Teaching aid for energy conversion and transfer

Abstract

The utility model relates to a teaching aid for energy conversion and transfer, which comprises a track, a test car and a sensing assembly, the track comprises an inclined guide rail, a transition guide rail and a horizontal guide rail, the inclined guide rail is inclined relative to the horizontal direction, the inclined guide rail is connected with the horizontal guide rail through the transition guide rail, and the horizontal guide rail is parallel to the horizontal direction; the experiment vehicle is provided with an induction plate, and the experiment vehicle is used for sliding on the track; the sensing assembly is installed on one side of the horizontal guide rail, the sensing assembly comprises two speed sensors which are arranged at intervals in the horizontal direction, and the two speed sensors are used for detecting the induction plate so as to obtain speed data of the experiment vehicle. According to the technical scheme, the track and the experiment vehicle are matched to simulate the movement situation of the roller coaster, students are helped to visually understand the conversion process of gravitational potential energy and kinetic energy, interactivity is achieved, and the learning interest of the students can be more effectively stimulated. In addition, the sensing assembly is combined to quantify the experiment result, so that students can know the experiment result conveniently.

Description

Technical Field

[0001] This utility model relates to the field of teaching aids, and in particular to a teaching aid for energy conversion and transfer. Background Technology

[0002] In elementary school science education, energy transformation and transfer is an abstract and difficult concept to grasp. Traditional teaching methods typically rely on theoretical explanations and simple experimental demonstrations to help students understand this concept. However, because energy itself is invisible, students often struggle to intuitively perceive the process of energy transformation and transfer. Existing teaching aids are mostly basic experimental devices, lacking interactivity and digital support, which fails to effectively stimulate students' learning interest and makes it difficult to quantify experimental results. Utility Model Content

[0003] In view of the above problems, this application provides an energy conversion and transfer teaching tool to solve the technical problems that existing teaching tools are mostly basic experimental devices, lack interactivity and digital support, cannot effectively stimulate students' learning interest, and are difficult to quantify experimental results.

[0004] To achieve the above objectives, the inventor provides a teaching tool for energy conversion and transfer, comprising:

[0005] The track includes an inclined guide rail, a transition guide rail, and a horizontal guide rail. The inclined guide rail is inclined to the horizontal direction and is connected to the horizontal guide rail through the transition guide rail. The horizontal guide rail is parallel to the horizontal direction.

[0006] The experimental vehicle is equipped with a sensor plate and is used to slide on the track.

[0007] The sensing assembly is mounted on one side of the horizontal guide rail. The sensing assembly includes two speed sensors spaced apart in the horizontal direction. The two speed sensors are used to detect the sensing plate to obtain the speed data of the experimental vehicle.

[0008] Unlike existing technologies, the technical solution in this application includes a track and an experimental vehicle to simulate the motion of a roller coaster, helping students intuitively understand the conversion process of gravitational potential energy and kinetic energy. This interactive approach effectively stimulates students' learning interest. Furthermore, the inclusion of sensing components allows for the quantification of experimental results, facilitating student understanding of the outcomes.

[0009] In one embodiment of this utility model, the sensing component also includes a display, which is connected to two speed sensors and is used to display the speed data of the experimental vehicle.

[0010] Thus, by setting up a display screen, the speed data can be directly displayed, making it easy for students to observe and record.

[0011] As one embodiment of this utility model, the teaching aid for energy conversion and transfer also includes a collision car, which is placed on a horizontal guide rail and slides on the horizontal guide rail. The collision car is located at the rear end of the sensing component.

[0012] In this way, by setting up collision experiments between the crash vehicle and the experimental vehicle, students can understand the energy loss during the energy transfer process.

[0013] In one embodiment of this utility model, the middle part of the induction plate is mounted on the experimental vehicle by fasteners.

[0014] In this way, by mounting the induction plate to the experimental vehicle with fasteners in the middle, the induction plate can be fixed in place, and the fasteners can be easily disassembled. The fasteners can be screws, bolts, studs, etc.

[0015] In one embodiment of this utility model, the two sides of the induction plate are attached to the experimental vehicle.

[0016] In this way, the two sides of the induction plate can also be attached to the experimental vehicle using adhesive tape, which also facilitates subsequent disassembly. The two sides of the induction plate can be connected to the experimental vehicle using Velcro.

[0017] As one embodiment of this utility model, the track also includes a measuring ruler, which is installed on the other side of the horizontal guide rail and is used to measure the distance the experimental vehicle moves on the horizontal guide rail.

[0018] In this way, by setting a measuring scale, the distance the experimental vehicle moves on the horizontal guide rail can be obtained, and the distance data can be used for subsequent analysis by students.

[0019] In one embodiment of this utility model, the track further includes at least one support rod, the top of which abuts against the bottom of the inclined guide rail, and the bottom of which abuts against the ground. The support rod is used to support the inclined guide rail and adjust the inclination angle of the inclined guide rail.

[0020] Thus, by setting support rods to support the tilting guide rail and maintain its tilt angle, the tilt angle of the tilting guide rail can be adjusted by adjusting the position or tilt of the support rods. Optionally, the number of support rods can be set according to the length and tilt angle of the tilting guide rail.

[0021] As one embodiment of this utility model, the track also includes a hydraulic rod, which is installed on the ground. The output end of the hydraulic rod is connected to the bottom of the inclined guide rail, and the transition guide rail is hinged to the horizontal guide rail.

[0022] In this way, the tilt angle of the tilting guide rail can be adjusted by setting a hydraulic rod, making it more convenient and intelligent.

[0023] As one embodiment of this utility model, there are two or more tracks, each track corresponding to an experimental vehicle and a sensing component.

[0024] Thus, by setting up multiple tracks, students can conduct comparative experiments and obtain different experimental data. Through subsequent analysis, students can gain a better understanding of the energy conversion and transfer process. Preferably, four tracks are set up, and four experimental vehicles and four sensing components are also provided.

[0025] In one embodiment of this utility model, the sensing component is mounted on one side of a horizontal guide rail via connecting bolts.

[0026] Thus, the sensing assembly is mounted on one side of the horizontal guide rail by connecting bolts, which facilitates the installation or removal of the sensing assembly.

[0027] The above description of the utility model is merely an overview of the technical solution of this application. In order to enable those skilled in the art to better understand the technical solution of this application and to implement it based on the description and drawings, and to make the above-mentioned objectives and other objectives, features and advantages of this application easier to understand, the following description is provided in conjunction with the specific embodiments and drawings of this application. Attached Figure Description

[0028] The accompanying drawings are only used to illustrate the principles, implementation methods, applications, features, and effects of specific embodiments of this application and other related content, and should not be considered as limitations on this application.

[0029] In the accompanying drawings of the instruction manual:

[0030] Figure 1 This is a schematic diagram of the structure of a teaching aid for energy conversion and transfer according to one embodiment of this application. Figure 1 ;

[0031] Figure 2 This is a schematic diagram of the structure of a teaching aid for energy conversion and transfer according to one embodiment of this application. Figure 2 ;

[0032] Figure 3 This is a schematic diagram of the structure of an energy conversion and transfer teaching aid experiment according to one embodiment of this application. Figure 1 ;

[0033] Figure 4 This is a schematic diagram of the structure of an energy conversion and transfer teaching aid experiment according to one embodiment of this application. Figure 2 ;

[0034] Figure 5 This is a schematic diagram of the structure of an energy conversion and transfer teaching aid experiment according to one embodiment of this application. Figure 3 ;

[0035] Figure 6 Table 1 shows experimental data for an energy conversion and transfer teaching aid according to one embodiment of this application.

[0036] Figure 7 Table 2 shows experimental data for an energy conversion and transfer teaching aid according to one embodiment of this application.

[0037] The reference numerals used in the above figures are explained as follows:

[0038] 100 - Teaching aids for energy conversion and transfer; 1 - Track; 11 - Inclined guide rail; 12 - Transition guide rail; 13 - Horizontal guide rail; 14 - Measuring ruler; 15 - Support rod; 2 - Experimental vehicle; 21 - Induction plate; 3 - Sensing components; 31 - Speed ​​sensor; 32 - Display; 4 - Collision vehicle; 5 - Connecting bolt; X - Horizontal direction. Detailed Implementation

[0039] To illustrate the possible application scenarios, technical principles, implementable specific solutions, and achievable objectives and effects of this application in detail, the following description, in conjunction with the listed specific embodiments and accompanying drawings, provides a detailed explanation. The embodiments described herein are merely illustrative of the technical solutions of this application and are therefore intended to limit the scope of protection of this application.

[0040] In this document, the term "embodiment" means that a specific feature, structure, or characteristic described in connection with an embodiment may be included in at least one embodiment of this application. The term "embodiment" appearing in various places throughout the specification does not necessarily refer to the same embodiment, nor does it specifically limit its independence or connection with other embodiments. In principle, in this application, as long as there are no technical contradictions or conflicts, the technical features mentioned in each embodiment can be combined in any way to form corresponding implementable technical solutions.

[0041] Unless otherwise defined, the technical terms used herein have the same meaning as commonly understood by one of ordinary skill in the art to which this application pertains; the use of related terms herein is merely for the purpose of describing particular embodiments and is not intended to limit this application.

[0042] In the description of this application, the term "and / or" is used to describe the logical relationship between objects, indicating that three relationships can exist. For example, A and / or B means: A exists, B exists, and A and B exist simultaneously. Additionally, the character " / " in this document generally indicates that the preceding and following objects have an "or" logical relationship.

[0043] In this application, 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 actual quantity, hierarchy or order relationship between these entities or operations.

[0044] Unless otherwise specified, the use of terms such as “comprising,” “including,” “having,” or other similar expressions in this application is intended to cover non-exclusive inclusion, which does not exclude the presence of additional elements in a process, method, or product that includes the stated elements, such that a process, method, or product that includes a list of elements may include not only those defined elements but also other elements not expressly listed, or elements inherent to such a process, method, or product.

[0045] As understood in the Examination Guidelines, in this application, expressions such as "greater than," "less than," and "exceeding" are understood to exclude the stated number; expressions such as "above," "below," and "within" are understood to include the stated number. Furthermore, in the description of the embodiments in this application, "multiple" means two or more (including two), and similar expressions related to "multiple" are also understood in this way, such as "multiple groups" and "multiple times," unless otherwise explicitly specified.

[0046] In the description of the embodiments of this application, the space-related expressions used, such as "center," "longitudinal," "lateral," "length," "width," "thickness," "upper," "lower," "front," "rear," "left," "right," "vertical," "horizontal," "vertical," "top," "bottom," "inner," "outer," "clockwise," "counterclockwise," "axial," "radial," and "circumferential," indicate the orientation or positional relationship based on the orientation or positional relationship shown in the specific embodiments or drawings. They are only for the purpose of describing the specific embodiments of this application or for the reader's understanding, and do not indicate or imply that the device or component referred to must have a specific position, a specific orientation, or be constructed or operated in a specific orientation. Therefore, they should not be construed as limitations on the embodiments of this application.

[0047] Unless otherwise expressly specified or limited, the terms "installation," "connection," "linking," "fixing," and "setting," as used in the description of the embodiments of this application, should be interpreted broadly. For example, "connection" can be a fixed connection, a detachable connection, or an integral setting; it can be a mechanical connection, an electrical connection, or a communication connection; it can be a direct connection or an indirect connection through an intermediate medium; it can be the internal connection of two components or the interaction between two components. For those skilled in the art to which this application pertains, the specific meaning of the above terms in the embodiments of this application can be understood according to the specific circumstances.

[0048] According to some embodiments of this application, please refer to Figures 1 to 7 This embodiment relates to an energy conversion and transfer teaching aid 100, including a track 1, an experimental vehicle 2, and a sensing component 3. The track 1 includes an inclined guide rail 11, a transition guide rail 12, and a horizontal guide rail 13. The inclined guide rail 11 is inclined to the horizontal direction X. The inclined guide rail 11 is connected to the horizontal guide rail 13 through the transition guide rail 12. The horizontal guide rail 13 is parallel to the horizontal direction X. An induction plate 21 is installed on the experimental vehicle 2, which is used to slide on the track 1. The sensing component 3 is installed on one side of the horizontal guide rail 13. The sensing component 3 includes two speed sensors 31 spaced apart along the horizontal direction X. The two speed sensors 31 are used to detect the induction plate 21 to obtain the speed data of the experimental vehicle 2.

[0049] Optionally, track 1 has a total length of 1.5 meters and is made of aluminum alloy. The tilt angle of the tilting guide rail 11 can be adjusted during the experiment. The tilt angle of the tilting guide rail 11 (i.e., the tilt angle between the tilting guide rail 11 and the horizontal direction X) can be set to 15°, 20°, or 30° to simulate the gravitational potential energy of the experimental vehicle 2 at different heights. The transition guide rail 12 serves as a connector, and its middle part is curved, which can be a 3D printed module.

[0050] The experimental vehicle 2 can be directly 3D printed and moved downwards along the inclined guide rail 11 to simulate the motion of a roller coaster.

[0051] The sensing component 3 obtains the speed data of the experimental vehicle 2 by detecting the sensing plate 21 through two speed sensors 31. By adjusting the height of the experimental vehicle 2 moving downwards on the inclined guide rail 11 and the tilt angle of the inclined guide rail 11, the speed data of the experimental vehicle 2 under different experiments can be obtained. Students can gain a deeper understanding of the principles of energy conversion and transfer through data analysis. The speed data of the experimental vehicle 2 detected by the two speed sensors 31 can be displayed on a computer or tablet device.

[0052] The technical solution of this application, in addition to setting up track 1 and experimental vehicle 2 to simulate the motion of a roller coaster, helps students intuitively understand the conversion process of gravitational potential energy and kinetic energy, is interactive and can more effectively stimulate students' learning interest. Furthermore, the inclusion of sensing components 3 allows for the quantification of experimental results, making it easier for students to understand the results.

[0053] According to some embodiments of this application, optionally, such as Figure 4 and Figure 5 As shown, the sensing component 3 also includes a display 32, which is connected to two speed sensors 31. The display 32 is used to display the speed data of the experimental vehicle 2.

[0054] The sensing component 3 also includes a support frame, on which a display 32 and two speed sensors 31 are mounted. The detection ends of the two speed sensors 31 are aligned with the side where the track 1 is located, and the support frame provides support.

[0055] Thus, by setting up a display 32, the speed data can be directly displayed, making it easier for students to observe and record.

[0056] According to some embodiments of this application, optionally, such as Figures 1 to 5 As shown, the energy conversion and transfer teaching aid 100 also includes a collision vehicle 4, which is placed on a horizontal guide rail 13 and slides on the horizontal guide rail 13. The collision vehicle 4 is located at the rear end of the sensing component 3.

[0057] The collision vehicle 4 can be directly 3D printed. The collision vehicle 4 is placed on the horizontal guide rail 13 to collide with the experimental vehicle 2 which is falling from the inclined guide rail 11. The movement of the two vehicles after the collision can be observed, so that students can understand the energy loss in the energy transfer process.

[0058] Thus, by setting up a collision experiment between the collision vehicle 4 and the experimental vehicle 2, students can understand the energy loss during the energy transfer process.

[0059] According to some embodiments of this application, optionally, the middle part of the induction plate 21 is mounted on the test vehicle 2 by fasteners.

[0060] Thus, by mounting the middle part of the induction plate 21 onto the experimental vehicle 2 with fasteners, the induction plate 21 can be fixed in place, and the fasteners can be easily disassembled. The fasteners can be screws, bolts, studs, etc.

[0061] According to some embodiments of this application, optionally, the two sides of the induction plate 21 are attached to the experimental vehicle 2.

[0062] In this way, both sides of the induction plate 21 can also be attached to the experimental vehicle 2 by adhesive, which also facilitates subsequent disassembly. Specifically, both sides of the induction plate 21 can be connected to the experimental vehicle 2 via Velcro.

[0063] According to some embodiments of this application, optionally, such as Figure 2 and Figure 3 As shown, track 1 also includes a measuring ruler 14, which is installed on the other side of the horizontal guide rail 13. The measuring ruler 14 is used to measure the distance that the experimental vehicle 2 moves on the horizontal guide rail 13.

[0064] In addition to measuring the distance the experimental vehicle 2 moves on the horizontal guide rail 13, the measuring scale 14 can also measure the sliding distance of the two vehicles after the collision between the collision vehicle 4 and the experimental vehicle 2, and analyze the energy loss during the energy transfer process.

[0065] Thus, by setting the measuring scale 14, the distance that the experimental vehicle 2 moves on the horizontal guide rail 13 can be obtained, and the distance data can be used for subsequent analysis by students.

[0066] According to some embodiments of this application, optionally, such as Figure 1 As shown, the track 1 also includes at least one support rod 15. The top of the support rod 15 abuts against the bottom of the inclined guide rail 11, and the bottom of the support rod 15 abuts against the ground. The support rod 15 is used to support the inclined guide rail 11 and adjust the tilt angle of the inclined guide rail 11.

[0067] Thus, by setting support rods 15 to support the tilting guide rail 11, the tilting guide rail 11 is kept at its tilt angle. On the other hand, the tilt angle of the tilting guide rail 11 can be adjusted by adjusting the position or tilt of the support rods 15. Different tilting guide rails 11 require different transition guide rails 12 to accommodate different tilt angles. Optionally, the number of support rods 15 can be set according to the length and tilt angle of the tilting guide rail 11.

[0068] According to some embodiments of this application, optionally, the track 1 also includes a hydraulic rod, which is mounted on the ground, with its output end connected to the bottom of the inclined guide rail 11, and the transition guide rail 12 hinged to the horizontal guide rail 13.

[0069] In this way, the tilt angle of the tilting guide rail 11 can be adjusted by setting a hydraulic rod, making it more convenient and intelligent.

[0070] According to some embodiments of this application, optionally, such as Figures 3 to 5 As shown, there are more than two tracks 1, each track 1 corresponding to an experimental vehicle 2 and a sensing component 3.

[0071] Thus, by setting up multiple tracks 1, students can conduct comparative experiments and obtain different experimental data. Through subsequent analysis, students can gain a better understanding of the energy conversion and transfer process. Preferably, four tracks 1 are provided, and four experimental vehicles 2 and four sensing components 3 are each provided. In some embodiments, eight tracks 1 are provided, and eight experimental vehicles 2 and eight sensing components 3 are each provided. When observing the change in kinetic potential energy of experimental vehicle 2, such as... Figure 6 As shown, without placing the collision vehicle 4 on the horizontal guide rail 13, three sets of comparative experiments were set up, with vehicles falling from different heights (low, medium, and high) on the inclined guide rail 11. Simultaneously, eight control groups were set up, falling from the same height but with different inclination angles on the inclined guide rail 11. Corresponding velocity data and sliding data of the experimental vehicle 2 on the horizontal guide rail 13 were obtained, allowing for analysis of the relationship between gravitational potential energy and kinetic energy. When observing the collision experiment between the experimental vehicle 2 and the collision vehicle 4, as... Figure 7As shown, a collision vehicle 4 is placed on a horizontal guide rail 13. Eight sets of inclined guide rails 11 with different inclination angles are set up for experimental comparison. Simultaneously, three control groups are dropped from the same inclination angle at different heights (low, medium, and high). The sliding distances of the experimental vehicle 2 and the collision vehicle 4 after the collision are obtained. Students can then generate charts and write experimental reports based on the experimental data, thereby further consolidating their understanding of the law of conservation of energy.

[0072] According to some embodiments of this application, optionally, such as Figure 5 As shown, the sensing component 3 is mounted on one side of the horizontal guide rail 13 via connecting bolts 5.

[0073] Thus, the sensing component 3 is mounted on one side of the horizontal guide rail 13 by connecting bolt 5, which facilitates the installation or removal of the sensing component 3.

[0074] When conducting experiments with the energy conversion and transfer teaching aid 100:

[0075] The first step is to assemble the teaching aids: First, fix the aluminum alloy track 1 onto the experimental platform and initially adjust the angle of track 1 to 15°. Then, place the 3D printed experimental vehicle 2 on top of track 1, ensuring that the experimental vehicle 2 can slide down smoothly. Finally, install the sensing component 3 on track 1.

[0076] The second step involves experimental operations: First, an experiment on the conversion of gravitational potential energy to kinetic energy is conducted: Experimental vehicle 2 is released from the top of track 1, and its speed at the bottom is recorded. A velocity-time curve is generated using the data acquisition system to analyze the process of converting gravitational potential energy into kinetic energy. Next, an energy transfer experiment is performed: Collision vehicle 4 is placed at the bottom of track 1, experimental vehicle 2 is released, and the motion of the two vehicles after the collision is observed. The sliding distance of the two vehicles after the collision is recorded, and the energy loss during the energy transfer process is analyzed.

[0077] The third step involves data analysis: Through the charts generated by the data acquisition system, students can visually observe the changes in the speed of experimental vehicle 2 and the energy loss during the energy transfer process. The teacher guides students to discuss the law of conservation of energy and its applications in real life based on the experimental data.

[0078] By simulating the motion of a roller coaster, students can intuitively experience the conversion process between gravitational potential energy and kinetic energy. Simultaneously, through hands-on operation and data analysis, students can gain a deeper understanding of the principles of energy conversion and transfer, stimulating their learning interest. Furthermore, by properly setting up track 1, the experimental vehicle 2 can operate smoothly, thus ensuring the safety and reliability of the experiment.

[0079] Those skilled in the art will understand that although some embodiments herein include certain features included in other embodiments but not others, combinations of features from different embodiments are intended to be within the scope of this application and form different embodiments. For example, in the claims, any of the claimed embodiments can be used in any combination.

[0080] Finally, it should be noted that the above embodiments are only used to illustrate the technical solutions of this application, and not to limit them. Although this application 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 therein. These 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 application, and they should all be covered within the scope of the claims and specification of this application. In particular, as long as there is no structural conflict, the various technical features mentioned in the embodiments can be combined in any way. This application is not limited to the specific embodiments disclosed herein, but includes all technical solutions falling within the scope of the claims.

Claims

1. A teaching aid for energy conversion and transfer, characterized in that, include: The track includes an inclined guide rail, a transition guide rail, and a horizontal guide rail. The inclined guide rail is inclined to the horizontal direction and is connected to the horizontal guide rail through the transition guide rail. The horizontal guide rail is parallel to the horizontal direction. An experimental vehicle, on which a sensor plate is installed, is used to slide on the track. A sensing assembly is mounted on one side of the horizontal guide rail. The sensing assembly includes two speed sensors spaced apart along the horizontal direction. The two speed sensors are used to detect the sensing plate to obtain the speed data of the experimental vehicle.

2. The teaching aid for energy conversion and transfer according to claim 1, characterized in that, The sensing component also includes a display connected to the two speed sensors, the display being used to display the speed data of the experimental vehicle.

3. The teaching aid for energy conversion and transfer according to claim 1, characterized in that, The energy conversion and transfer teaching aid also includes a collision vehicle, which is placed on the horizontal guide rail and slides on the horizontal guide rail. The collision vehicle is located at the rear end of the sensing component.

4. The teaching aid for energy conversion and transfer according to claim 1, characterized in that, The middle part of the induction plate is mounted on the experimental vehicle by fasteners.

5. The teaching aid for energy conversion and transfer according to claim 1, characterized in that, The two sides of the induction plate are attached to the experimental vehicle.

6. The teaching aid for energy conversion and transfer according to claim 1, characterized in that, The track also includes a measuring ruler, which is installed on the other side of the horizontal guide rail and is used to measure the distance the experimental vehicle moves on the horizontal guide rail.

7. The teaching aid for energy conversion and transfer according to claim 1, characterized in that, The track also includes at least one support rod, the top of which abuts against the bottom of the inclined guide rail, and the bottom of which abuts against the ground. The support rod is used to support the inclined guide rail and adjust the tilt angle of the inclined guide rail.

8. The teaching aid for energy conversion and transfer according to claim 1, characterized in that, The track also includes a hydraulic rod, which is mounted on the ground. The output end of the hydraulic rod is connected to the bottom of the inclined guide rail, and the transition guide rail is hinged to the horizontal guide rail.

9. The teaching aid for energy conversion and transfer according to claim 1, characterized in that, There are two or more tracks, and each track corresponds to one experimental vehicle and one sensing component.

10. The teaching aid for energy conversion and transfer according to claim 1, characterized in that, The sensing component is mounted on one side of the horizontal guide rail by connecting bolts.

Images