Experimental teaching aid for sense of decomposition of force
By designing an experimental teaching aid that includes a base, a vertical plate, a long support rod, a short support rod, and a plumb bob, the problem of force decomposition, which is difficult for students to understand, is solved, enabling intuitive demonstration and hands-on experience, and improving learning effectiveness.
Patent Information
- Application Number
- CN202520422431.0
- Authority / Receiving Office
- CN · China
- Patent Type
- Utility models(China)
- Current Assignee / Owner
- Filing Date
- 2025-03-12
- Publication Date
- 2026-02-10
- Estimated Expiration
- 2035-03-12
AI Technical Summary
Existing teaching tools make it difficult for students to intuitively understand and personally experience the process of force decomposition, resulting in poor learning outcomes.
Design an experimental teaching aid that includes a base, a vertical plate, a long support rod, a short support rod, a first plumb bob, and a second plumb bob. The right-angled triangle structure demonstrates the principle of force decomposition and allows students to personally experience the direction and magnitude of forces.
It helps students better understand the principle of force decomposition through intuitive visual and experiential methods, reducing the difficulty of learning, improving learning effectiveness, and is simple in structure, low in cost, and suitable for widespread promotion.
Smart Images
Figure CN223897972U_ABST
Abstract
Description
TECHNICAL FIELD
[0001] The utility model belongs to teaching aid technical field, concretely relates to a force decomposition feeling experiment teaching aid. BACKGROUND
[0002] In mechanics teaching, the decomposition of force is an important and abstract knowledge point. The traditional teaching method depends on theoretical explanation and static diagram in the book, and students often have difficulty in intuitively understanding the principle and actual effect of force decomposition. This abstraction makes students easily confused in the learning process, leading to insufficient mastery of knowledge and affecting the learning of subsequent mechanics knowledge. The existing experimental teaching aid has defects in helping students to experience the decomposition of force, and cannot make students fully and deeply feel the decomposition process of force, therefore, it has important teaching significance to develop an experimental teaching aid that can make students intuitively understand and experience the decomposition of force. CONTENT OF UTILITY MODEL
[0003] The utility model aims at providing a force decomposition feeling experiment teaching aid to solve the problem of abstract knowledge explanation of force decomposition in existing teaching, help students understand the principle and concept of force decomposition more intuitively, and enhance the learning effect by experiencing the direction and size of force through physical experience.
[0004] The utility model is characterized in that a force decomposition feeling experiment teaching aid comprises a base, a vertical plate, a first hanging line hammer and a second falling line hammer, the vertical plate is fixedly installed on the base and perpendicular to the base, a long support rod and a short support rod are horizontally installed on the right side surface of the vertical plate; the right side end of the long support rod is provided with a first hanging line guide groove or hole, the vertical plate on the upper part of the long support rod is provided with a first hanging line hook, the first hanging line of the first hanging line hammer is connected with the first hanging line hook through the first hanging line guide groove or hole; the right side end of the short support rod is provided with a second hanging line guide groove or hole, the vertical plate on the upper part of the short support rod is provided with a second hanging line hook, the second hanging line of the second hanging line hammer is connected with the second hanging line hook through the second hanging line guide groove or hole, a blind hole is arranged on the vertical plate, and the left side end of the short support rod is inserted into the blind hole and fixedly connected with the vertical plate.
[0005] Preferably, the left side section of the long support rod is provided with external threads, the position of the vertical plate where the long support rod is installed is provided with a through hole, and the left side of the long support rod is inserted into the through hole and fastened and connected by the nuts on the left and right sides of the vertical plate. Such design can adjust the support length of the long support rod according to the teaching needs, and further change the angle between the first hanging line and the vertical plate and the long support rod, so as to meet the demonstration needs of the change of the decomposition angle of force in different experimental scenes.
[0006] Preferably, a handle is arranged on the upper end of the vertical plate. The arrangement of the handle facilitates the teacher or student to hold the experimental teaching aid, and improves the convenience of experimental operation.
[0007] Compared with the prior art, the beneficial effects of this utility model include:
[0008] (1) Visually present the decomposition view of force: The vertical plate, long support rod, first suspension line and first plumb line form a right triangle. This intuitive structure allows students to clearly see the decomposition view of force, presenting the abstract principle of force decomposition in a visual way, which helps students better understand the principle and concept of force decomposition and reduces the difficulty of learning.
[0009] (2) Enhance students’ hands-on experience: The short support rod, the second suspension line and the second plumb bob can be removed from the vertical board. By hanging the upper end of the second suspension line on the middle finger and supporting the short support rod on the palm of the hand, students can personally feel the direction and magnitude of the force. This hands-on learning method can deepen students’ understanding of force and improve learning effectiveness.
[0010] (3) Simple structure and low cost: The overall structure is simple, the materials used are common and easy to obtain, the manufacturing process is relatively simple, the cost is low, and it is suitable for widespread use in school teaching to meet the teaching needs of different schools. Attached Figure Description
[0011] Figure 1 This is a three-dimensional structural diagram of the force decomposition sensory experimental teaching aid of this utility model;
[0012] Figure 2 This is a three-dimensional structural diagram of the base and vertical plate of this utility model;
[0013] Figure 3 This is a side view of the present invention with the short support rod, the second suspension line, and the second drop hammer removed.
[0014] Figure 4 This is a schematic diagram of the long support rod and the three-dimensional structure of this utility model;
[0015] Figure 5 This is a schematic diagram showing the force applied by hand using the short support rod, the second suspension line, and the second drop hammer of this invention.
[0016] In the diagram: 1. Base, 2. Vertical plate, 3. First plumb bob, 4. Second plumb bob, 5. Long support rod, 6. Short support rod, 7. First plumb bob guide hole, 8. First plumb bob hook, 9. First plumb bob, 10. Second plumb bob guide hole, 11. Second plumb bob hook, 12. Second plumb bob, 13. Blind hole, 14. Through hole, 15. Nut, 16. Handle. Detailed Implementation
[0017] The embodiments of the present invention will now be described in detail with reference to the accompanying drawings. These embodiments are merely illustrative of the present invention and should not be construed as limiting the scope of protection of the present invention.
[0018] Example: As shown in Figures 1 to 5, a force decomposition sensory experiment teaching aid includes a base 1, a vertical plate 2, a first plumb bob 3, and a second plumb bob 4. The vertical plate 2, which is perpendicular to the base 1, is fixedly installed on the base 1. A long support rod 5 and a short support rod 6 are horizontally installed on the right side of the vertical plate 2. The right end of the long support rod 5 is provided with a first plumb bob guide hole 7. The upper part of the vertical plate 2 of the long support rod 5 is provided with a first plumb bob hook 8. The first plumb bob 3 is suspended by a first plumb bob 9 and connected to the first plumb bob hook 8 through the first plumb bob guide hole 7. The right end of the short support rod 6 is provided with a second plumb bob guide hole 10. The upper part of the vertical plate 2 of the short support rod 6 is provided with a second plumb bob hook 11. The second plumb bob 4 is suspended by a second plumb bob 12 and connected to the second plumb bob hook 11 through the second plumb bob guide hole 10. The vertical plate 2 is provided with a blind hole 13. The left end of the short support rod 6 is inserted into the blind hole 13 and fixedly connected to the vertical plate 2. The left side section of the long support rod 5 is provided with external threads. A through hole 14 is provided on the vertical plate 2 at the position where the long support rod 5 is installed. The left end of the long support rod 5 is inserted into the through hole 14 and is fastened by nuts 15 on the left and right sides of the vertical plate 2. A handle 16 is provided at the upper end of the vertical plate 2.
[0019] Installation and Preparation: First, thread the threaded end of the long support rod 5 through the through hole 14 on the vertical plate 2. Then, tighten the nuts 15 on both sides of the vertical plate 2 to fix the long support rod 5. Adjust the position of the nuts 15 to change the support length of the long support rod 5 according to the experimental requirements. Insert the left end of the short support rod 6 into the blind hole 13 on the vertical plate 2 and fix it. Thread the first plumb bob 3 and the second plumb bob 4 through their respective guide holes and hang them on the corresponding hooks.
[0020] Experimental Demonstration: To demonstrate the principle of force decomposition, observe the right triangle formed by the vertical plate 2, the long support rod 5, the first suspension line 9, and the first plumb bob 3. Analyze the force decomposition. The teacher can explain the relationship between the components of force in different directions to help students understand the concept of force decomposition. In the hands-on experience, have students raise their palms and hang the upper end of the second suspension line 12 on their middle fingers, with the short support rod 6 supporting their palms. Students can personally feel the tension of the second suspension line 12 and the pressure of the short support rod 6, experiencing the direction and magnitude of the force.
[0021] Experimental Adjustments and Extensions: During the experiment, if it is necessary to change the angle of force decomposition, this can be achieved by adjusting the support length of the long support rod 5. Simultaneously, teachers can guide students to consider the changes in force decomposition at different angles, thus expanding their thinking.
[0022] Finally, it should be noted that the above embodiments are only used to illustrate the technical solutions of this utility model, and not to limit it. Although the utility model has been described in detail with reference to the foregoing embodiments, those skilled in the art should understand that modifications can still be made to the technical solutions described in the foregoing embodiments, or equivalent substitutions can be made to some or all of the technical features. Such modifications or substitutions do not cause the essence of the corresponding technical solutions to deviate from the scope of the technical solutions of the embodiments of this utility model, and they should all be covered within the scope of the claims and specification of this utility model.
Claims
1. A force decomposition sensory experiment teaching aid, characterized in that: Includes a base (1), a vertical plate (2), a first plumb bob (3), and a second plumb bob (4). The vertical plate (2) is fixedly installed on the base (1) and is perpendicular to the base (1). A long support rod (5) and a short support rod (6) are horizontally installed on the right side of the vertical plate (2). The right end of the long support rod (5) is provided with a first plumb bob guide groove or hole (7). The upper part of the vertical plate (2) of the long support rod (5) is provided with a first plumb bob hook (8). The first plumb bob (3) is suspended by a first plumb bob (9) through the first plumb bob guide. The first suspension hook (8) is connected to the groove or hole (7); the right end of the short support rod (6) is provided with a second suspension guide groove or hole (10), the upper part of the vertical plate (2) of the short support rod (6) is provided with a second suspension hook (11), the second suspension line (12) suspending the second suspension hammer (4) is connected to the second suspension hook (11) through the second suspension guide groove or hole (10), a blind hole (13) is provided on the vertical plate (2), and the left end of the short support rod (6) is inserted into the blind hole (13) and fixedly connected to the vertical plate (2).
2. The force decomposition sensory experimental teaching aid according to claim 1, characterized in that: The left side section of the long support rod (5) is provided with external threads. The position on the vertical plate (2) where the long support rod (5) is installed is provided with a through hole (14). The left end of the long support rod (5) is inserted into the through hole (14) and is fastened by nuts (15) on the left and right sides of the vertical plate (2).
3. The force decomposition sensory experimental teaching aid according to claim 1, characterized in that: A handle (16) is provided at the upper end of the vertical plate (2).