Practical training equipment for aviation teaching

Abstract

The utility model provides practical training equipment for aviation teaching, and relates to the field of aviation teaching equipment. The practical training equipment for aviation teaching comprises a simulation wing; a displacement sensor and / or a proximity sensor are / is arranged at a pipeline connecting part and a screw joint part of the simulation engine; the simulation wing and the simulation engine are integrated through a supporting piece. When the equipment is used, a student can directly operate on the simulation wing and the simulation engine, so that the student can conveniently understand the training content, and the related training is facilitated; furthermore, the equipment is provided with a displacement sensor and / or a proximity sensor at a pipeline connection part and a screw joint part of the simulation engine, so that faults such as looseness and the like of corresponding components can be known in time, and the teaching and training effects can be further improved.

Description

Technical Field

[0001] This application relates to the field of aviation teaching equipment, and in particular to a training device for aviation teaching. Background Technology

[0002] In existing aircraft maintenance training, the identification, disassembly, assembly, and troubleshooting of wing and engine components are key training topics. Practical training typically uses real retired aircraft wings and engines; however, due to their high cost and susceptibility to damage, most users do not conduct training directly on these components, resulting in poor training effectiveness. Utility Model Content

[0003] In view of this, the purpose of this application is to provide a practical training device for aviation education, so as to solve the problem that the existing practical training devices using real retired aircraft wings and engines have poor teaching and training effects.

[0004] To achieve the above objectives, this utility model provides a training device for aviation education, wherein the training device for aviation education includes:

[0005] Simulated wings;

[0006] The simulated engine is equipped with displacement sensors and / or proximity sensors at the pipe connections and screw connections.

[0007] The simulated wing and the simulated engine are integrated into one unit via a support structure.

[0008] Preferably, the simulated wing is detachably mounted on top of the support member.

[0009] Preferably, the simulated engine is suspended from the bottom of the simulated wing by the support member.

[0010] Preferably, the housing of the simulated engine includes multiple sub-housings, which are sequentially connected along the extension direction of the simulated engine.

[0011] Preferably, any two adjacent sub-casings are screwed together along the extension direction of the simulated engine.

[0012] Preferably, the simulated engine further includes multiple simulated components, which are screwed to the housing via connecting components.

[0013] Preferably, the connecting assembly includes a mounting base having a plurality of bolt holes.

[0014] Preferably, each of the bolt holes is provided with a displacement sensor or a proximity sensor.

[0015] Preferably, the interior of the simulated wing has a cavity for housing the pipes of the simulated wing.

[0016] Preferably, the bottom end of the simulated wing has an opening, and the receiving cavity communicates with the external space through the opening; a corresponding cover plate is detachably provided at the opening.

[0017] According to this utility model, the training equipment for aviation education is equipped with a simulated wing and engine similar to those of a real retired aircraft. When using this equipment, trainees can operate directly on the simulated wing and engine, which facilitates their understanding of the training content and promotes related training. Furthermore, the equipment is equipped with displacement sensors and / or proximity sensors at the pipe connections and bolt connections of the simulated engine, so that when the corresponding components experience faults such as loosening, they can be detected in a timely manner, thereby further improving the teaching and training effect.

[0018] To make the above-mentioned objectives, features and advantages of this application more apparent and understandable, preferred embodiments are described below in detail with reference to the accompanying drawings. Attached Figure Description

[0019] To more clearly illustrate the technical solutions of the embodiments of this application, the accompanying drawings used in the embodiments will be briefly introduced below. It should be understood that the following drawings only show some embodiments of this application and should not be regarded as a limitation of the scope. For those skilled in the art, other related drawings can be obtained based on these drawings without creative effort.

[0020] Figure 1 This is a schematic diagram of a training device for aviation teaching according to an embodiment of this utility model;

[0021] Figure 2 This is a partial schematic diagram of a training device for aviation teaching according to an embodiment of the present invention.

[0022] Icons: 1-Simulated wing; 11-Cover plate; 2-Simulated engine; 3-Supporting component. Detailed Implementation

[0023] The following detailed embodiments are provided to help the reader gain a comprehensive understanding of the methods, apparatus, and / or systems described herein. However, various changes, modifications, and equivalents of the methods, apparatus, and / or systems described herein will be apparent after understanding the disclosure of this application. For example, the order of operations described herein is merely illustrative and is not limited to the order set forth herein; changes that will be apparent after understanding the disclosure of this application are possible, except for operations that must occur in a specific order. Furthermore, for clarity and brevity, descriptions of features known in the art may be omitted.

[0024] The features described herein may be implemented in different forms and should not be construed as being limited to the examples described herein. Rather, the examples described herein have been provided merely to illustrate some of the many feasible ways of implementing the methods, apparatus, and / or systems described herein that will be apparent upon understanding the disclosure of this application.

[0025] Throughout the specification, when an element (such as a layer, region, or substrate) is described as being "on" another element, "connected to" another element, "bonded to" another element, "on" another element, or "covering" another element, it may be directly "on" another element, "connected to" another element, "bonded to" another element, "on" another element, or "covering" another element, or there may be one or more other elements in between. In contrast, when an element is described as being "directly on" another element, "directly connected to" another element, "directly bonded to" another element, "directly on" another element, or "directly covering" another element, there may be no other elements in between.

[0026] As used herein, the term “and / or” includes any one of the relevant items listed and any combination of any two or more items.

[0027] Although terms such as “first,” “second,” and “third” may be used herein to describe individual components, assemblies, regions, layers, or parts, these components, assemblies, regions, layers, or parts are not limited by these terms. Rather, these terms are used only to distinguish one component, assembly, region, layer, or part from another. Therefore, without departing from the teachings of the examples described herein, the first component, assembly, region, layer, or part referred to as the second component, assembly, region, layer, or part may also be referred to as the second component, assembly, region, layer, or part.

[0028] For ease of description, spatial relation terms such as “above,” “upper,” “below,” and “lower” are used herein to describe the relationship between one element and another, as shown in the accompanying drawings. Such spatial relation terms are intended to include not only the orientation depicted in the drawings but also different orientations of the device during use or operation. For example, if the device in the drawings is flipped, an element described as being “above” or “upper” relative to another element will subsequently be “below” or “lower” relative to that other element. Therefore, the term “above” includes both “above” and “below” orientations depending on the spatial orientation of the device. The device may also be positioned in other ways (e.g., rotated 90 degrees or in other orientations), and the spatial relation terms used herein will be interpreted accordingly.

[0029] The terminology used herein is for the purpose of describing various examples only and is not intended to limit this disclosure. Unless the context clearly indicates otherwise, the singular form is also intended to include the plural form. The terms “comprising,” “including,” and “having” enumerate the stated features, quantities, operations, components, elements, and / or combinations thereof, but do not exclude the presence or addition of one or more other features, quantities, operations, components, elements, and / or combinations thereof.

[0030] Variations in the shapes shown in the accompanying drawings may occur due to manufacturing techniques and / or tolerances. Therefore, the examples described herein are not limited to the specific shapes shown in the accompanying drawings, but include changes in shape that may occur during manufacturing.

[0031] The features of the examples described herein can be combined in various ways that will be apparent upon understanding the disclosure of this application. Furthermore, although the examples described herein have a wide variety of constructions, other constructions are possible, as will be apparent upon understanding the disclosure of this application.

[0032] This utility model provides a practical training device for aviation teaching, such as... Figures 1 to 2 As shown, the simulated wing 1 and simulated engine 2 of the aviation teaching training equipment in this embodiment are integrated into one unit by a support member 3 to facilitate teaching and training. The specific structure of each of the above-mentioned parts of the aviation teaching training equipment according to this utility model will be described in detail below.

[0033] In this embodiment, as Figures 1 to 2As shown, to make this training equipment more closely resemble an actual wing and engine, the simulated wing 1 is detachably mounted on top of the support member 3, and the simulated engine 2 is suspended from the bottom of the simulated wing 1 via the support member 3. Furthermore, both the simulated wing 1 and the simulated engine 2 are detachably connected to the support member 3, facilitating the maintenance and replacement of both. It should also be noted that the specifications, materials, and specific structures of the simulated wing 1 and the simulated engine 2 in this embodiment are not fixed and should be determined comprehensively based on actual conditions, such as training content, as long as the teaching and training needs are met.

[0034] Furthermore, in this embodiment, the housing of the simulated engine 2 includes multiple sub-housings, which are sequentially connected along the extension direction of the simulated engine 2; even further, any two adjacent sub-housings are screwed together (i.e., connected by threads) along the extension direction of the simulated engine 2. This facilitates the disassembly and transportation of the simulated engine 2.

[0035] In addition, the simulated engine 2 also includes multiple simulated components, which are screwed to the housing via connecting components. These simulated components should be determined according to actual teaching needs; for example, they may include fuel filters and motors that drive the fan blades of the simulated engine 2. The connecting components include a mounting base with multiple bolt holes, each corresponding to a displacement sensor or proximity sensor. The location of the displacement sensor or proximity sensor is not fixed; for example, it may be located at the mounting base or at a corresponding location on the housing of the simulated engine 2.

[0036] Thus, when a bolt in the bolt hole becomes loose, the displacement sensor or proximity sensor can be triggered (i.e., when the bolt loosens, the distance between it and the displacement sensor or proximity sensor changes, thereby triggering the corresponding sensor). This allows relevant personnel to be aware of the status of the simulated engine 2 in real time, which is more conducive to teaching and training. Similarly, corresponding displacement sensors or proximity sensors are also installed at the connection points of the pipelines of the simulated engine 2 (the pipelines are set according to teaching needs).

[0037] It should be noted that the assembly of all simulated components and pipelines in the simulated engine 2 can be achieved using detachable connections such as screws, facilitating maintenance and replacement. Displacement sensors or proximity sensors can be installed at their corresponding positions in the simulated engine 2 using snap-fit ​​or screw connections.

[0038] In this embodiment, as Figure 2As shown, the simulated wing 1 has an internal cavity for housing its piping, thus preventing clutter and other issues. An opening is formed at the bottom of the simulated wing 1, through which the cavity communicates with the external space. A detachable cover plate 11 is provided at the opening, allowing for maintenance of the internal piping of the simulated wing 1. The connection between the cover plate 11 and the simulated wing 1 is not fixed; it can be achieved through screws, snap-fit ​​connections, etc.

[0039] According to the above-described aviation teaching training equipment of this utility model, a simulated wing 1 and a simulated engine 2 similar to those of a real retired aircraft wing and engine are provided. When using this equipment, trainees can operate directly on the simulated wing 1 and the simulated engine 2, which facilitates their understanding of the training content and facilitates related training. Furthermore, this equipment is equipped with displacement sensors and / or proximity sensors at the pipe connections and screw connections of the simulated engine 2, so that when the corresponding components have faults such as loosening, they can be detected in time, which can further improve the teaching and training effect.

[0040] Finally, it should be noted that the above-described embodiments are merely specific implementations of this application, used to illustrate the technical solutions of this application, and not to limit them. The protection scope of this application is not limited thereto. Although this application has been described in detail with reference to the foregoing embodiments, those skilled in the art should understand that any person skilled in the art can still modify or easily conceive of changes to the technical solutions described in the foregoing embodiments, or make equivalent substitutions for some of the technical features, within the technical scope disclosed in this application. Such modifications, changes, or substitutions do not cause the essence of the corresponding technical solutions to deviate from the spirit and scope of the technical solutions of the embodiments of this application, and should all be covered within the protection scope of this application. Therefore, the protection scope of this application should be determined by the protection scope of the claims.

Claims

1. A training device for aviation education, characterized in that, The training equipment used for aviation education includes: Simulated wings; The simulated engine is equipped with displacement sensors and / or proximity sensors at the pipe connections and screw connections. The simulated wing and the simulated engine are integrated into one unit via a support structure.

2. The training equipment for aviation teaching according to claim 1, characterized in that, The simulated wing is detachably mounted on top of the support.

3. The training equipment for aviation teaching according to claim 2, characterized in that, The simulated engine is suspended from the bottom of the simulated wing by the support structure.

4. The training equipment for aviation teaching according to claim 1, characterized in that, The housing of the simulated engine includes multiple sub-housings, which are sequentially connected along the extension direction of the simulated engine.

5. The training equipment for aviation teaching according to claim 4, characterized in that, Along the extension direction of the simulated engine, any two adjacent sub-casings are screwed together.

6. The training equipment for aviation teaching according to claim 4, characterized in that, The simulated engine also includes multiple simulated components, which are screwed to the housing via connecting components.

7. The training equipment for aviation teaching according to claim 6, characterized in that, The connection assembly includes a mounting base having a plurality of bolt holes.

8. The training equipment for aviation teaching according to claim 7, characterized in that, Each of the bolt holes is provided with a displacement sensor or a proximity sensor.

9. The training equipment for aviation teaching according to claim 1, characterized in that, The simulated wing has an internal cavity for housing the pipes of the simulated wing.

10. The training equipment for aviation teaching according to claim 9, characterized in that, The bottom end of the simulated wing has an opening, and the receiving cavity communicates with the external space through the opening; a corresponding cover plate is detachably provided at the opening.

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