Programmable physical, chemical and biological experiment teaching experiment board

Abstract

The utility model discloses a programmable physical, chemical and biological experiment teaching experiment board, and relates to the technical field of teaching equipment. The device comprises a lower base, a main control board is arranged at the top of the lower base, positioning columns are fixedly connected to the four corners of the top of the main control board, an upper top plate is placed at the tops of the positioning columns, a display screen is arranged at the top of the upper top plate, and a sensor module, an actuator module, a telecommunication interface, a 3P interface and a 4P interface are arranged on the main control board. According to the utility model, through modular design and programming functions, experiment teaching and modern technologies are deeply fused, and problems of unicity, poor expansibility, lack of programming capability and the like in the prior art are solved.

Description

Technical Field

[0001] This utility model belongs to the field of teaching equipment technology, and in particular relates to a programmable physics, chemistry and biology experimental teaching board. Background Technology

[0002] In science experiments in physics, chemistry, and biology, experimental boards are indispensable tools. Traditional experimental boards have relatively limited functionality and cannot meet the demands of modern education for interactivity and innovation. With the development of technology, introducing programming techniques into experimental teaching has become a trend. This not only improves students' hands-on skills but also cultivates their logical thinking and innovative abilities. Currently, experimental tools and equipment in physics, chemistry, and biology experiments typically fall into the following categories:

[0003] (1) Single-discipline experimental equipment: Traditional experimental equipment is often designed for a single discipline, such as electrical experimental boxes used in physics experiments, test tubes and beakers used in chemistry experiments, and microscopes and specimen preparation tools used in biology experiments. These devices have limited functions and cannot realize interdisciplinary experiments.

[0004] (2) Fixed-function experimental kits: There are also some experimental kits on the market that are geared towards secondary or university education. These kits are mainly based on preset functions. For example, some physics experimental kits are mainly for measuring the speed of motion or verifying Newton's laws. Users can only operate according to the predetermined experimental steps, lacking flexibility and expandability.

[0005] (3) Data acquisition and programming support equipment: A small number of devices support data acquisition and programming functions, such as experimental platforms based on Arduino or Raspberry Pi. These platforms allow users to design certain experiments, but due to the limited number of interfaces and functional modules, and the fact that they are mostly simple hardware setups, they do not provide comprehensive support for physics, chemistry and biology experimental teaching.

[0006] Although the above technologies meet the needs of physics, chemistry, and biology experimental teaching to a certain extent, the following problems still exist:

[0007] (1) Single-discipline isolation and lack of interdisciplinary support: Existing equipment usually only supports one discipline in physics, chemistry or biology, making it difficult to realize interdisciplinary experiments or comprehensive experimental designs. For example, students cannot complete the interdisciplinary experiment "the relationship between photosynthetic efficiency and ambient temperature" with the help of a single device.

[0008] (2) Insufficient modularity and poor expandability: Most traditional experimental equipment is based on fixed functions, and students cannot add new functional modules or sensors according to their own needs, thus limiting the diversity and innovation of experiments.

[0009] (3) Lack of programming and data analysis skills: Although some devices support simple data collection, they lack the ability to be combined with programming, which cannot help students develop programming thinking and data analysis skills.

[0010] (4) Passivity of experimental design: Existing experimental equipment is usually operated according to the preset experimental procedure. Students only need to perform fixed steps and lack the opportunity to design experiments independently, which makes it difficult to stimulate creativity and scientific inquiry spirit.

[0011] (5) Imbalance between cost and complexity: High-end experimental equipment is expensive and complex to operate, making it difficult to apply on a large scale in primary and secondary school education scenarios; while low-end equipment has limited functions and cannot meet the diverse needs of experimental teaching.

[0012] To address these issues, we have developed a programmable experimental teaching board for physics, chemistry, and biology. Utility Model Content

[0013] The purpose of this invention is to provide a programmable experimental teaching board for physics, chemistry, and biology. It supports interdisciplinary experimental design in physics, chemistry, and biology teaching, and has high scalability, programming capabilities, and data analysis functions. It helps students design experiments independently and stimulates their scientific inquiry spirit, while also taking into account low cost and ease of operation. This product fills the gap in existing technology in terms of comprehensiveness, flexibility, and innovation.

[0014] To solve the above-mentioned technical problems, this utility model is achieved through the following technical solution.

[0015] This utility model is a programmable physics, chemistry and biology experimental teaching board, including a lower base, a main control board on the top of the lower base, positioning posts fixedly connected to the four corners of the top of the main control board, an upper top plate placed on the top of the positioning posts, a display screen on the top of the upper top plate, and a sensor module, an actuator module, a telecommunications interface, a 3P interface and a 4P interface respectively provided on the main control board.

[0016] The present invention is further configured such that the display screen is a 2.8-inch screen used to display status and parameter settings.

[0017] The present invention is further configured such that the lower base is made of ABS engineering plastic material, which has anti-slip and drop-resistant properties.

[0018] The present invention is further configured such that the sensor module includes a temperature sensor, a humidity sensor, a photosensor, a pressure sensor, etc., for detecting environmental parameters.

[0019] The present invention is further configured such that the actuator module includes an LED light, a buzzer, a small motor, etc., for performing specific actions or displaying results.

[0020] The present invention is further configured such that the telecommunications interface consists of four British standard interfaces, the 3P interface consists of five PH2.0 interfaces, and the 4P interface consists of two PH2.0 interfaces.

[0021] The present invention is further configured such that bolts are threadedly connected to the top and bottom of the positioning column for mounting the main control board and the top plate.

[0022] The present invention is further configured such that the upper top plate integrates a power management circuit, a wireless communication circuit, and an interface circuit for connecting to the display screen, wherein the power management circuit is electrically connected to the wireless communication circuit, and the wireless communication circuit is electrically connected to the interface circuit.

[0023] The present invention is further configured such that the main control board integrates a signal processing circuit for processing analog signals from the sensor module, an amplification circuit for conditioning the processed signals, and a connector for connecting to the top plate and the sensor module. The signal processing circuit is electrically connected to the amplification circuit, and the connector is electrically connected to the signal processing circuit.

[0024] This utility model has the following beneficial effects: through modular design and programming functions, it deeply integrates experimental teaching with modern technology, solving the problems of singularity, poor scalability, and lack of programming capabilities in existing technologies. Attached Figure Description

[0025] To more clearly illustrate the technical solutions of the embodiments of this utility model, the accompanying drawings used in the description of the embodiments will be briefly introduced below.

[0026] Figure 1 A 3D programmable physics, chemistry, and biology experimental teaching board Figure 1 .

[0027] Figure 2 A 3D programmable physics, chemistry, and biology experimental teaching board Figure 2 .

[0028] Figure 3 This is an exploded view of a partial structure of a programmable physics, chemistry, and biology experimental teaching board.

[0029] Figure 4 This is a magnified view of a partial structure of a programmable physics, chemistry, and biology experimental teaching board.

[0030] Figure 5 This is a circuit diagram of the power management circuit in a programmable physics, chemistry, and biology experimental teaching board.

[0031] Figure 6 This is a circuit diagram of a wireless communication circuit in a programmable physics, chemistry, and biology experimental teaching board.

[0032] Figure 7 This is a diagram of the analog-to-digital converter chip U1 and its peripheral circuitry in a programmable physics, chemistry, and biology experimental teaching board.

[0033] Figure 8 This is a diagram of the analog-to-digital converter chip U4 and its peripheral circuitry in a programmable physics, chemistry, and biology experimental teaching board.

[0034] Figure 9 This is a circuit diagram of an amplifier circuit in a programmable physics, chemistry, and biology experimental teaching board.

[0035] In the attached diagram: 1. Lower base; 2. Main control board; 3. Positioning column; 4. Top plate; 5. Display screen; 6. Sensor module; 7. Actuator module; 8. Telecommunication interface; 9. 3P interface; 10. 4P interface; 11. Bolt. Detailed Implementation

[0036] The technical solutions of the present utility model will be described below with reference to the accompanying drawings. The described embodiments are only some embodiments of the present utility model, and not all embodiments.

[0037] Example

[0038] Please see Figures 1-9 This utility model is a programmable experimental teaching board for physics, chemistry, and biology. It includes a lower base 1, a main control board 2 on the top of the lower base 1, positioning posts 3 fixedly connected to the four corners of the top of the main control board 2, an upper top plate 4 placed on the top of the positioning posts 3, and a display screen 5 on the top of the upper top plate 4. The main control board 2 is equipped with a sensor module 6, an actuator module 7, a telecommunications interface 8, a 3P interface 9, and a 4P interface 10. The display screen 5 is a 2.8-inch screen used to display status and parameter settings. The lower base 1 is made of ABS engineering plastic, which has anti-slip and drop-resistant properties. The sensor module 6 includes a temperature sensor, a humidity sensor, a photosensitive sensor, a pressure sensor, etc., used to detect environmental parameters. The actuator module 7 includes an LED light, a buzzer, a small motor, etc., used to perform specific actions or display results. The telecommunications interface 8 has four British-style interfaces, the 3P interface 9 has five pH 2.0 interfaces, and the 4P interface 10 has two pH 2.0 interfaces. The top and bottom of the positioning posts 3 are threaded with bolts 11 for mounting the main control board 2 and the upper top plate 4.

[0039] The top plate 4 integrates a power management circuit, a wireless communication circuit, and an interface circuit for connecting to the display screen 5. The power management circuit is electrically connected to the wireless communication circuit, and the wireless communication circuit is electrically connected to the interface circuit.

[0040] The power management circuit includes a voltage regulator chip U2. Capacitors C5 and C6 are connected in parallel between pins 1 and 3 of the voltage regulator chip U2. The input terminal of capacitor C5 is used to connect to the power supply voltage. Capacitors C7 and C8 are connected in parallel to ground on pin 2 of the voltage regulator chip U2. One end of capacitor C8 is connected to the wireless communication circuit. The voltage regulator chip U2 converts the 5.5V input power supply to 3.3V to provide a stable voltage for the display screen 5.

[0041] The wireless communication circuit includes an ESP chip U3. A crystal oscillator Y1 is connected between pins 8 and 9 of the ESP chip U3. A capacitor C11 is also connected to ground on pin 8 of the ESP chip U3. A capacitor C12 is also connected to ground on pin 9 of the ESP chip U3. A capacitor C13 is connected between pins 1 and 2 of the ESP chip U3. A reset switch KEY1 with one end grounded and a capacitor C9 are connected in parallel to pin 2 of the ESP chip U3. A capacitor C10 and a switch KEY2 are connected in parallel to pin 35 of the ESP chip U3. Switch KEY2 and capacitor C10 are grounded away from the connection point of the ESP chip U3. The ESP chip is an integrated WIFI and Bluetooth module. The core component is ESP32. It is connected to other components through multiple GPIO pins. It is reset by the reset switch KEY1 and started by the switch KEY2. The crystal oscillator Y1 is used to provide a clock signal for the ESP chip U3.

[0042] The interface circuit includes multiple GPIO connection terminals that connect to the ESP chip U3. These GPIO connection terminals are used for human-machine interaction with the display screen 5, enabling the display screen 5 to perform data display and image display functions.

[0043] The main control board 2 integrates a signal processing circuit for processing the analog signal of the sensor module 6, an amplification circuit for conditioning the processed signal, and a connector for connecting to the top plate 4 and the sensor module 6. The signal processing circuit is electrically connected to the amplification circuit, and the connector is electrically connected to the signal processing circuit.

[0044] The signal processing circuit includes an analog-to-digital converter (ADC) chip U1 connected to the ESP chip U3. A capacitor C1 is connected between pins 13 and 14 of the ADC chip U1. A resistor R25 is connected to ground at pin 4 of the ADC chip U1. A resistor R26 is connected to ground at pin 11 of the ADC chip U1. An ADC chip U4 is also connected to the AIN pin of the ADC chip U1. A resistor R43 is connected to ground at pin 1 of the ADC chip U4. Resistors R35 and R36 are connected between pins 9 and 10 of the ADC chip U4, and the connection terminals of resistors R35 and R36 are connected to the output terminal of the power management circuit. A capacitor C4 and a capacitor C5 are connected in parallel to ground at pin 8 of the ADC chip U4. The ADC chip U4 converts the module signal into a digital signal. The ADC chip U1 can also be used to convert analog signals into digital signals. It has multiple input channels and can be configured and read via the SPI bus.

[0045] The amplifier circuit includes an amplifier chip U5. Pin 1 of the amplifier chip U5 is connected in series with resistors R34, R33, and R32. Pin 2 of the amplifier chip U5 is connected to the junction of resistors R33 and R34. Pin 3 of the amplifier chip U5 is connected in parallel with resistors R37 and R41. The junction of resistor R41 and the amplifier chip U5 is connected to a ground resistor R45. Pin 4 of the amplifier chip U5 is grounded. Pin 5 of the amplifier chip U5 is connected in parallel with resistors R42, R44, and a ground resistor R48. Pin 7 of the amplifier chip U5 is connected in series with resistors R38, R39, and R40. The junction of resistors R38 and R39 is connected to pin 6 of the amplifier chip U5. The amplifier chip U5 is model LMV358S. This chip is a dual operational amplifier used for signal conditioning and can amplify or filter analog signals.

[0046] The connector is set to a 10-pin connector for connecting to the top plate 4, which provides 5V, 3V power and GND. Digital signals DI_0 to DI_3 and IIC signals are used to communicate with the top plate 4.

[0047] The following details are provided: This utility model is a programmable experimental teaching board for physics, chemistry, and biology, and is widely applicable to the following scenarios:

[0048] (1) Classroom teaching support: In physics, chemistry, and biology classes in primary and secondary schools and universities, teachers can use this experimental board to design diverse experiments to help students understand abstract scientific concepts. For example, in physics classes, sensors are used to measure acceleration, temperature, or voltage to conduct experiments verifying Newton's second law and the law of conservation of energy. Experimental data can be processed and analyzed through programming. In chemistry classes, programming and sensors are used to monitor temperature changes, gas production, or pH values ​​in chemical reactions in real time, visually presenting the dynamic process of chemical reactions. In biology classes, light and humidity sensors are used to monitor the photosynthetic efficiency of plants, helping students understand the impact of environmental factors on biological activities.

[0049] (2) Extracurricular scientific inquiry and interest cultivation: This experimental board encourages students to design experiments independently outside of class and explore scientific questions that interest them. For example, testing the thermal conductivity of different materials, designing an automatically temperature-regulating greenhouse system (interdisciplinary: physics + biology), studying the effect of different concentrations of acid and alkali solutions on the reaction rate, and monitoring the pH value in real time during the reaction (chemistry). Students can control the experimental process through programming functions and collect and analyze experimental data in real time, thereby stimulating their scientific interest and innovation ability.

[0050] (3) Science Competitions and Research Projects: This experimental board is suitable for students to participate in science competitions or carry out small-scale research projects. Students can freely combine sensors and electronic modules according to their experimental needs to complete a complete scientific research process. For example, using sensors to monitor the concentration of air pollutants and designing an air quality monitoring system (interdisciplinary: physics + chemistry + environmental science). Studying the relationship between plant growth and different light conditions to optimize the plant growth environment (interdisciplinary: biology + physics).

[0051] (4) STEAM Education Scenario: This experimental board perfectly aligns with the STEAM education philosophy, combining Science, Technology, Engineering, Art, and Mathematics on a single platform. Students can engage in interdisciplinary project-based learning through the board, such as designing a solar-powered smart farm model (physics + biology + engineering). Integrating art and design (such as LED light effect programming) into the experiments enhances students' creativity.

[0052] (5) Teachers’ research and teaching innovation: Teachers can use the experimental board to develop new experimental teaching programs and explore how to deeply integrate programming, sensor technology and teaching content to improve students’ learning interest and experimental efficiency.

[0053] The core innovation of this utility model lies in its programmable experimental board for physics, chemistry, and biology experiments. Through modular design and programming functions, it deeply integrates experimental teaching with modern technology, solving the problems of singularity, poor scalability, and lack of programming capabilities in existing technologies. The main creative points of this utility model are as follows:

[0054] (1) The experimental board design supports multiple sensor interfaces, including four British Telecom interfaces (8) for connecting Vernier physics, chemistry, and biology experimental sensors; five pH2.0 3P interfaces (9) for connecting dozens of electronic modules, such as LED light modules, RGB light modules, button modules, conductor detection modules, fan modules, PWM servo motors, etc.; and two pH2.0 4P interfaces (10) for connecting various modules supporting IIC and UART protocols. Through flexible module combinations, it can meet the diverse experimental needs in physics, chemistry, and biology teaching.

[0055] (2) The experimental board supports graphical programming, which lowers the programming threshold and allows beginners to control the experimental process through simple drag-and-drop operations; at the same time, it supports code programming, allowing advanced users to directly write logically complex programs to achieve higher-level experimental control and data processing.

[0056] (3) The experimental board supports real-time acquisition of experimental data and presents dynamic curves in real time through its own 2.8-inch screen display or host computer software.

[0057] (4) Compared with the complex and expensive experimental equipment on the market, the present invention adopts a modular design, which reduces the hardware manufacturing cost and makes it suitable for large-scale application in primary and secondary school education.

[0058] (5) This experimental board adopts a structural and dimensional design that is perfectly compatible with the technical beams, pins and bricks in LEGO bricks, so that users who own LEGO bricks can use LEGO parts for experimental design at a small cost. Experimental LEGO parts or related compatible LEGO parts provide structural support, gear transmission and other functions for the experiment.

[0059] The preferred embodiments of the present utility model disclosed above are only used to help illustrate the present utility model. The preferred embodiments do not describe all the details in detail, nor do they limit the present utility model to the specific implementation methods described. The present specification selects and specifically describes these embodiments in order to better explain the principle and practical application of the present utility model, so that those skilled in the art can better understand and utilize the present utility model.

Claims

1. A programmable physicochemical experiment teaching experiment board, comprising a lower base (1), characterized in that: The top of the lower base (1) is provided with a main control panel (2), the top of the main control panel (2) is fixedly connected with a positioning column (3) at four corners, the top of the positioning column (3) is placed with an upper top plate (4), the top of the upper top plate (4) is provided with a display screen (5), the main control panel (2) is respectively provided with a sensor module (6), an actuator module (7), a telecommunication interface (8), a 3P interface (9) and a 4P interface (10).

2. The programmable physicochemical biological experiment teaching experiment board according to claim 1, characterized in that: The display screen (5) adopts a 2.8-inch screen, which is used for displaying state and parameter setting.

3. The programmable physicochemical experiment teaching experiment board according to claim 1, characterized in that: The lower base (1) adopts ABS engineering plastic material, which has anti-skid and anti-falling performance.

4. The programmable physicochemical experiment teaching experiment board according to claim 1, characterized in that: The sensor module (6) includes temperature sensor, humidity sensor, photosensitive sensor and pressure sensor, which is used for detecting environmental parameters.

5. The programmable physiochemical experiment teaching experiment board according to claim 1, characterized in that: The actuator module (7) includes LED lamp, buzzer and small motor, which is used for executing specific action or displaying result.

6. The programmable physiochemical experiment teaching experiment board according to claim 1, characterized in that: The telecommunication interface (8) is four British interfaces, the 3P interface (9) is five PH2.0 interfaces, and the 4P interface (10) is two PH2.0 interfaces.

7. The programmable physiochemical experiment teaching experiment board according to claim 1, characterized in that: The top and bottom of the positioning column (3) are threadedly connected with bolts (11), which are used for installing the main control panel (2) and the upper top plate (4).

8. The programmable physiochemical experiment teaching experiment board according to claim 7, characterized in that: The upper top plate (4) is integrated with power management circuit, wireless communication circuit and interface circuit for connecting with the display screen (5), the power management circuit and the wireless communication circuit are electrically connected, and the wireless communication circuit and the interface circuit are electrically connected.

9. The programmable physiochemical experiment teaching experiment board according to claim 7, characterized in that: The main control panel (2) is integrated with signal processing circuit for processing analog signal of the sensor module (6), amplification circuit for signal conditioning of the processed signal and connector for connecting with the upper top plate (4) and the sensor module (6), the signal processing circuit and the amplification circuit are electrically connected, and the connector and the signal processing circuit are electrically connected.

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