Simple physics teaching aid

Abstract

The utility model relates to the technical field of teaching aids, in particular to a simple physics teaching aid which comprises a shield, the shield is semicircular, a hollow cavity is formed in the shield, an arc-shaped protrusion is arranged at the lower end of the shield and located at the circle center of the semicircular shield, and a velometer is arranged in the shield. The speed measuring device comprises a rotating shaft which is arranged on the arc-shaped protrusion in a penetrating mode and is coaxial with the arc-shaped protrusion, a reel located in the cavity is arranged on the rotating shaft, a pull wire is wound on the reel, and a floating ball is arranged at one end of the pull wire. When a horizontal acceleration force is applied to the shield, due to the inertia of water, the water surface inclines backwards relative to the shield, and the floating ball moves backwards relative to the shield, so that the floating ball swings in the water of the cavity, and the flow characteristic and buoyancy effect of fluid can be demonstrated by observing the movement track of the floating ball in the water.

Description

Technical Field

[0001] This application relates to the field of teaching aids technology, and in particular to a simple physics teaching aid. Background Technology

[0002] In the process of physics teaching, in order to help students better understand abstract physical concepts and principles, teachers often need to use various teaching aids for demonstrations and experiments. These teaching aids can effectively promote students' understanding and mastery of physics knowledge through intuitive experimental phenomena and interactive experiences.

[0003] For example, the core principle of a suspended horizontal acceleration measuring instrument is based on Newton's second law, which states that an object will accelerate when it is subjected to an external force. Specifically, when an object is subjected to an external force in the horizontal direction, its acceleration can be indirectly obtained by measuring the displacement of the object or the tension change of the suspension system.

[0004] A suspended horizontal accelerometer typically consists of a thin string or spring fixed at one end and connected to the object being measured at the other. The elastic coefficient of the string or spring needs to be known so that the force can be calculated from its deformation. The object is placed on a horizontal surface and can move freely or be subjected to horizontal external forces. The displacement sensor measures the change in displacement of the object in the horizontal direction.

[0005] However, the aforementioned existing technologies still have some shortcomings when it comes to acceleration measurement:

[0006] When measuring acceleration with a suspended horizontal accelerometer, when the object under test is subjected to horizontal acceleration, the thin string or spring will deform due to the object's inertia. This deformation will cause the object to displace in the horizontal direction, thereby triggering a restoring force. However, due to the object's inertia and the elastic characteristics of the suspension system, the object will not immediately stop at the new equilibrium position, but will swing back and forth around the new equilibrium position, which may result in violent swinging.

[0007] Based on this, and given the above viewpoints, there is still room for improvement in existing technologies for acceleration measurement. Utility Model Content

[0008] To solve the above-mentioned technical problems, this application provides a simple physics teaching tool, which adopts the following technical solution:

[0009] A simple physics teaching tool includes a protective cover, which is semi-circular and has a hollow cavity inside. An arc-shaped protrusion is provided at the lower end of the protective cover, and the arc-shaped protrusion is located at the center of the semi-circular protective cover. A speed measuring device is installed inside the protective cover.

[0010] The speed measuring device includes a rotating shaft that passes through the arc-shaped protrusion and is coaxial with the arc-shaped protrusion. A winding wheel located in a cavity is installed on the rotating shaft. A traction line is wound on the winding wheel, and a float is installed at one end of the traction line.

[0011] Preferably, the protective cover is made of transparent material, and angle scales are symmetrically arranged on both sides of its exterior.

[0012] Preferably, the protective cover has a detachable magnetic drawing board on at least one side, the magnetic drawing board being semi-circular and corresponding to the protective cover, and the float having magnetic force.

[0013] Preferably, the magnetic drawing board has an observation guide groove, which is set along the movement path of the traction line and corresponds to the movement trajectory of the float. A height scale is also set on the observation guide groove.

[0014] Preferably, a horizontal drive assembly is provided at the lower end of the protective cover;

[0015] The horizontal drive assembly includes a sliding base that is slidably disposed at the bottom of the cover, a bracket that is disposed on one side of the bottom of the cover, a pull rod that is slidably disposed on the side of the sliding base away from the bracket, and one end of the pull rod that is connected to the bracket.

[0016] Preferably, a return spring is provided between the sliding base and the support on the side away from the support.

[0017] Preferably, the pull rod has a connecting hole, connecting grooves on both sides of the connecting hole, a slider is slidably disposed in the connecting groove, and a limiting ring connected to the slider is slidably disposed on the pull rod.

[0018] Preferably, an adjusting screw that is threadedly connected to the slider is inserted into the connecting hole.

[0019] Preferably, a limit block is slidably provided inside the sliding base, and the limit block is located on the side of the bracket away from the pull rod.

[0020] Preferably, the sliding base is provided with a threaded rod that is threadedly connected to the limiting block.

[0021] In summary, this application includes at least one of the following beneficial technical effects:

[0022] 1. In physics teaching on horizontal acceleration measurement, this utility model releases the lever, and the compressed spring quickly returns to its original shape, pushing the support to give the shield horizontal acceleration. When a horizontal acceleration force is applied to the shield, due to the inertia of the water, the water surface will tilt backward relative to the shield. Due to the inertia of the water, the float will move backward relative to the shield, causing the float to swing in the water in the cavity. Observing the trajectory of the float in the water can demonstrate the flow characteristics of fluids and the effect of buoyancy.

[0023] 2. The magnetic force of the float in this invention will leave a swinging path on the magnetic drawing board. The magnetic force of the float will attract magnetic particles or marks on the magnetic drawing board, thus leaving its motion trajectory on the drawing board. By observing the path on the drawing board, students can intuitively see the motion trajectory of the float. The outer sides of the protective cover are symmetrically set with angle scales in a semi-circle shape. The readings of the angle scales can be combined with the trajectory data on the magnetic drawing board. By reading the scale on the angle scales, the tilt angle of the water surface can be directly obtained and the acceleration of the protective cover can be calculated using the formula.

[0024] 3. This utility model uses a rotating shaft to drive the winding wheel to rotate, thereby changing the height of the float. During the experiment, the height of the float can be dynamically adjusted to adapt to different experimental conditions. At the same time, by rotating the threaded rod, the position of the limiting block can be changed, thereby adjusting the reset limit stroke of the bracket. In addition, by rotating the adjusting screw inserted in the connecting hole, the adjusting screw drives the slider to move the limiting ring on the pull rod through the threaded connection with the slider, thereby adjusting the position of the limiting ring and thus controlling the maximum compression of the spring. Attached Figure Description

[0025] Figure 1 This is a schematic diagram of the structure of this utility model.

[0026] Figure 2 This is a cross-sectional view of the protective cover of this utility model.

[0027] Figure 3 This is a schematic diagram of the structure of the speed measuring device of this utility model.

[0028] Figure 4 This is a plan view of the speed measuring device of this utility model.

[0029] Figure 5 This is a schematic diagram of the structure between the speed measuring device and the horizontal drive assembly of this utility model.

[0030] Figure 6 This is a schematic diagram of the structure of the horizontal drive component of this utility model.

[0031] Figure 7 This is a utility model Figure 6 A magnified view of part A.

[0032] Figure 8 This is a cross-sectional view of the pull rod of this utility model.

[0033] Explanation of reference numerals in the attached drawings: 1. Protective cover; 11. Cavity; 12. Arc-shaped protrusion; 2. Speed ​​sensor; 21. Rotating shaft; 22. Winding reel; 23. Traction line; 24. Float; 25. Angle scale; 26. Magnetic drawing board; 27. Observation guide groove; 28. Height scale; 3. Horizontal drive assembly; 31. Sliding base; 32. Bracket; 33. Pull rod; 34. Return spring; 35. Connecting hole; 36. Connecting groove; 37. Slider; 38. Limiting ring; 39. Adjusting screw; 4. Limiting block; 5. Threaded rod. Detailed Implementation

[0034] The following combination Figures 1 to 8 This application will be described in further detail.

[0035] This application discloses a simple physics teaching tool. According to Newton's first law, objects (including liquids) tend to maintain their state of motion. The tilt angle of the water surface is proportional to the acceleration of the shield. The greater the acceleration, the more obvious the tilt of the water surface. This phenomenon can be used to demonstrate and explain the principle of inertia and the effect of acceleration on the motion of liquids. Example

[0036] Reference Figure 1 and Figure 2 As shown, a simple physics teaching tool includes a protective cover 1. The protective cover 1 is a semi-circular shell with a hollow cavity 11 inside. Water is injected into the cavity 11. An arc-shaped protrusion 12 is provided at the lower end of the protective cover 1, and the arc-shaped protrusion 12 is located at the center of the semi-circular protective cover 1.

[0037] When teaching physics about horizontal acceleration measurement, a force is applied to the shield 1 to accelerate it. Water has inertia, and when the shield 1 accelerates, the water tends to maintain its original static state. Therefore, the water surface will tilt backward relative to the shield 1. At this time, the water flow velocity measured by the velocimeter 2 inside the shield 1 will change with the acceleration of the shield 1.

[0038] According to Newton's first law, objects (including liquids) tend to maintain their state of motion. The tilt angle of the water surface is proportional to the acceleration of the shield 1. The greater the acceleration, the more pronounced the tilt of the water surface. This phenomenon can be used to demonstrate and explain the principle of inertia and the effect of acceleration on the motion of liquids.

[0039] Reference Figure 2 , Figure 3 and Figure 4 As shown, specifically, the speed measuring device 2 includes a rotating shaft 21 that is coaxial with the arc-shaped protrusion 12 and passes through the arc-shaped protrusion 12. A winding wheel 22 located in the cavity 11 is provided on the rotating shaft 21. A traction line 23 is wound on the winding wheel 22. A float 24 is provided at one end of the traction line 23. The float 24 floats in the water in the cavity 11 and straightens the traction line 23.

[0040] When a horizontal acceleration force is applied to the shield 1, the water surface will tilt backward relative to the shield 1 due to the inertia of the water. The float 24 will also move backward relative to the shield 1 due to the inertia of the water, causing the float 24 to swing in the water in the cavity 11. Observing the trajectory of the float 24 in the water can demonstrate the flow characteristics of the fluid and the effect of buoyancy. By measuring the velocity change of the float 24, the relationship between velocity and acceleration can be analyzed.

[0041] The motion of the float 24 lags behind the acceleration of the shield 1, demonstrating the principle of inertia. The shield 1 is made of transparent material, which allows for a direct observation of the motion lag phenomenon of an object when subjected to external force.

[0042] Simultaneously, by rotating the shaft 21, the shaft 21 will drive the winding wheel 22 to rotate together, thereby changing the height of the float 24. During the experiment, the height of the float 24 is dynamically adjusted to adapt to different experimental conditions. That is, when the shaft 21 is rotated clockwise, the shaft 21 will drive the winding wheel 22 to rotate together, winding the traction line 23 around the winding wheel 22 to shorten the traction line 23, thereby reducing the height of the float 24 in the cavity 11.

[0043] Conversely, when the shaft 21 is rotated counterclockwise, the shaft 21 will drive the winding wheel 22 to rotate together, releasing the traction line 23 on the winding wheel 22 and lengthening the traction line 23, thereby increasing the height of the float 24 in the cavity 11.

[0044] The protective cover 1 has a detachable magnetic drawing board 26 on at least one side. The magnetic drawing board 26 is semi-circular and corresponds to the protective cover 1. The float 24 has magnetic force. During the movement, the magnetic force of the float 24 will leave a swing path on the magnetic drawing board 26. The magnetic force of the float 24 will attract magnetic particles or marks on the magnetic drawing board 26, thus leaving its movement trajectory on the drawing board. By observing the path on the drawing board, students can intuitively see the movement trajectory of the float 24.

[0045] The outer sides of the shield 1 are symmetrically equipped with angle scales 25 in a semi-circular shape. The readings of the angle scales 25 can be combined with the trajectory data on the magnetic drawing board 26. By reading the scale on the angle scales 25, the tilt angle of the water surface can be directly obtained and the acceleration of the shield 1 can be calculated using the formula.

[0046] An observation guide 27 is provided on the magnetic drawing board 26. The observation guide 27 is set along the movement path of the traction line 23 and corresponds to the movement trajectory of the float 24. When the height of the float 24 is adjusted by the rotating shaft 21, the float 24 can be observed through the transparent protective cover 1 via the observation guide 27. A height scale 28 is provided on the observation guide 27 to facilitate the adjustment of the height of the float 24. At the same time, the height data of the float 24 can be combined with the reading of the angle scale 25 and the trajectory data on the magnetic drawing board 26.

[0047] Reference Figure 5 , Figure 6 , Figure 7 and Figure 8 As shown, a horizontal drive assembly 3 is provided at the lower end of the shield 1. The horizontal drive assembly 3 is used to apply a stable horizontal acceleration to the shield 1.

[0048] Specifically, the horizontal drive assembly 3 includes a sliding base 31 that is slidably disposed at the bottom of the cover 1, a bracket 32 ​​that is disposed on one side of the bottom of the cover 1, a pull rod 33 that is slidably disposed on the side of the sliding base 31 away from the bracket 32, one end of the pull rod 33 being connected to the bracket 32, and a return spring 34 that is disposed between the side of the sliding base 31 away from the bracket 32 ​​and the bracket 32.

[0049] When a stable horizontal acceleration force is applied to the protective cover 1, the pull rod 33 is pulled first. The pull rod 33 will drive the protective cover 1 to move on the sliding base 31 through the connection with the bracket 32, and compress the return spring 34 sleeved on the pull rod 33. After the pull rod 33 is released, the compressed return spring 34 will push the bracket 32, so that the protective cover 1 will quickly return to its original position to generate acceleration, thereby applying horizontal acceleration to the protective cover 1.

[0050] The pull rod 33 has a connecting hole 35, and connecting grooves 36 are provided on both sides of the connecting hole 35. A slider 37 is slidably arranged in the connecting groove 36, and a limiting ring 38 connected to the slider 37 is slidably arranged on the pull rod 33.

[0051] When the lever 33 is pulled, the force of the support 32 compressing the return spring 34 determines the speed of horizontal acceleration. When the limit ring 38 contacts one side of the sliding base 31, the lever 33 can no longer be pulled. The compression of the spring reaches the set value, the lever 33 is released, and the compressed spring quickly returns to its original state to push the support 32, so that the shield 1 obtains horizontal acceleration. The tilt angle of the water surface is measured by the angle scale 25, the actual acceleration of the shield 1 is calculated, the motion trajectory of the float 24 is observed, and its speed and displacement are recorded.

[0052] Therefore, the compression force of the spring is proportional to the amount of compression. Thus, by controlling the amount of spring compression, the acceleration of the shield 1 can be precisely controlled. By rotating the adjusting screw 39 inserted in the connecting hole 35, the adjusting screw 39 drives the slider 37 to move the limiting ring 38 on the pull rod 33 through the threaded connection with the slider 37, thereby adjusting the position of the limiting ring 38 and controlling the maximum amount of spring compression, thereby controlling the horizontal acceleration force to meet different experimental requirements.

[0053] A limiting block 4 is slidably disposed within the sliding base 31, and the limiting block 4 is located on the side of the bracket 32 ​​away from the pull rod 33. A threaded rod 5, which is threadedly connected to the limiting block 4, is threaded through the sliding base 31.

[0054] After the release of the lever 33, the compressed return spring 34 pushes the bracket 32 ​​to reset. As the bracket 32 ​​resets, the limit block 4 begins to contact the bracket 32 ​​and restricts its continued movement. The position of the limit block 4 determines the maximum distance that the bracket 32 ​​can reset, thereby limiting the reset stroke of the cover 1. Since the limit block 4 restricts the reset stroke of the bracket 32, the compression of the spring is limited to a certain range, which means that the elastic force of the spring is also limited to a certain range, thereby limiting the acceleration of the cover 1.

[0055] By rotating the threaded rod 5, the position of the limiting block 4 can be changed, thereby adjusting the reset limit stroke of the bracket 32. Rotating the threaded rod 5 to move the limiting block 4 away from the bracket 32 ​​can increase the reset stroke of the bracket 32, allowing the spring to release more elastic force, thereby increasing the acceleration of the cover 1. Conversely, rotating the threaded rod 5 to move the limiting block 4 closer to the bracket 32 ​​can reduce the reset stroke of the bracket 32, limiting the elastic force released by the spring, thereby reducing the acceleration of the cover 1.

[0056] The implementation principle of this utility model is as follows:

[0057] (1): When teaching physics about horizontal acceleration measurement, firstly, by rotating the adjusting screw 39 inserted in the connecting hole 35, the adjusting screw 39 drives the slider 37 to move the limiting ring 38 on the pull rod 33 through the threaded connection with the slider 37, thereby adjusting the position of the limiting ring 38 and controlling the maximum compression of the spring.

[0058] (2): The position of the limit block 4 determines the maximum distance that the bracket 32 ​​can reset, thereby limiting the reset stroke of the cover 1. Since the limit block 4 limits the reset stroke of the bracket 32, the position of the limit block 4 can be changed by rotating the threaded rod 5, thereby adjusting the reset limit stroke of the bracket 32.

[0059] (3): At the same time, by rotating the shaft 21, the shaft 21 will drive the winding wheel 22 to rotate together, thereby changing the height of the float 24. The height of the float 24 is dynamically adjusted during the experiment to adapt to different experimental conditions.

[0060] (4): When the lever 33 is pulled, the force of the bracket 32 ​​compressing the reset spring 34 determines the speed of horizontal acceleration. When the limit ring 38 contacts one side of the sliding base 31, the lever 33 can no longer be pulled. When the compression of the spring reaches the set value, the lever 33 is released, and the compressed spring quickly returns to its original state to push the bracket 32, so that the cover 1 obtains horizontal acceleration.

[0061] (5): When a horizontal acceleration force is applied to the shield 1, the water surface will tilt backward relative to the shield 1 due to the inertia of the water. The float 24 will move backward relative to the shield 1 due to the inertia of the water, causing the float 24 to swing in the water in the cavity 11. Observing the trajectory of the float 24 in the water can demonstrate the flow characteristics of the fluid and the effect of buoyancy.

[0062] (6): The magnetic force of the float 24 will attract magnetic particles or marks on the magnetic drawing board 26, thus leaving its swing trajectory. The magnetic drawing board 26 has an observation guide groove 27, so that its motion trajectory is left on the drawing board. By observing the route on the drawing board, students can intuitively see the motion trajectory of the float 24.

[0063] (7): Angle scales 25 are symmetrically arranged on both sides of the outer side of the shield 1 in a semi-circular shape. The reading of the angle scales 25 can be combined with the trajectory data on the magnetic drawing board 26. By reading the scale on the angle scales 25, the tilt angle of the water surface can be directly obtained and the acceleration of the shield 1 can be calculated using the formula.

[0064] The embodiments described herein are preferred embodiments of this utility model and are not intended to limit the scope of protection of this utility model. Therefore, all equivalent changes made to the structure, shape, and principle of this utility model should be included within the scope of protection of this utility model.

Claims

1. A simple physics teaching tool, comprising a protective cover (1), characterized in that: The shield (1) is semi-circular and has a hollow cavity (11) inside. An arc-shaped protrusion (12) is provided at the lower end of the shield (1). The arc-shaped protrusion (12) is located at the center of the semi-circular shield (1). A speed measuring device (2) is provided inside the shield (1). The speed measuring device (2) includes a rotating shaft (21) that is coaxial with the arc protrusion (12) and passes through the arc protrusion (12). A winding wheel (22) located in the cavity (11) is provided on the rotating shaft (21). A traction line (23) is wound on the winding wheel (22). A float (24) is provided at one end of the traction line (23).

2. The simple physics teaching tool according to claim 1, characterized in that: The protective cover (1) is made of transparent material and has symmetrical angle scales (25) on both sides of its exterior.

3. The simple physics teaching tool according to claim 1, characterized in that: The protective cover (1) has a detachable magnetic drawing board (26) on at least one side. The magnetic drawing board (26) is semi-circular and corresponds to the protective cover (1), and the float (24) has magnetic force.

4. A simple physics teaching tool according to claim 3, characterized in that: The magnetic drawing board (26) is provided with an observation guide groove (27), which is set along the moving path of the traction line (23) and corresponds to the movement trajectory of the float (24). A height scale (28) is provided on the observation guide groove (27).

5. A simple physics teaching tool according to claim 1, characterized in that: A horizontal drive assembly (3) is provided at the lower end of the protective cover (1); The horizontal drive assembly (3) includes a sliding base (31) that is slidably disposed at the bottom of the cover (1), a bracket (32) that is disposed on one side of the bottom of the cover (1), and a pull rod (33) that is slidably disposed on the side of the sliding base (31) away from the bracket (32), with one end of the pull rod (33) connected to the bracket (32).

6. A simple physics teaching tool according to claim 5, characterized in that: A return spring (34) is provided between the sliding base (31) away from the bracket (32) and the bracket (32).

7. A simple physics teaching tool according to claim 5, characterized in that: A connecting hole (35) is provided inside the pull rod (33), and connecting grooves (36) are provided on both sides of the connecting hole (35). A slider (37) is slidably provided in the connecting groove (36), and a limiting ring (38) connected to the slider (37) is slidably provided on the pull rod (33).

8. A simple physics teaching tool according to claim 7, characterized in that: An adjusting screw (39) is threaded through the connecting hole (35) and connected to the slider (37).

9. A simple physics teaching tool according to claim 5, characterized in that: A limit block (4) is slidably installed inside the sliding base (31), and the limit block (4) is located on the side of the bracket (32) away from the pull rod (33).

10. A simple physics teaching tool according to claim 8, characterized in that: A threaded rod (5) is threaded through the sliding base (31) and connected to the limiting block (4).

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