Structural mechanics analysis teaching aid

Abstract

The utility model relates to the field of teaching aids, in particular to a structural mechanics analysis teaching aid, and aims to solve the problem that teaching aids in the prior art are mainly demonstrated by teachers and are difficult to realize manual operation by students. The number of the structural mechanical analysis teaching aids is multiple, each set of structural mechanical analysis teaching aid comprises a first type of components, a second type of components and a plurality of connecting pieces, and internal rod pieces of the first type of components or internal rigid sheets of the second type of components are connected through the connecting pieces or are connected through the connecting pieces. The first type of components are connected with the second type of components through all the connecting pieces and used for constructing a geometric invariant system or a geometric variable system, and structural mechanics geometric structure analysis is carried out based on the geometric invariant system or the geometric variable system. The structural mechanics analysis teaching aid and the use method provided by the utility model are applied to structural mechanics teaching.

Description

Technical Field

[0001] This utility model relates to the field of teaching aids technology, and in particular to a structural mechanics analysis teaching aid. Background Technology

[0002] The chapter on geometric kinematic analysis is a fundamental chapter in structural mechanics, aiming to analyze the geometric structure of various member systems. Member systems are classified into geometrically invariant and geometrically variable systems. Geometrically invariant systems are further divided into those with no constraints and those with constraints. Geometrically variable systems are further divided into geometrically transient and geometrically variable systems. Generally, engineering structures must be geometrically invariant systems, and geometrically variable systems cannot be used. Traditional structural mechanics classes often rely on theoretical explanations; however, the kinematic analysis of member systems is quite abstract and difficult for students to understand, resulting in unsatisfactory teaching outcomes.

[0003] Using convenient, hands-on teaching aids combines abstract theoretical teaching with students' manual operation to achieve better teaching results. Existing teaching aids mainly use lightweight aluminum bases, steel plates, and rods, with long screws screwed onto the steel plates for connection. However, these teaching aids have many steel plates and rods, making them large in size and weight, complex to manufacture, and mainly rely on teacher demonstrations, making it difficult for each student to have a set to operate themselves. The teaching fun needs to be improved.

[0004] Therefore, how to solve the problem that existing teaching aids are mainly teacher demonstrations and it is difficult to provide each student with a set for hands-on operation is one of the important problems that urgently need to be solved in this field. Utility Model Content

[0005] In view of this, this utility model provides a structural mechanics analysis teaching tool to solve the problem that in the prior art, teaching tools are mainly based on teacher demonstrations and it is difficult to enable each student to have a set to operate them personally.

[0006] According to one aspect of this disclosure, a structural mechanics analysis teaching tool is provided, comprising multiple sets, each set including: a first type of component, a second type of component, and multiple connectors, wherein the internal rods of each first type of component or the internal rigid plates of each second type of component are connected to each other through each connector, or the first type of component is connected to the second type of component through each connector, for constructing a geometrically invariant system or a geometrically variable system, and for structural mechanics geometric construction analysis based on the geometrically invariant system or the geometrically variable system.

[0007] Furthermore, according to a structural mechanics analysis teaching aid of one aspect of this disclosure, a first type of component includes: a plurality of first members, a plurality of second members, and a plurality of third members, wherein each first member is interconnected with each other, or each second member is interconnected with each other, or each first member, each second member, and each third member is interconnected with each other; a second type of component includes: a plurality of first rigid plates, a plurality of second rigid plates, a plurality of notched rigid plates, a plurality of U-shaped rigid plates, a plurality of horseshoe-shaped rigid plates, and a plurality of L-shaped rigid plates. Each first rigid plate or each second rigid plate is interconnected with each other, or each first rigid plate and each second rigid plate are interconnected with each other; each notched rigid plate, each U-shaped rigid plate, each horseshoe-shaped rigid plate, and each L-shaped rigid plate is interconnected with each first member, each second member, each third member, each first rigid plate, or each second rigid plate.

[0008] According to one aspect of the structural mechanics analysis teaching aid of this disclosure, each connector is a first type of connector; each connector is a second type of connector; each connector is a third type of connector; each third type of connector includes a first connecting part, a second connecting part and a third connecting part, the first connecting part is fixedly connected to the fixed end of the second connecting part, and the third connecting part is detachably connected to the tail end of the second connecting part.

[0009] According to one aspect of this disclosure, the structural mechanics analysis teaching aids include a first type of component, a second type of component, and each connector, all of which are reusable.

[0010] According to one aspect of the structural mechanics analysis teaching aids disclosed herein, both the first type of component and the second type of component are made of non-metallic materials.

[0011] According to one aspect of the structural mechanics analysis teaching aids disclosed herein, the thickness of the first type of component and the thickness of the second type of component are both 2mm-3mm.

[0012] According to one aspect of the structural mechanics analysis teaching aids disclosed herein, both the first type of component and the second type of component are located on the same board or multiple boards before use.

[0013] According to one aspect of this disclosure, a structural mechanics analysis teaching aid, a first type of component and a second type of component are detachably connected by each connector.

[0014] According to one aspect of this disclosure, the structural mechanics analysis teaching aids, the first type of component, the second type of component, and each connector are all mass-producible.

[0015] The above-mentioned technical solution adopted in this utility model embodiment can achieve the following beneficial effects: In the above-mentioned structural mechanics analysis teaching aids, there are multiple sets of teaching aids. The internal rods of each first-type component or the internal rigid plates of each second-type component are connected by each connecting member, or the first-type component is connected to the second-type component by each connecting member, used to construct geometrically invariant or geometrically variable systems. Based on this, each set of structural mechanics analysis teaching aids is used to teach mechanical concepts such as geometrically invariant systems, geometrically variable systems, degrees of freedom, and constraints, as well as structural mechanics geometric construction analysis, making abstract classroom knowledge more concrete, deepening the memorization and understanding of knowledge, and improving students' structural mechanics analysis ability. At the same time, the multiple sets of each set of structural mechanics analysis teaching aids ensure that each student has one set. Students can operate the structural mechanics analysis teaching aids according to the teacher's explanation to realize the transformation of geometrically invariant and geometrically variable systems under different conditions, thereby enhancing classroom interest and achieving the goal of hands-on practice for students. This effectively solves the problem in the prior art where teaching aids are mainly teacher-demonstrated and it is difficult to achieve hands-on operation for each student. Attached Figure Description

[0016] To more clearly illustrate the technical solutions in the embodiments of this utility model, 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 disclosure. For those skilled in the art, other drawings can be obtained based on these drawings without creative effort.

[0017] Figure 1a The figure shows a schematic diagram of a geometrically invariant system composed of structural mechanics analysis teaching aids according to an embodiment of the present invention.

[0018] Figure 1b The figure shows a schematic diagram of a geometrically variable system composed of structural mechanics analysis teaching aids according to an embodiment of the present invention.

[0019] Figure 2a This is a schematic diagram of the degrees of freedom of a structural mechanics analysis teaching aid according to an embodiment of the present invention;

[0020] Figure 2b The illustration shows a single hinge assembly of a structural mechanics analysis teaching aid according to an embodiment of the present invention.

[0021] Figure 2c This is a schematic diagram of a complex hinge assembled from structural mechanics analysis teaching aids according to an embodiment of the present invention;

[0022] Figure 3a This is a further illustration of a three-rigid-plate rule diagram composed of a structural mechanics analysis teaching aid according to an embodiment of the present utility model;

[0023] Figure 3b This is a further illustration of a counterexample to the three-rigid-plate rule formed by assembling a structural mechanics analysis teaching aid according to an embodiment of the present invention;

[0024] Figure 3c This is a further illustration of a binary body rule formed by assembling structural mechanics analysis teaching aids according to an embodiment of the present invention;

[0025] Figure 3d This is a further illustration of a schematic diagram of two rigid plates assembled from the structural mechanics analysis teaching aids according to an embodiment of the present invention;

[0026] Figure 3e This is a further illustration of a virtual hinge assembled from the structural mechanics analysis teaching aids according to an embodiment of the present invention;

[0027] Figure 3f This is a further illustration of a schematic diagram showing the inference of the two rigid plates rule based on the structural mechanics analysis teaching aids according to an embodiment of this utility model;

[0028] Figure 4a This is a further illustration of a transient system consisting of three rods connecting two rigid plates, which intersect at a point, formed by a structural mechanics analysis teaching aid according to an embodiment of the present invention.

[0029] Figure 4b This is a further illustration of a constant-variable system consisting of two rigid plates and three rods that are parallel, of equal length, and on the same side, assembled according to an embodiment of the present utility model.

[0030] Figure 4c This is a further illustration of a transient system consisting of two rigid plates and three rods of parallel and unequal length, assembled according to an embodiment of the present invention for structural mechanics analysis teaching aids;

[0031] Figure 4d This is a further illustration of a transient system consisting of two rigid plates and three rods that are parallel, of equal length, and on opposite sides, assembled according to an embodiment of the present invention for structural mechanics analysis teaching aids;

[0032] Figure 5a This is a further illustration of a geometrically invariant system consisting of a structural mechanics analysis teaching aid according to an embodiment of the present invention, in which one hinge is infinitely far away and is not parallel to the line connecting the other two hinges.

[0033] Figure 5b This is a further illustration of a transient system consisting of a structural mechanics analysis teaching aid according to an embodiment of the present invention, in which one hinge is infinitely far away and the line connecting the other two hinges is parallel to the line connecting the two hinges.

[0034] Figure 5cThis is a further illustration of a constant-variable system composed of a structural mechanics analysis teaching aid according to an embodiment of the present invention, in which one hinge is infinitely far away and is parallel and of equal length to the line connecting the other two hinges.

[0035] Figure 6a This is a further illustration of a geometrically invariant system consisting of two hinges at infinity and four rods that are not all parallel, formed by the structural mechanics analysis teaching aids according to an embodiment of the present invention.

[0036] Figure 6b This is a further illustration of a transient system consisting of two hinges at infinity and four parallel rods of unequal length, formed by the structural mechanics analysis teaching aids according to an embodiment of the present invention.

[0037] Figure 6c This is a further illustration of a constant-variable system consisting of two hinges at infinity and four parallel and equal-length rods, according to an embodiment of the present invention;

[0038] Figure 7a This is a further illustration of a transient system of a structural mechanics analysis teaching aid according to an embodiment of the present invention, in which the three hinges are infinitely far apart and the three hinges are not collinear.

[0039] Figure 7b This is a further illustration of a schematic diagram of a constant-variable system with three hinges at infinity and three pairs of parallel rods of equal length, according to an embodiment of the present utility model.

[0040] Figure 7c This is a further illustration of a transient system of a three-hinged, non-retractable, parallel rods on opposite sides, using a structural mechanics analysis teaching aid according to an embodiment of the present invention.

[0041] Figure 8a This is a schematic diagram of a first type of connector in a structural mechanics analysis teaching aid according to an embodiment of the present utility model;

[0042] Figure 8b This is a schematic diagram of a second type of connector in a structural mechanics analysis teaching aid according to an embodiment of the present invention;

[0043] Figure 8c This is a schematic diagram of a third type of connector in a structural mechanics analysis teaching aid according to an embodiment of the present utility model;

[0044] Figure 9a This is a further illustration of an assembly component board for completing motor analysis teaching using the fewest possible components according to an embodiment of the present utility model;

[0045] Figure 9bThis is a further illustration of the assembly component plate of the first part of the structural mechanics analysis teaching aid according to an embodiment of the present invention, which is a non-disassembly required member for motorized analysis teaching.

[0046] Figure 9c This is a further illustration of the assembly component plate of the second part of the structural mechanics analysis teaching aid according to an embodiment of the present invention, which is a non-disassembly required member for motorized analysis teaching.

[0047] Figure 9d This is a further illustration of the assembly component plate of the third part of the structural mechanics analysis teaching aid according to an embodiment of the present invention, which is a non-disassembly assembly of the required rods for motorized analysis teaching.

[0048] Figure label:

[0049] 1-First type of component, 11-First rod, 12-Second rod, 13-Third rod, 2-Second type of component, 21-First rigid plate component, 22-Second rigid plate component, 23-Notched rigid plate component, 24-U-shaped rigid plate component, 25-Horseshoe-shaped rigid plate component, 26-L-shaped rigid plate component, 3-Connector, 31-First type of connector, 32-Second type of connector, 33-Third type of connector, 331-First connecting part, 332-Second connecting part, 333-Third connecting part, 4-Mass point. Detailed Implementation

[0050] Embodiments of this disclosure will now be described in more detail with reference to the accompanying drawings. While some embodiments of this disclosure are shown in the drawings, it should be understood that this disclosure can be implemented in various forms and should not be construed as limited to the embodiments set forth herein. Rather, these embodiments are provided to provide a more thorough and complete understanding of this disclosure. It should be understood that the accompanying drawings and embodiments of this disclosure are for illustrative purposes only and are not intended to limit the scope of protection of this disclosure.

[0051] It should be understood that the steps described in the method embodiments of this disclosure may be performed in different orders and / or in parallel. Furthermore, the method embodiments may include additional steps and / or omit the steps shown. The scope of this disclosure is not limited in this respect.

[0052] The term "comprising" and its variations as used herein are open-ended, meaning "including but not limited to". The term "based on" means "at least partially based on". The term "one embodiment" means "at least one embodiment"; the term "another embodiment" means "at least one additional embodiment"; the term "some embodiments" means "at least some embodiments". Definitions of other terms will be given in the description below. It should be noted that the concepts of "first", "second", etc., used in this disclosure are only used to distinguish different devices, modules, or units, and are not intended to limit the order of functions performed by these devices, modules, or units or their interdependencies.

[0053] It should be noted that the terms "a" and "a plurality of" used in this disclosure are illustrative rather than restrictive, and those skilled in the art should understand that, unless otherwise expressly indicated in the context, they should be understood as "one or more".

[0054] The names of messages or information exchanged between multiple devices in the embodiments of this disclosure are for illustrative purposes only and are not intended to limit the scope of such messages or information.

[0055] The chapter on geometric kinematic analysis is a fundamental chapter in structural mechanics, aiming to analyze the geometric structure of various member systems. Member systems are classified into geometrically invariant and geometrically variable systems. Geometrically invariant systems are further divided into those with no constraints and those with constraints. Geometrically variable systems are further divided into geometrically transient and geometrically variable systems. Generally, engineering structures must be geometrically invariant systems, and geometrically variable systems cannot be used. Traditional structural mechanics classes often rely on theoretical explanations; however, the kinematic analysis of member systems is quite abstract and difficult for students to understand, resulting in unsatisfactory teaching outcomes.

[0056] Using convenient, hands-on teaching aids combines abstract theoretical teaching with students' manual operation to achieve better teaching results. Existing teaching aids mainly use lightweight aluminum bases, steel plates, and rods, with long screws screwed onto the steel plates for connection. However, these teaching aids have many steel plates and rods, making them large in size and weight, complex to manufacture, and mainly rely on teacher demonstrations, making it difficult for each student to have a set to operate themselves. The teaching fun needs to be improved.

[0057] To address the aforementioned issues, this exemplary embodiment provides a structural mechanics analysis teaching tool and its usage method, thereby solving the problem that in the prior art, teaching tools are mainly based on teacher demonstrations and it is difficult to provide each student with a set for hands-on operation.

[0058] The following will describe in detail, with reference to the accompanying drawings, a structural mechanics analysis teaching tool according to an embodiment of the present invention.

[0059] Each set of structural mechanics analysis teaching aids includes: a first type of component 1, a second type of component 2, and multiple connectors 3. The internal members of each first type of component 1 are connected to each other through each connector 3, and the internal rigid plates of each second type of component 2 are also connected to each other through each connector 3. The first type of component 1 can also be connected to the second type of component 2 through each connector 3, which is used to construct geometrically invariant or geometrically variable systems.

[0060] Figure 1a The figure shows a schematic diagram of a geometrically invariant system assembled from structural mechanics analysis teaching aids according to an embodiment of this utility model. Figure 1b The diagram illustrates a geometrically variable system composed of structural mechanics analysis teaching aids according to an embodiment of this utility model. Figures 1a-1b As shown, the internal members of each first-type component 1 are connected by each connector 3. Each first member 11 is denoted by L1, each second member 12 by L2, and each third member 13 by L3. L1 has a central rectangle of 6cm × 1cm, semicircular ends with a diameter of 1cm, and a thickness of 2mm-3mm. L2 has a central rectangle of 12cm × 1cm, semicircular ends with a diameter of 1cm, and a thickness of 2mm-3mm. L3 has a central rectangle of 14cm × 1cm, semicircular ends with a diameter of 1cm, and a thickness of 2mm-3mm. Figure 1a A geometrically invariant system can be constructed using two different types of members. For example, it could consist of two L1-type first members 11 and one L2-type second member 12, or two L2-type second members 12 and one L1-type first member 11, or two L3-type third members 13 and one L2-type first member 11, etc. These are not all examples here. In the above geometrically invariant system, it should be ensured that the sum of the lengths of any two members is greater than the length of the third member. Figure 1b A geometrically variable system can be constructed using two different types of rods, or it can be constructed using one type of rod. For example, it can be composed of four L1 type first rods 11, or four L2 type second rods 12, or four L3 type third rods 13, or two L1 type first rods 11 and two L2 type second rods 12, etc. These are not listed one by one here.

[0061] Figure 2a This diagram illustrates the degrees of freedom of a structural mechanics analysis teaching aid according to an embodiment of the present invention. Figure 2b This diagram illustrates a single hinge assembled from structural mechanics analysis teaching aids according to an embodiment of the present invention. Figure 2c This diagram illustrates a complex hinge assembly of a structural mechanics analysis teaching aid according to an embodiment of this utility model. Figure 2aAs shown, each first rigid plate 21 or each second rigid plate 22 is used to explain the concepts related to degrees of freedom. It can be understood that, or could be, one notched rigid plate 23, one U-shaped rigid plate 24, one horseshoe-shaped rigid plate 25, and one L-shaped rigid plate 26 from the second type of component 2 described above. Let L4 represent each first rigid plate 21. In practical applications, L4 specifically has a central rectangle of 10cm × 4cm, semicircular ends with a diameter of 4cm, and a thickness of 2mm-3mm. Let L5 represent each second rigid plate 22. In practical applications, L5 specifically has a central rectangle of 18cm × 4cm, semicircular ends with a diameter of 4cm, and a thickness of 2mm-3mm. Let L6 represent each notched rigid plate 23. In practical applications, L6 specifically represents a central rectangle of 18cm × 4cm, semicircular ends with a diameter of 4cm, and a thickness of 2mm-3mm. In practical applications, each U-shaped rigid plate 24 has an inner rectangle of 20cm × 12cm, semicircular ends with a diameter of 4cm, an inner diameter of 6cm at the U-shaped corner, an outer diameter of 14cm, and a thickness of 2mm-3mm. Each horseshoe-shaped rigid plate 25 has a bottom rectangle of 8cm × 6cm, an upper semicircular diameter of 8cm, and a thickness of 2mm-3mm. Each L-shaped rigid plate 26 has a centerline of 24.5cm at the bottom, 19.5cm at the top, semicircular ends with a diameter of 4cm, and a thickness of 2mm-3mm.

[0062] like Figure 2b As shown, a single hinge concept is represented by two L4-type first rigid plate members 21 or two L5-type second rigid plate members 22 connected by a connector 3. Figure 2c As shown, the concept of a compound hinge is represented by at least three first rigid plate members 21 of type L4 or at least three second rigid plate members 22 of type L5 connected by a connector 3.

[0063] Figure 3a This is a further illustration of a three-rigid-plate rule diagram assembled from structural mechanics analysis teaching aids according to an embodiment of the present invention, as shown below. Figure 3a As shown, the internal rigid plates of each second type of component 2 can also be connected by each connector 3. Figure 3b This is a further illustration of a counterexample to the three-rigid-plate rule formed by assembling a structural mechanics analysis teaching aid according to an embodiment of this utility model. For example... Figure 3b As shown, the first type of component 1 can also be connected to the second type of component 2 via each connector 3. For example... Figure 3a As shown, a geometrically invariant system conforming to the three-rigid-body rule is demonstrated by connecting three first rigid body members 21 of type L4 or three second rigid body members 22 of type L5 via connector 3. Figure 3b As shown, a three-rigid-plate rule counterexample theoretical model is formed by a U-shaped rigid plate 24 and two second rods 12, connected by a connector 3. Figure 3c This is a further illustration of a binary body rule formed by assembling structural mechanics analysis teaching aids according to an embodiment of the present invention, such as... Figure 3c As shown, a binary body rule theory model is composed of a first rigid plate member 21 of type L4 or a second rigid plate member 22 of type L5 and two first bars 11 of type L1 or two second bars 12 of type L2 or two third bars 13 of type L3. Figure 3d This is a further illustration of a schematic diagram of two rigid plates assembled from the structural mechanics analysis teaching aids according to an embodiment of the present invention, as shown below. Figure 3d As shown, a two-rigid-plate regular geometric invariant system is formed by connecting two first rigid plate members 21 of type L4 or two second rigid plate members 22 of type L5 and one first rod member 11 of type L1 or one second rod member 12 of type L2 or one third rod member 13 of type L3 through a connector 3. Figure 3e This is a further illustration of a virtual hinge assembled from structural mechanics analysis teaching aids according to an embodiment of the present invention, as shown in the diagram. Figure 3e As shown, a virtual hinge theoretical model is formed by connecting two L4 type first rigid plate members 21 or two L5 type second rigid plate members 22 and two L1 type first rod members 11 or two L2 type second rod members 12 or two L3 type third rod members 13 through a connector 3. Figure 3f This is a further illustration of a schematic diagram of the two rigid plates used in the structural mechanics analysis teaching aids according to an embodiment of the present invention, as shown in the diagram. Figure 3f As shown, a two-rigid-plate rule inference theory model is formed by connecting two first rigid plate members 21 of type L4 or two second rigid plate members 22 of type L5 and three first rod members 11 of type L1 or three second rod members 12 of type L2 or three third rod members 13 of type L3 through a connector 3.

[0064] Figure 4a This is a further illustration of a transient system consisting of three rods connecting two rigid plates, arranged according to an embodiment of the present invention, which intersect at a single point, as shown in the diagram. Figure 4a As shown, a theoretical model of a regular counterexample transient system is formed by connecting two L4 type first rigid plate members 21 or two L5 type second rigid plate members 22 and two L1 type first rod members 11 or two L2 type second rod members 12 or two L3 type third rod members 13 through a connector 3. The two rigid plates and three rods intersect at a point. Figure 4b This is a further illustration of a constant-variable system consisting of two rigid plates and three rods that are parallel, of equal length, and on the same side, assembled according to an embodiment of the present invention, as shown in the diagram. Figure 4bAs shown, a constant-variable system theoretical model is formed by connecting two L4 type first rigid plate members 21 or two L5 type second rigid plate members 22 and three L1 type first rod members 11 or three L2 type second rod members 12 or three L3 type third rod members 13 through a connector 3. The two rigid plates and three rods are parallel, of equal length and on the same side. Figure 4c This is a further illustration of a transient system consisting of two rigid plates and three rods of parallel and unequal length, assembled according to an embodiment of the present invention, as shown in the diagram. Figure 4c As shown, a transient system theoretical model consisting of a second rigid plate member 22 of type L5 and a notched rigid plate member 23, and three first rod members 11 of type L1, or three second rod members 12 of type L2, or three third rod members 13 of type L3, connected by a connector 3, is formed by two rigid plates and three rods of parallel and unequal length. Figure 4d This is a further illustration of a transient system consisting of two rigid plates and three rods that are parallel, of equal length, and on opposite sides, assembled according to an embodiment of the present invention for structural mechanics analysis teaching aids. Figure 4d As shown, this is a theoretical model of a transient system consisting of a U-shaped rigid plate 24, a first rigid plate 21 of type L4, and three second rods of type L2, which are parallel, of equal length, and on opposite sides.

[0065] Figure 5a This is a further illustration of a geometrically invariant system consisting of a structural mechanics analysis teaching aid according to an embodiment of the present invention, where one hinge is at infinity and is not parallel to the line connecting the other two hinges. Figure 5a As shown, a geometrically invariant system theoretical model is formed by connecting two L4 type first rigid plate members 21, one L5 type second rigid plate member 22, three L2 type second rod members 12 and three L3 type third rod members 13 through a connector 3, with one hinge at infinity and not parallel to the line connecting the other two hinges. Figure 5b This is a further illustration of a transient system consisting of a hinge at infinity and parallel to the line connecting the other two hinges, formed by assembling a structural mechanics analysis teaching aid according to an embodiment of this utility model. Figure 5b As shown, a schematic theoretical model of a transient system consisting of two L4-type first rigid plate members 21, one L5-type second rigid plate member 22, three L2-type second rod members 12, and three L3-type third rod members 13 connected by a connector 3, has one hinge at infinity and is parallel to the line connecting the other two hinges. Figure 5c This is a further illustration of a constant-variable system composed of a structural mechanics analysis teaching aid according to an embodiment of the present invention, where one hinge is infinitely far away and the line connecting the other two hinges is parallel and of equal length. Figure 5c As shown, a theoretical model of a constant-variable system is constructed by connecting three L5-type second rigid plate members 22 and two L3-type third rod members 13 through a connector 3. The hinges are infinitely far away and parallel to and of equal length to the lines connecting the other two hinges.

[0066] Figure 6a This is a further illustration of a geometrically invariant system consisting of two hinges at infinity and four rods that are not all parallel, based on a structural mechanics analysis teaching aid according to an embodiment of this utility model. Figure 6a As shown, a theoretical model of a geometrically invariant system with two infinitely far hinges and four non-parallel rods is constructed by connecting two first rigid plate members 21 of type L4, one second rigid plate member 22 of type L5, two first rod members 11 of type L1, two second rod members 12 of type L2, and two third rod members 13 of type L3, all connected by a connector 3. Figure 6b This is a further illustration of a transient system consisting of two hinges at infinity and four parallel rods of unequal length, assembled according to an embodiment of the present invention for structural mechanics analysis teaching aids. Figure 6b As shown, a theoretical model of a transient system with two hinges at infinity and four parallel rods of unequal length is formed by connecting two first rigid plate members 21 of type L4, one second rigid plate member 22 of type L5, two first rod members 11 of type L1, two second rod members 12 of type L2, and two third rod members 13 of type L3 through a connector 3. Figure 6c This is a further illustration of a schematic diagram of a constant-variable system consisting of two hinges at infinity and four parallel and equal-length rods, according to an embodiment of the present invention, for example. Figure 6c As shown, this is a theoretical model of a constant-variable system consisting of a second rigid plate member 22 of type L5, two horseshoe-shaped rigid plate members 25, two first bars 11 of type L1, and four second bars 12 of type L2, with two hinges at infinity and four bars that are all parallel and of equal length.

[0067] Figure 7a This is a further illustration of a transient system with three hinges at infinity and the three hinges not collinear, based on an embodiment of the present invention for structural mechanics analysis teaching aids. Figure 7a As shown, a theoretical model of a transient system with three hinges at infinity and non-collinear hinges is constructed by connecting two first rigid plate members 21 of type L4, one second rigid plate member 22 of type L5, three second rod members 12 of type L2, and three third rod members 13 of type L3 through a connector 3. Figure 7b This is a further illustration of a schematic diagram of a constant-variable system with three hinges at infinity and three pairs of parallel rods of equal length, according to an embodiment of the present invention, for structural mechanics analysis teaching aids. Figure 7b As shown, a theoretical model of a constant-variable system with three hinges at infinity and three pairs of parallel bars of equal length is constructed by connecting two horseshoe-shaped rigid plates 25, one L5-type second rigid plate 22, two L1-type first bars 11, and four L2-type second bars 12 via connector 3. Figure 7c This is a further illustration of a transient system of a structural mechanics analysis teaching aid according to an embodiment of the present invention, consisting of three hinges without a distal end and parallel rods on opposite sides. Figure 7cAs shown, a theoretical model of a transient system with three hinges and parallel bars on opposite sides is constructed by connecting a L-shaped rigid plate 26, two horseshoe-shaped rigid plates 25, three L1-type first bars 11, and three L2-type second bars 12 via a connector 3.

[0068] like Figures 3a-7c As shown, the first type of component 1 is connected to the second type of component 2 through each connector 3 to demonstrate the theoretical mechanics models of different concepts. The teaching aids are used to analyze systems with different geometric compositions, making abstract classroom knowledge more concrete and deepening students' understanding and memorization. Furthermore, multiple sets of these structural mechanics analysis teaching aids are provided, ensuring one set for each student. Students can use these aids to understand the concepts of geometrically invariant systems, geometrically variable systems, geometrically transient systems, degrees of freedom, and constraints, based on the teacher's explanations. They can also realize the transformation of different component combinations within geometrically invariant, geometrically variable, and geometrically transient systems, thereby enhancing classroom interest and achieving the goal of hands-on practice. This effectively solves the problem in existing technologies where teaching aids are mainly teacher-demonstrated and it is difficult to provide each student with a set for hands-on operation.

[0069] For example, the first type of component, the second type of component, and each connector of each set of structural mechanics analysis teaching aids are all located on the same cardboard. It is understood that some components of the connectors can also be stored separately. The first and second type of components can be made of cardboard. The first and second type of components are drawn closely on a single piece of cardboard, and pre-cut. During cutting, the first and second type of components are partially connected to ensure that they can be completely disassembled when needed. Cutting from the cardboard directly yields the first and second type of components. Using waste cardboard to cut the first and second type of components not only effectively utilizes waste materials but also improves teaching efficiency.

[0070] For example, both the first and second types of components are made of non-metallic materials. It is understood that the first and second types of components are made of lightweight materials such as cardboard or thin wood panels, making the structural mechanics analysis teaching aids easy to carry and operate. At the same time, the first type of component, the second type of component, and each connector are reusable, which can meet the teaching needs of structural mechanics mechanism analysis.

[0071] For example, the thickness of both the first type of component and the second type of component is 2mm-3mm. It is understood that the first type of component and the second type of component are located on the same board or multiple boards before use. The first type of component and the second type of rod are detachably connected through each connector, which facilitates hands-on operation by students and also makes disassembly convenient, thus improving classroom efficiency.

[0072] For example, the first type of component, the second type of component, and each connector are all mass-produced. It should be understood that the aforementioned first type of component and second type of component can be mass-produced using a CNC engraving machine, made into cardboard pre-assembled for class, and then assembled directly from the cardboard during class, which can effectively save classroom teaching time.

[0073] For example, each connector is a first type of connector; each connector is a second type of connector; and each connector is a third type of connector. Figure 8a This is a schematic diagram of a first type of connector in a structural mechanics analysis teaching aid according to an embodiment of the present invention. Figure 8a The image shows a small connector used to connect small rods. Figure 8b This is a schematic diagram of a second type of connector in the structural mechanics analysis teaching aid according to an embodiment of the present invention. Figure 8b The image shows a large connector used to connect large connecting rods. Figure 8c This is a further illustration of a third type of connector in the structural mechanics analysis teaching aid according to an embodiment of the present invention. Figure 8c The connector shown is used to achieve a hinged connection between two connectors. When selecting a connector, one can utilize... Figure 8a The first type of connector 31 shown and Figure 8b The second type of connector 32 shown can also be used Figure 8c The third type of connector 33 shown is used to connect components. For example... Figure 8c As shown, each third type of connector 33 includes a first connecting part 331, a second connecting part 332 and a third connecting part 333. The first connecting part 331 is fixedly connected to the fixed end of the second connecting part 332, and the third connecting part 333 is detachably connected to the tail end of the second connecting part 332.

[0074] like Figures 8a-8c As shown, each connector is a metal connector. In use, connector 3 can be a paperclip, a thumbtack with a cork block, etc. Students can choose the paperclip size according to the position of the hinge at the intersection of the first type of component or the second type of component. If the hinge is located at the edge of the first type of component or the second type of component, a regular paperclip is used; if the hinge is located inside the second type of component, a larger paperclip is used.

[0075] When the connector is a thumbtack, the thumbtack head is herringbone, I-beam, or cylindrical, similar to a handle, for easy disassembly. Unlike conventional thumbtacks, this thumbtack is used in conjunction with a cork block. The cork block and the thumbtack head restrict the movement of the component along the direction of the pin, allowing only the connected component to rotate around the pin, simulating a hinged connection between components. The thickness of the cork block is no less than the difference between the pin length and the thickness of the component to be connected, i.e., t_cork > 0. L The thickness of the needle-component is generally selected as 8mm-10mm. The cross-section can be made into a rectangle or a circle. For strength and durability, the contact area between the cork block and the component can be appropriately increased. For example, the side length of the rectangle should be at least 10mm, and the diameter of the circle should be at least 10mm.

[0076] Figure 9a This is a further illustration of an assembly component board for completing motor analysis teaching using the fewest possible components according to an embodiment of the present invention, such as... Figure 9a As shown, it can be used Figure 9a The components shown are used to teach structural mechanics kinematic analysis. Among them, mass 4 is used for students to understand the concept of the degrees of freedom of a mass. Figure 9b This is a further illustration of the assembly component plate of the first part of the structural mechanics analysis teaching aid according to an embodiment of the present invention, which is a non-disassembly required member for motorized analysis teaching. Figure 9c This is a further illustration of the assembly component plate of the second part of the structural mechanics analysis teaching aid according to an embodiment of the present invention, which is a non-disassembly required member for motorized analysis teaching. Figure 9d This is a further illustration of the assembly panel of the third part of the structural mechanics analysis teaching aid according to an embodiment of the present invention, showing the non-disassembly required members for motorized analysis teaching. It should be understood that, since each set of structural mechanics analysis teaching aids contains many members, the above components are arranged in... Figures 9b-9d As shown, each component is made in a detachable manner, allowing all the teaching aids to be made at once, making them more suitable for teachers to use in class and reducing assembly and disassembly time.

[0077] like Figures 9a-9d As shown, by designing different types of first-class and second-class components on cardboard or thin wood boards, and using a cutting machine to pre-cut them, students can easily remove the components from the cardboard or thin wood boards. This also allows for mass production, making it convenient for students to carry and assemble in class, thus improving classroom efficiency.

[0078] The aforementioned structural mechanics analysis teaching aid also includes a learning sheet designed to be used in conjunction with the teaching aid. In class, students operate the teaching aid while understanding the theoretical knowledge learned in class, and then fill in the learning sheet. This not only makes the abstract knowledge in class more concrete and deepens the memorization and understanding of the knowledge, but also allows students to experience the fun of hands-on operation, enhances the interest of the class and improves the teaching effect.

[0079] The above description is merely an illustration of some embodiments of this disclosure and the technical principles employed. Those skilled in the art should understand that the scope of this disclosure is not limited to technical solutions formed by specific combinations of the above-described technical features, but should also cover other technical solutions formed by arbitrary combinations of the above-described technical features or their equivalents without departing from the above-described concept. For example, technical solutions formed by substituting the above features with (but not limited to) technical features disclosed in this disclosure that have similar functions.

[0080] While specific embodiments of this disclosure have been described in detail by way of example, those skilled in the art should understand that the examples are for illustrative purposes only and not intended to limit the scope of this disclosure. Those skilled in the art should understand that modifications can be made to the above embodiments without departing from the scope and spirit of this disclosure. The scope of this disclosure is defined by the appended claims.

Claims

1. A teaching aid for structural mechanics analysis, characterized by, The structural mechanics analysis teaching aid includes a first type of component, a second type of component, and a plurality of connecting pieces.

2. The structural mechanics analysis teaching aid of claim 1, wherein The first type of component includes a plurality of first rods, a plurality of second rods, and a plurality of third rods, each of the first rods, each of the second rods, or each of the first rods, the second rods, and the third rods are connected to each other.

3. The structural mechanics analysis teaching aid of claim 1, wherein: Each of the connecting pieces is a first type of connecting piece, a second type of connecting piece, or a third type of connecting piece. The third type of connecting piece includes a first connecting portion, a second connecting portion, and a third connecting portion.

4. The structural mechanics analysis teaching aid of claim 1, wherein The first type of component and the second type of component are both non-metallic materials.

5. The structural mechanics analysis teaching aid of claim 4, wherein: The first type of component and the second type of component are both 2-3 mm thick.

6. The structural mechanics analysis teaching aid of claim 1, wherein The first type of component and the second type of component are both on the same sheet or multiple sheets before use.

7. The structural mechanics analysis teaching aid of claim 1, wherein The first type of component and the second type of component are detachably connected by each of the connecting pieces.

8. The structural mechanics analysis teaching aid of claim 1, wherein, The first type of component, the second type of component, and each of the connecting pieces have mass production characteristics.

9. The structural mechanics analysis teaching aid of any of claims 1-8, wherein, ​

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