate and a drive assembly. The drive assembly includes a connecting shaft and a drive component. The drive component is used to drive the connecting shaft to rotate. The connecting shaft is rotatably connected to the housing and fixedly connected to the valve plate. The valve plate is located below the bottom collection assembly. Under the drive of the drive component, the valve plate has a horizontal state and a vertical state. In the horizontal state, the valve plate blocks all openings below the collection chamber. In the vertical state, the openings below the collection chamber are open.

9. The normal distribution demonstration device for mathematics teaching according to claim 8, characterized in that, The normal distribution demonstration device for mathematics teaching further includes a recovery component, which comprises a receiving box, an air blowing component, and a lifting component. The receiving box is located below the valve plate, and a recovery port is provided on the side of the receiving box facing the valve plate. When the valve plate is in a vertical position, the test ball in the collection chamber falls into the receiving box through the recovery port. The air blowing component includes a fan and an air blowing pipe. One end of the air blowing pipe is connected to the receiving box, and the other end is connected to the air outlet of the fan. The lifting component includes a guide chamber, a lifting seat, and a recovery seat. The guide chamber is vertically located on one side of the housing, and the guide chamber contains... The device has a guide cavity, the bottom of which is lower than the receiving box and the top of which is higher than the rotating end of the delivery box. The lifting seat is slidably disposed in the guide cavity, and the recycling seat is rotatably connected to the lifting seat. The upper surface of the recycling seat is provided with a recycling groove for collecting the test balls. The receiving box has a discharge port on the side facing the guide chamber, and the guide chamber has a receiving port corresponding to the discharge port on the side facing the receiving box. The recycling seat on the lifting seat has a tilting state and a collecting state. In the collecting state, the opening of the recycling groove faces upward, and in the tilting state, the opening of the recycling groove faces the box body.

10. The normal distribution demonstration device for mathematics teaching according to claim 9, characterized in that, The lifting assembly also includes a guide rod and a locking nut. The width of the guide cavity is equal to the width of the lifting seat and the width of the recovery seat. The guide chamber has a sliding port on the side away from the box body, and the sliding port communicates with the guide cavity. One end of the guide rod is fixedly connected to the lifting seat, and the other end extends out of the sliding port. The locking nut is threadedly connected to the rod body of the guide rod that extends out of the sliding port.

Images