Multifunctional teaching demonstration instrument

Abstract

The utility model relates to the technical field of teaching demonstration devices, and specifically discloses a multifunctional teaching demonstration instrument comprising an installation mechanism; the installation mechanism comprises a backboard, a display, a binding post assembly and wiring assemblies, the display, the binding post assembly and the wiring assemblies are arranged on the backboard, the demonstration mechanism comprises a camera, a vertical deflection coil and a horizontal deflection coil, the number of the wiring assemblies is two, and the positions of the two wiring assemblies are matched with the vertical deflection coil and the horizontal deflection coil respectively. The display is electrically connected with the camera; according to the device, the backboard with the display, the binding post assembly and the wiring assembly is arranged, layout and connection are carried out according to the figure, students can find that animations in a television are distorted, then the classroom interestingness is increased, the center of a fluorescent screen is firstly made to present a bright spot, a magnet is utilized to slowly approach a kinescope, the students are guided to observe phenomena and think reasons, and the teaching effect is improved. Therefore, a new class is introduced, the curiosity and internal driving force of the students are aroused, and the teaching effect is improved.

Description

Technical Field

[0001] This utility model belongs to the technical field of teaching demonstration devices, specifically relating to a multifunctional teaching demonstration instrument. Background Technology

[0002] The force exerted by a magnetic field on a moving charge is also called the Lorentz force. The Lorentz force is the total force experienced by a charged particle in an electromagnetic field, including both electric and magnetic forces. It has wide applications in electromagnetism and is fundamental to understanding electromagnetic phenomena and designing related equipment.

[0003] Because the laws governing the Lorentz force are rather abstract, students lack intuitive experience in their daily lives, and the derivation process is complex, it is difficult to understand and the teaching effect is poor.

[0004] To address the problems raised in the background art, those skilled in the art have proposed a multifunctional teaching demonstration device.

[0005] The information disclosed above in this background section is only intended to enhance the understanding of the background section of this utility model, and therefore may include prior art that is not known to those skilled in the art. Utility Model Content

[0006] The purpose of this invention is to provide a multifunctional teaching demonstration device to solve the problems mentioned in the background art.

[0007] To achieve the above objectives, this utility model provides the following technical solution:

[0008] A multifunctional teaching demonstration device includes:

[0009] The mounting mechanism includes a back panel and a display, a terminal block assembly, and a wiring assembly mounted on the back panel.

[0010] The demonstration device includes a camera, a vertical deflection coil, and a horizontal deflection coil. There are two wiring components, and the positions of the two wiring components are respectively adapted to the vertical deflection coil and the horizontal deflection coil. The display is electrically connected to the camera.

[0011] Preferably, the terminal assembly includes a first terminal, a second terminal, a third terminal, a fourth terminal, a fifth terminal, a sixth terminal, a seventh terminal, an eighth terminal, a ninth terminal, a tenth terminal, an eleventh terminal, and a twelfth terminal.

[0012] Preferably, the wiring assembly includes an adjustable DC power supply, a switch, and a sliding rheostat, which are connected in series via wires.

[0013] Preferably, the two ends of the wiring assembly at the vertical deflection coil are connected to the third and sixth terminals respectively, and the two ends of the wiring assembly at the horizontal deflection coil are connected to the ninth and twelfth terminals respectively.

[0014] Preferably, a shelf is fixedly mounted on one surface of the back panel, and the display is mounted on the shelf.

[0015] Compared with the prior art, the beneficial effects of this utility model are:

[0016] (1) This utility model, by setting a backplate with a display, terminal assembly, and wiring assembly, and arranging and connecting them as shown in the figure, allows for demonstration of Lorentz force to students. The display is turned on, and a bright spot appears in the center. The first terminal is connected to the third terminal in the DC circuit, and the fourth terminal is connected to the sixth terminal. The switch is then closed, and the sliding rheostat is slowly moved to the left. The bright spot gradually shifts downwards. The switch is then turned off, and the rheostat is moved to the far right. The first terminal is connected to the sixth terminal, and the fourth terminal to the third terminal. The switch is then closed again, and the rheostat is slowly moved to the left. The bright spot gradually shifts upwards. The switch is then turned off again, and the rheostat is moved to the far right. The seventh terminal is connected to the ninth terminal, and the tenth terminal to the twelfth terminal. The switch is closed, and the rheostat is slowly moved to the left. The bright spot gradually shifts to the right. The switch is turned off, and the rheostat is moved to the far right. The seventh terminal is then connected to the twelfth terminal. Connect the tenth terminal to the ninth terminal, close the switch, and slowly move the sliding rheostat to the left. At this time, the center bright spot begins to deflect to the left. Then, open the switch and move the sliding rheostat to the far right, connecting the first terminal to the second terminal and the fourth terminal to the fifth terminal. Close the switch, and you will see a vertical bright line forming in the middle of the monitor. Open the switch, connecting the seventh terminal to the eighth terminal and the tenth terminal to the eleventh terminal. Close the switch, and a horizontal bright line forming in the middle of the screen. Open the switch and connect both the vertical and horizontal deflection coils to AC power simultaneously. The screen will then light up. Connect the monitor to a camera, and an image will appear on the screen. Slowly bring a magnet close to the television screen, and students will notice that the animation on the television is distorted, thus increasing the fun of the class. First, present a bright spot in the center of the screen, and then slowly bring a magnet close to the picture tube to guide students to observe the phenomenon, think about the reasons, stimulate their desire for knowledge, and introduce the new lesson. This helps to mobilize students' curiosity and intrinsic motivation, and improve teaching effectiveness.

[0017] The above overview is for illustrative purposes only and is not intended to be limiting in any way. In addition to the illustrative aspects, embodiments, and features described above, further aspects, embodiments, and features of the present invention will become readily apparent from the accompanying drawings and the following detailed description. Attached Figure Description

[0018] Figure 1 This is a front view of the present invention;

[0019] Figure 2 This is a schematic diagram of the specific structure of the wiring assembly of this utility model.

[0020] In the diagram: 1. First terminal; 2. Second terminal; 3. Third terminal; 4. Fourth terminal; 5. Fifth terminal; 6. Sixth terminal; 7. Seventh terminal; 8. Eighth terminal; 9. Ninth terminal; 10. Tenth terminal; 11. Eleventh terminal; 12. Twelfth terminal; 13. Wiring assembly; 14. Back panel; 15. Shelf; 16. Display; 17. Adjustable DC power supply; 18. Switch; 19. Sliding rheostat; 20. Vertical deflection coil; 21. Horizontal deflection coil. Detailed Implementation

[0021] The technical solutions of the present utility model will be clearly and completely described below with reference to the accompanying drawings of the embodiments. Obviously, the described embodiments are only some embodiments of the present utility model, and not all embodiments. Based on the embodiments of the present utility model, all other embodiments obtained by those of ordinary skill in the art without creative effort are within the protection scope of the present utility model.

[0022] Example 1:

[0023] Please see Figure 1 and Figure 2 As shown, a multifunctional teaching demonstration device includes:

[0024] The mounting mechanism includes a back panel 14 and a display 16, a terminal block assembly, and a wiring assembly 13 mounted on the back panel 14.

[0025] The demonstration device includes a camera, a vertical deflection coil 20 and a horizontal deflection coil 21, and two wiring components 13, the positions of which are adapted to the vertical deflection coil 20 and the horizontal deflection coil 21, respectively. The display 16 is electrically connected to the camera.

[0026] Specifically, the terminal assembly includes a first terminal 1, a second terminal 2, a third terminal 3, a fourth terminal 4, a fifth terminal 5, a sixth terminal 6, a seventh terminal 7, an eighth terminal 8, a ninth terminal 9, a tenth terminal 10, an eleventh terminal 11, and a twelfth terminal 12.

[0027] Specifically, the wiring assembly 13 includes an adjustable DC power supply 17, a switch 18, and a sliding rheostat 19, which are connected in series by wires.

[0028] Specifically, the two ends of the wiring assembly 13 at the vertical deflection coil 20 are connected to the third terminal 3 and the sixth terminal 6, respectively, and the two ends of the wiring assembly 13 at the horizontal deflection coil 21 are connected to the ninth terminal 9 and the twelfth terminal 12, respectively.

[0029] Specifically, a shelf 15 is fixedly mounted on one surface of the back panel 14, and the monitor 16 is mounted on the shelf 15.

[0030] As can be seen from the above, this invention, by setting a backplate 14 with a display 16, a terminal assembly, and a wiring assembly 13, and arranging and connecting them as shown in the figure, allows for demonstration of Lorentz force to students. When the display 16 is turned on, a bright spot will appear in the center of the display 16. The first terminal 1 is connected to the third terminal 3 in the DC circuit, and the fourth terminal 4 is connected to the sixth terminal 6. At this time, the switch 18 is closed, and the sliding rheostat 19 is slowly moved to the left. The bright spot in the center gradually shifts downwards. Then, the switch 18 is turned off, and the sliding rheostat 19 is moved to the far right. Connect the first terminal 1 to the sixth terminal 6, and the fourth terminal 4 to the third terminal 3. Then close switch 18 and slowly move the sliding rheostat 19 to the left. At this point, the center bright spot will gradually shift upwards. Then open switch 18 and move the sliding rheostat 19 to the far right. Connect the seventh terminal 7 to the ninth terminal 9, and the tenth terminal 10 to the twelfth terminal 12. Close switch 18 and slowly move the sliding rheostat 19 to the left. The center bright spot will gradually shift to the right. Open switch 18 and move the sliding rheostat 19 to the far right. Then connect the seventh terminal 7 to the tenth terminal 9. Connect the second terminal 12 and the tenth terminal 10 to the ninth terminal 9. Close switch 18 and slowly move the sliding rheostat 19 to the left. At this time, the center bright spot begins to deflect to the left. Then, open switch 18 and move the sliding rheostat 19 to the far right, connecting the first terminal 1 to the second terminal 2 and the fourth terminal 4 to the fifth terminal 5. Close switch 18. At this time, a vertical bright line can be seen forming in the middle of the display 16. Open switch 18 and connect the seventh terminal 7 to the eighth terminal 8 and the tenth terminal 10 to the eleventh terminal 11. Close switch 18. The center of the fluorescent screen... Create a horizontal bright line, disconnect switch 18, and simultaneously connect vertical deflection coil 20 and horizontal deflection coil 21 to AC power. At this time, the fluorescent screen will light up. Then connect monitor 16 to the camera, and an image will appear on the fluorescent screen. Use a magnet to slowly approach the TV screen. Students will find that the animation on the TV is distorted, thus increasing the fun of the class. First, present a bright spot in the center of the fluorescent screen, and then use a magnet to slowly approach the picture tube to guide students to observe the phenomenon and think about the reasons, stimulate students' desire for knowledge, and then introduce new lessons. This helps to mobilize students' curiosity and intrinsic motivation and improve teaching effectiveness.

[0031] All standard parts used in this invention can be purchased from the market, and irregularly shaped parts can be customized according to the description and drawings. The specific connection methods for each part all employ conventional methods such as bolts, rivets, and welding, which are mature technologies in the prior art. The machinery, parts, and equipment all use conventional models in the prior art, and the circuit connections also use conventional connection methods in the prior art, which will not be detailed here. Any content not described in detail in this specification belongs to the prior art known to those skilled in the art.

[0032] In the description of this utility model, the terms "first" and "second" are used for descriptive purposes only and should not be construed as indicating or implying relative importance or implicitly specifying the number of indicated technical features. Thus, a feature defined as "first" or "second" may explicitly or implicitly include one or more of that feature. "A plurality of" means two or more, unless otherwise explicitly specified.

[0033] In this utility model, unless otherwise explicitly specified and limited, the terms "installation," "connection," "joining," and "fixing," etc., should be interpreted broadly. For example, they can refer to a fixed connection, a detachable connection, or an integral part; they can refer to a mechanical connection or an electrical connection; they can refer to a direct connection or an indirect connection through an intermediate medium; they can refer to the internal communication of two components or the interaction between two components. Those skilled in the art can understand the specific meaning of the above terms in this utility model according to the specific circumstances.

[0034] In this utility model, unless otherwise explicitly specified and limited, "above" or "below" the second feature can mean that the first feature is in direct contact with the second feature, or that the first feature is in indirect contact with the second feature through an intermediate medium. Furthermore, "above," "on top of," and "over" the second feature can mean that the first feature is directly above or diagonally above the second feature, or simply that the first feature is at a higher horizontal level than the second feature. "Below," "below," and "under" the second feature can mean that the first feature is directly below or diagonally below the second feature, or simply that the first feature is at a lower horizontal level than the second feature.

[0035] In the description of this specification, the references to terms such as "one embodiment," "some embodiments," "example," "specific example," or "some examples," etc., indicate that a specific feature, structure, material, or characteristic described in connection with that embodiment or example is included in at least one embodiment or example of the present invention. In this specification, the illustrative expressions of the above terms do not necessarily refer to the same embodiment or example. Furthermore, the specific features, structures, materials, or characteristics described may be combined in any suitable manner in one or more embodiments or examples. Moreover, without contradiction, those skilled in the art can combine and integrate the different embodiments or examples described in this specification, as well as the features of different embodiments or examples.

[0036] The accompanying drawings of the embodiments disclosed in this utility model only involve the structures involved in the embodiments disclosed in this utility model. Other structures can refer to the general design. In the absence of conflict, the same embodiment and different embodiments of this utility model can be combined with each other.

[0037] Although embodiments of the present invention have been shown and described, it will be understood by those skilled in the art that various changes, modifications, substitutions and alterations can be made to these embodiments without departing from the principles and spirit of the present invention, the scope of which is defined by the appended claims and their equivalents.

Claims

1. A multifunctional teaching demonstration device, characterized in that, include: Installation organization; The mounting mechanism includes a back plate (14) and a display (16), a terminal block assembly, and a wiring assembly (13) mounted on the back plate (14); The demonstration device includes a camera, a vertical deflection coil (20) and a horizontal deflection coil (21), and two wiring components (13) are provided. The positions of the two wiring components (13) are adapted to the vertical deflection coil (20) and the horizontal deflection coil (21) respectively. The display (16) is electrically connected to the camera.

2. The multifunctional teaching demonstration device according to claim 1, characterized in that: The terminal assembly includes a first terminal (1), a second terminal (2), a third terminal (3), a fourth terminal (4), a fifth terminal (5), a sixth terminal (6), a seventh terminal (7), an eighth terminal (8), a ninth terminal (9), a tenth terminal (10), an eleventh terminal (11), and a twelfth terminal (12).

3. The multifunctional teaching demonstration device according to claim 2, characterized in that: The wiring assembly (13) includes an adjustable DC power supply (17), a switch (18), and a sliding rheostat (19), which are connected in series by wires.

4. The multifunctional teaching demonstration device according to claim 1, characterized in that: The two ends of the wiring assembly (13) at the vertical deflection coil (20) are respectively connected to the third terminal (3) and the sixth terminal (6).

5. A multifunctional teaching demonstration device according to claim 1, characterized in that: The two ends of the wiring assembly (13) at the horizontal deflection coil (21) are connected to the ninth terminal (9) and the twelfth terminal (12) respectively.

6. The multifunctional teaching demonstration device according to claim 1, characterized in that: A shelf (15) is fixedly installed on one surface of the back panel (14), and the display (16) is mounted on the shelf (15).

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