Spatial figure demonstration combined teaching aid for solid geometry teaching

Abstract

The utility model belongs to the technical field of geometric figure space demonstration teaching aids, and discloses a space figure demonstration combined teaching aid for solid geometry teaching, which comprises a center plate, a plurality of fixing sleeves are fixedly arranged on the outer side of the center plate, sliding rods are arranged in the fixing sleeves in a sliding manner, springs are fixedly arranged on the inner sides of the sliding rods, and the springs are arranged on the outer side of the center plate. One side of the spring is fixedly connected with the sliding rod, the other side of the spring is fixedly connected with the center plate, a fixing seat is fixedly arranged on the outer side of the sliding rod, a transverse strip is fixedly arranged at the top of the fixing seat, and a connecting seat is fixedly arranged in the middle of one side of the transverse strip. Meanwhile, various relations existing in the figure space can be demonstrated to students, the students are helped to quickly understand various geometric figures, meanwhile, the various relations existing in the figure space are understood, and therefore the teaching quality is improved, and the burden between an educator and the students is relieved.

Description

Technical Field

[0001] This utility model belongs to the field of geometric spatial demonstration teaching aids, specifically a combination teaching aid for spatial graphic demonstration in solid geometry teaching. Background Technology

[0002] Geometric figures, which are various shapes abstracted from real objects, help people effectively depict the intricate world. Geometric figures are everywhere in life; everything we see is composed of basic geometric figures such as points, lines, and planes.

[0003] The spatial figure demonstration combination teaching aid for solid geometry is a teaching aid specially designed to display spatial figures in teaching. It can help students understand and master solid figures and spatial relationships in analytic geometry more intuitively.

[0004] Existing teaching aids, due to their inherent limitations, cannot simultaneously demonstrate multiple geometric shapes to students. If educators are asked to prepare a variety of geometric shape materials, the large number of materials can lead to confusion and make it difficult to demonstrate the spatial relationship between geometric shapes and other shapes to students. Utility Model Content

[0005] To address the problems mentioned in the background art, this utility model provides a spatial graphic demonstration combination teaching aid for solid geometry teaching. It has the advantages of being convenient and easy to demonstrate. This utility model can show students a variety of geometric figures and demonstrate the various relationships that exist in the graphic space, helping students quickly recognize various geometric figures and understand the various relationships that exist in the graphic space, thereby improving teaching quality and reducing the burden on educators and students.

[0006] To achieve the above objectives, this utility model provides the following technical solution: a spatial graphic demonstration combination teaching aid for solid geometry teaching, comprising a central plate, a plurality of fixed sleeves fixedly disposed on the outer side of the central plate, a sliding rod slidably disposed inside the fixed sleeve, a spring fixedly disposed on the inner side of the sliding rod, and the other side of the spring fixedly connected to the central plate, a fixed seat fixedly disposed on the outer side of the sliding rod, a horizontal bar fixedly disposed on the top of the fixed seat, a connecting seat fixedly disposed in the middle of one side of the horizontal bar, a rotating shaft fixedly disposed inside the connecting seat, and another horizontal bar rotatably disposed on the outer side of the rotating shaft.

[0007] Preferably, another fixing seat is fixedly provided for another crossbar, and a connecting shaft is fixedly provided on the outer side of the other fixing seat, and the connecting shaft is slidably connected to the center plate.

[0008] Preferably, an elastic rope is fixedly provided on the inner side of the connecting shaft, and another connecting shaft is fixedly provided on the other end of the elastic rope.

[0009] Preferably, a central shaft is fixedly provided on the bottom surface of the central plate, a plurality of sliding arc plates are slidably provided on the outer side of the central shaft, and a plurality of limiting plates are fixedly provided on the outer side of the central shaft, with the sliding arc plates and the limiting plates in close contact.

[0010] Preferably, a square shaft is fixedly disposed on the outer side of the sliding arc plate, a second circular plate is fixedly disposed on the outer side of the square shaft, and a first circular plate is fixedly disposed on the outer side of the other square shaft.

[0011] Preferably, a second square plate is fixedly disposed on the outer side of the other square shaft, and a first square plate is fixedly disposed on the outer side of the other square shaft.

[0012] Preferably, a second triangular plate is fixedly disposed on the outer side of the other square shaft, and a first triangular plate is fixedly disposed on the outer side of the other square shaft.

[0013] Compared with the prior art, the beneficial effects of this utility model are as follows:

[0014] 1. This utility model allows students to recognize more geometric shapes by pulling on the horizontal bar on one side of the connecting shaft. At the same time, the square formed by multiple horizontal bars will become a rhombus. It can also display various graphic boards in the combined teaching aids, thereby helping students recognize more geometric shapes. It can also demonstrate to students the various relationships that exist in the graphic space, helping students quickly recognize various geometric shapes and understand the various relationships that exist in the graphic space, thereby improving teaching quality and reducing the burden on educators and students.

[0015] 2. This utility model demonstrates to students that a square can be composed of two isosceles triangles by replacing the first and second triangles; it demonstrates that a square can be composed of two rectangles by replacing the first and second squares; and it explains the relationship between a square and its inner circle by replacing the first and second circular plates. For example, the geometric spatial demonstration teaching aid is an inscribed circle, and the diameter of the inscribed circle is equal to the side length of the outer square. This demonstrates the spatial relationships between various shapes, thereby broadening students' knowledge and helping them learn in an interesting way. Attached Figure Description

[0016] Figure 1 This is a schematic diagram of the overall structure of the spatial graphic demonstration combination teaching aid for solid geometry teaching of this utility model;

[0017] Figure 2 This is a schematic diagram of the circular plate mounting structure of this utility model;

[0018] Figure 3 This is a schematic diagram of the square plate installation structure of this utility model;

[0019] Figure 4 This is a schematic diagram of the triangular plate installation structure of this utility model;

[0020] Figure 5 This is a schematic diagram of the spring mounting structure of this utility model;

[0021] Figure 6 This is a schematic diagram of the installation structure of the sliding arc plate of this utility model.

[0022] In the diagram: 1. Center plate; 2. Fixing sleeve; 3. Sliding rod; 4. Fixing seat; 5. Horizontal bar; 6. Connecting shaft; 7. Elastic rope; 8. Spring; 9. Connecting seat; 10. Rotating shaft; 11. Center shaft; 12. First triangular plate; 13. Second triangular plate; 14. First square plate; 15. Second square plate; 16. First circular plate; 17. Second circular plate; 18. Square shaft; 19. Sliding arc plate; 20. Limiting plate. Detailed Implementation

[0023] 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.

[0024] like Figures 1 to 6 As shown, this utility model provides a spatial graphic demonstration combination teaching aid for solid geometry teaching, including a central plate 1. Multiple fixed sleeves 2 are fixedly arranged on the outer side of the central plate 1. A sliding rod 3 is slidably arranged inside the fixed sleeve 2. A spring 8 is fixedly arranged on the inner side of the sliding rod 3, and the other side of the spring 8 is fixedly connected to the central plate 1. A fixed seat 4 is fixedly arranged on the outer side of the sliding rod 3. A horizontal bar 5 is fixedly arranged on the top of the fixed seat 4. A connecting seat 9 is fixedly arranged in the middle of one side of the horizontal bar 5. A rotating shaft 10 is fixedly arranged inside the connecting seat 9, and another horizontal bar 5 is rotatably arranged on the outer side of the rotating shaft 10. When the sliding rod 3 is pulled or squeezed, the square composed of multiple horizontal bars 5 will become a rhombus, thereby demonstrating to students the process of a square becoming a rhombus and the relationship between the perimeters of the rhombus and the perimeter of the square. The spring 8 is used to help the horizontal bar 5 quickly return to a square.

[0025] Specifically, another fixing seat 4 is fixed to the other horizontal bar 5. A connecting shaft 6 is fixed to the outside of the other fixing seat 4, and the connecting shaft 6 is slidably connected to the center plate 1. The other opposite corner of the square is fixed by the connecting shaft 6, thereby reinforcing the square. This is also for the installation of the horizontal bar 5 and to prevent the horizontal bar 5 from falling off.

[0026] Furthermore, an elastic rope 7 is fixedly installed on the inner side of the connecting shaft 6, and another connecting shaft 6 is fixedly installed at the other end of the elastic rope 7. The elastic rope 7 is used to connect the connecting shaft 6 and also facilitates the resetting of the connecting shaft 6 after it moves.

[0027] Furthermore, a central shaft 11 is fixedly installed on the bottom surface of the central plate 1, and multiple sliding arc plates 19 are slidably installed on the outer side of the central shaft 11. Multiple limiting plates 20 are fixedly installed on the outer side of the central shaft 11, and the sliding arc plates 19 are in contact with the inside of the limiting plates 20. The limiting plates 20 can limit the sliding arc plates 19 that slide inside them.

[0028] It is worth noting that a square axis 18 is fixedly set on the outer side of the sliding arc plate 19, and a second circular plate 17 is fixedly set on the outer side of the square axis 18. A first circular plate 16 is fixedly set on the outer side of the other square axis 18. Through the first circular plate 16 and the second circular plate 17, the relationship between a square and its inner circle can be explained to students. For example, the geometric spatial demonstration teaching aid is an inscribed circle, and the diameter of the inscribed circle is equal to the side length of the outer square.

[0029] It is worth noting that a second square plate 15 is fixedly installed on the outer side of another square axis 18, and a first square plate 14 is fixedly installed on the outer side of another square axis 18. Through the first square plate 14 and the second square plate 15, the process of a square being composed of two rectangles is demonstrated to students, as well as the relationship between the side length of the outer square and the side lengths of the first square plate 14 and the second square plate 15.

[0030] It is worth mentioning that a second triangle 13 is fixedly installed on the outer side of another square axis 18, and a first triangle 12 is fixedly installed on the outer side of another square axis 18. Through the first triangle 12 and the second triangle 13, the process of a square being composed of two isosceles triangles is demonstrated to students, as well as the relationship between the interior angles of a square and the interior angles of a triangle.

[0031] Among them, the elastic rope 7 and spring 8 are existing technologies and will not be described in detail; at the same time, this utility model also includes a power supply, controller and switch, etc., which are not the main technical points of this patent and will not be described in detail; the "front, back, left and right" perspectives of this device are as follows: Figure 1 The direction shown in the diagram is the reference.

[0032] Working principle:

[0033] When using a spatial geometry demonstration manipulative for solid geometry teaching, first, pull the horizontal bar 5 on one side of the connecting shaft 6. The square formed by multiple horizontal bars 5 will then become a rhombus. The fixed seat 4 on the outside of the connecting shaft 6 connects the horizontal bar 5 and the connecting shaft 6. The elastic rope 7 on the inside of the center plate 1 connects the connecting shafts 6 on both sides, thus maintaining the balance of one opposite corner of the square. While the horizontal bar 5 changes shape, the sliding rod 3 also slides inside the fixed sleeve 2, simultaneously applying a force to the spring 8. The fixed sleeve 2 and the sliding rod 3 maintain the balance of the other opposite corner of the square, while the spring 8 helps the horizontal bar 5 quickly return to a square shape. Multiple horizontal bars 5 are interconnected through the connecting seat 9 and the rotating shaft 10. Slide the first triangle 12 and the second triangle 13 along the vertical groove on the outside of the center shaft 11 until they slide into the square formed by the horizontal bars 5. This demonstrates to students that a square can be composed of two isosceles triangles. Slide the first square plate 14 and the second square plate 15 along the vertical groove on the outside of the center shaft 11 until they slide into the square formed by the horizontal bars 5. This demonstrates to students that a square can be composed of two rectangles. The second circular plate 17 and the square axis 18 slide along the vertical groove on the outside of the central axis 11 until they slide into the inside of the square formed by the horizontal bars 5. This allows the teacher to explain the relationship between the square and its inner circle, such as the geometric spatial demonstration teaching aid being an inscribed circle, the diameter of which is equal to the side length of the outer square. The horizontal groove at the bottom of the central axis 11 is used to adjust the position when switching between multiple shapes, and the horizontal groove at the top of the central axis 11 is used to adjust the position of the shape until it matches the square. Each graphic plate has a square axis 18 and a sliding arc plate 19 on its inner side. The sliding arc plate 19 helps the shape slide on the outside of the central axis 11, while the limiting plate 20 is used to limit the outside of the sliding arc plate 19 to prevent it from falling. The square axis 18 connects the sliding arc plate 19 and each graphic plate. This invention can show students a variety of geometric shapes and demonstrate the various relationships that exist in the geometric space, helping students quickly recognize a variety of geometric shapes and understand the various relationships that exist in the geometric space, thereby improving teaching quality and reducing the burden on educators and students.

[0034] It should be noted that, in this document, relational terms such as "first" and "second" are used only to distinguish one entity or operation from another, and do not necessarily require or imply any such actual relationship or order between these entities or operations. Furthermore, the terms "comprising," "including," or any other variations thereof are intended to cover non-exclusive inclusion, such that a process, method, article, or apparatus that comprises a list of elements includes not only those elements but also other elements not expressly listed, or elements inherent to such process, method, article, or apparatus.

[0035] 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 spatial figure demonstration teaching aid for solid geometry teaching, comprising a central board (1), characterized in that: Multiple fixing sleeves (2) are fixedly installed on the outer side of the center plate (1). A sliding rod (3) is slidably installed inside the fixing sleeve (2). A spring (8) is fixedly installed on the inner side of the sliding rod (3), and the other side of the spring (8) is fixedly connected to the center plate (1). A fixing seat (4) is fixedly installed on the outer side of the sliding rod (3). A crossbar (5) is fixedly installed on the top of the fixing seat (4). A connecting seat (9) is fixedly installed in the middle of one side of the crossbar (5). A rotating shaft (10) is fixedly installed inside the connecting seat (9), and another crossbar (5) is rotatably installed on the outer side of the rotating shaft (10).

2. The spatial graphic demonstration combination teaching aid for solid geometry teaching according to claim 1, characterized in that: Another fixed seat (4) is fixedly provided on the other horizontal bar (5), and a connecting shaft (6) is fixedly provided on the outside of the other fixed seat (4), and the connecting shaft (6) is slidably connected to the center plate (1).

3. The spatial graphic demonstration combination teaching aid for solid geometry teaching according to claim 2, characterized in that: An elastic rope (7) is fixedly provided on the inner side of the connecting shaft (6), and another connecting shaft (6) is fixedly provided on the other end of the elastic rope (7).

4. The spatial graphic demonstration combination teaching aid for solid geometry teaching according to claim 1, characterized in that: A central shaft (11) is fixedly provided on the bottom surface of the central plate (1), and a plurality of sliding arc plates (19) are slidably provided on the outer side of the central shaft (11). A plurality of limiting plates (20) are fixedly provided on the outer side of the central shaft (11), and the sliding arc plates (19) are in contact with the interior of the limiting plates (20).

5. A spatial graphic demonstration teaching aid for solid geometry teaching according to claim 4, characterized in that: A square shaft (18) is fixedly installed on the outer side of the sliding arc plate (19), a second circular plate (17) is fixedly installed on the outer side of the square shaft (18), and a first circular plate (16) is fixedly installed on the outer side of the other square shaft (18).

6. The spatial graphic demonstration combination teaching aid for solid geometry teaching according to claim 5, characterized in that: A second square plate (15) is fixedly disposed on the outer side of another square shaft (18), and a first square plate (14) is fixedly disposed on the outer side of another square shaft (18).

7. A spatial graphic demonstration teaching aid for solid geometry teaching according to claim 5, characterized in that: A second triangular plate (13) is fixedly disposed on the outer side of another square shaft (18), and a first triangular plate (12) is fixedly disposed on the outer side of another square shaft (18).

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