Optical experiment teaching aid

Abstract

The utility model provides an optical experiment teaching appliance which comprises a box body and a base, a flashlight, a square box, a candle and a plurality of supports are arranged in the box body, a demonstration assembly is arranged in the box body and the square box, the square box, the candle, the supports and the demonstration assembly can be arranged at the top end of the base, a stud is arranged in the square box, and the base is connected with the base. The flashlight can be connected to the base through the stud. The portable optical experiment box has the advantages that all the components can be contained in the box body and can also be flexibly placed on the base so that various optical experiments can be carried out, and the portable optical experiment box is convenient to carry and store.

Description

Technical Field

[0001] This utility model relates to the field of experimental teaching technology, and in particular to an optical experimental teaching tool. Background Technology

[0002] Optics is an important branch of physics, studying the behavior and properties of light. Currently, traditional teaching methods for optics in the classroom often result in students not learning thoroughly and are rather dull. Therefore, optical experimental tools are needed to combine experimentation and theory in teaching, which can stimulate students' interest in learning. Optical demonstration experiments often require many optical components to demonstrate the principles of light refraction, imaging, diffraction, and interference. These components are numerous and inconvenient to store, making them difficult for teachers to carry and teach. Summary of the Invention

[0003] In view of this, the purpose of this utility model is to overcome the shortcomings of the prior art and provide an optical experimental teaching tool.

[0004] This utility model provides an optical experimental teaching tool, including a box 1 and a base 2. The box 1 contains a flashlight 3, a square box 5, a candle, and several supports 10. The box 1 and the square box 5 are equipped with demonstration components. The square box 5, the candle, the supports 10, and the demonstration components can be set on the top of the base 2. The square box 5 is equipped with a stud 4, and the flashlight 3 can be connected to the base 2 through the stud 4.

[0005] Furthermore, the demonstration components include a refraction box 6, an imaging object 7, a prism 8, a slit plate 9, a plane mirror 11, a grating plate 12, a transparent plate 13, an imaging plate 14, and a convex lens 15. The refraction box 6, the imaging object 7, the prism 8, and the slit plate 9 are disposed within the square box 5. The plane mirror 11, the grating plate 12, the transparent plate 13, the imaging plate 14, and the convex lens 15 are stacked within the housing 1. The slit plate 9, the plane mirror 11, the grating plate 12, the transparent plate 13, the imaging plate 14, and the convex lens 15 can be placed on the bracket 13. The plane mirror 11 and the imaging plate 14 can be placed inside the square box 5.

[0006] Furthermore, the upper right side of the base 2 is provided with a screw hole that can be screwed into the stud 4, and the flashlight 3 is covered with a sleeve that can be screwed into the stud 4.

[0007] Furthermore, the support 10 is composed of a base plate 10.1 connected to a central cylinder 10.2. A square groove is provided in the middle of the cylinder 10.2. A frame bar is connected between the cylinder 10.2 and the base plate 10.1. Frame grooves communicating with the square groove are provided on the frame bar and the cylinder 10.2.

[0008] Furthermore, the ends of the transparent plate 13, the imaging plate 14, and the convex lens 15 are all provided with blocks that can be embedded in the square groove.

[0009] Furthermore, the through-slit plate 9, the plane mirror 11, and the grating plate 12 can all be embedded in the frame groove.

[0010] Furthermore, the cross-section of the base 2 is concave, and the middle of the base 2 is concave to form a recessed platform.

[0011] Furthermore, the imaging object 7 is a cylindrical tray.

[0012] The advantages of this invention are as follows: each component can be stored inside the box or flexibly placed on the base for various optical experiments, making it easy to carry and store; a flashlight can be positioned parallel to the top of the base via a stud to form a light source, and a candle can also be placed on the base to form a light source; this teaching aid includes various demonstration components, such as a refraction box, a prism, and a grating plate, which can perform various optical experiments such as light refraction, reflection, dispersion, and imaging, meeting the needs of different teaching content and helping students to fully understand optical knowledge; the stud is first screwed into the screw hole, and then the sleeve containing the flashlight is screwed into the stud, with the flashlight parallel to the top of the base to form a light source; the square slot of the bracket can support the transparent plate, imaging plate, and convex lens, and the bracket slot can support the slit plate, plane mirror, and grating plate, and then the bracket is placed on the base to demonstrate optical experiments; the base plate of the bracket can slide at the boss, thereby stabilizing the bracket and the demonstration components on it. Attached Figure Description

[0013] Figure 1 This is a perspective view of the present utility model;

[0014] Figure 2 This is an exploded view of the present invention;

[0015] Figure 3 This is the front view of the present invention;

[0016] Figure 4 This is a schematic diagram of the structure of the bracket of this utility model. Detailed Implementation

[0017] The embodiments of this utility model will now be described in detail with reference to the accompanying drawings.

[0018] To make the objectives, technical solutions, and advantages of this utility model clearer, the present utility model will be further described in detail below with reference to the accompanying drawings and embodiments. It should be understood that the specific embodiments described herein are only used to explain this utility model and are not intended to limit this utility model.

[0019] See Figures 1 to 4 This utility model provides an optical experimental teaching tool, which includes a box 1 and a base 2. The box 1 contains a flashlight 3, a square box 5, a candle, and several supports 10. The box 1 and the square box 5 contain demonstration components. Except for the base, all other components can be stored in the box, which is convenient for carrying and storage, saves space, and facilitates experimental demonstrations in different occasions, such as classrooms and laboratories. The components can be flexibly placed and combined on the box and the base. The supports can hold a variety of demonstration components, and the square box can also hold a variety of demonstration components, which is convenient for teachers or students to adjust according to specific experimental purposes and steps. It can present abstract optical principles to students in an intuitive way. The square box 5, candle, supports 10, and demonstration components can be set on the top of the base 2. The square box 5 contains a stud 4. The flashlight 3 can be connected to the base 2 through the stud 4. The flashlight can be parallel to the top of the base through the stud to form a light source. The candle can also be placed on the base to form a light source.

[0020] See Figure 1 , Figure 2 The demonstration components include a refraction box 6, an imaging object 7, a prism 8, a slit plate 9, a plane mirror 11, a grating plate 12, a transparent plate 13, an imaging plate 14, and a convex lens 15. The imaging object 7 is a cylindrical tray. The refraction box 6, imaging object 7, prism 8, and slit plate 9 are placed inside a square box 5. The plane mirror 11, grating plate 12, transparent plate 13, imaging plate 14, and convex lens 15 are stacked inside a housing 1. The slit plate 9, plane mirror 11, grating plate 12, transparent plate 13, imaging plate 14, and convex lens 15 can be placed on a support 13. The plane mirror 11 and imaging plate 14 can be placed inside the square box 5. This teaching aid contains various demonstration components, such as a refraction box, a prism, and a grating plate, which can be used to conduct various optical experiments such as light refraction, reflection, dispersion, and imaging, meeting the needs of different teaching content and helping students to comprehensively understand optical knowledge.

[0021] Refraction Box: When light travels obliquely from one medium into another, its direction of propagation changes. A refraction box typically contains different media, such as air and water. When light travels from air into water, refraction occurs. Students can understand the principle of refraction by observing the path of light in different media. Prism: A prism can refract polychromatic light, such as sunlight. Because different colors of light have different frequencies and different refractive indices in the same medium, refraction through a prism decomposes the polychromatic light into different colors, creating dispersion. This allows students to visually observe the principle of light dispersion.

[0022] Imaging Object and Convex Lens: When an object is positioned at different locations on a convex lens, it will form images of different properties on the imaging board, according to the imaging principles of convex lenses. When the object is beyond twice the focal length of the convex lens, an inverted, reduced real image will be formed between one and two focal lengths on the other side; when the object is between one and two focal lengths, an inverted, magnified real image will be formed beyond twice the focal length, and so on. By adjusting the distance between the imaging object and the convex lens, as well as the position of the imaging board, students can observe different imaging situations and understand the imaging principle of convex lenses. Imaging Object and Plane Mirror: The principle of plane mirror imaging is the reflection of light. Light emitted from the imaging object shines on the plane mirror, and after reflection, the backward extensions of the reflected light rays converge to form an upright, same-size virtual image. Although the imaging board in this teaching aid cannot directly hold the virtual image, students can understand the characteristics of plane mirror imaging by observing the image of the object in the mirror.

[0023] Grating Plate: A grating is an optical element composed of a large number of parallel slits of equal width and spacing. When light shines on the grating plate, diffraction occurs. The diffracted light superimposes in space, forming alternating bright and dark diffraction fringes. By observing these fringes, students can understand the principle of light diffraction and the wave nature of light. Slit Plate: In some experiments, a slit plate can be used with a light source to form an experimental setup similar to Young's double-slit interference. When light passes through the slits, the two beams interfere, forming alternating bright and dark interference fringes on an imaging plate or other observation screen, helping students understand the principle of light interference.

[0024] Flashlight and Mirror: The light emitted by a flashlight can simulate light rays. When light shines on a mirror, it follows the law of reflection, meaning the angle of reflection equals the angle of incidence. By adjusting the angle of the mirror and the direction of the flashlight, students can observe the phenomenon of light reflection and understand the laws of light reflection. Transparent Board: A transparent board can be used to observe the rectilinear propagation of light in a uniform medium. When flashlight light passes through the transparent board, it travels in a straight line without other interference. Adding scattering substances such as smoke to the transparent board makes the light path more clearly visible, helping students understand the principle of rectilinear propagation of light.

[0025] The upper right side of the base 2 has a screw hole for screwing into the stud 4, and the flashlight 3 is fitted with a sleeve for screwing into the stud 4. The stud is first screwed into the screw hole, and then the sleeve with the flashlight is screwed onto the stud. The flashlight is parallel to the top of the base to form a light source.

[0026] The support 10 consists of a base plate 10.1 connected to a central cylinder 10.2. A square groove is provided in the middle of the cylinder 10.2. A support bar connects the cylinder 10.2 and the base plate 10.1. The support bar and the cylinder 10.2 are provided with support grooves that communicate with the square groove.

[0027] The transparent plate 13, the imaging plate 14, and the convex lens 15 are all provided with square blocks that can be inserted into square slots at their ends. The transparent plate, the imaging plate, and the convex lens can be supported by the square slots of the bracket, and then the bracket can be placed on the base to demonstrate optical experiments.

[0028] The slit plate 9, plane mirror 11, and grating plate 12 can all be embedded in the bracket slot. The slit plate, plane mirror, and grating plate can be supported by the bracket slot, and then the bracket can be placed on the base to demonstrate optical experiments.

[0029] The base 2 has a concave cross-section, with a recessed platform in the middle. The base plate of the bracket can slide at the platform, thereby stabilizing the bracket and the demonstration components on it.

[0030] The above description is only a preferred embodiment of the present utility model. It should be noted that for those skilled in the art, several improvements and modifications can be made without departing from the technical principles of the present utility model, and these improvements and modifications should also be considered within the protection scope of the present utility model.

Claims

1. An optical experimental teaching tool, characterized in that: The device includes a housing and a base. Inside the housing are a flashlight, a square box, a candle, and several supports. The housing and the square box contain demonstration components. The square box, the candle, the supports, and the demonstration components can be mounted on the top of the base. The square box contains studs, and the flashlight can be connected to the base via the studs.

2. The optical experimental teaching tool as described in claim 1, characterized in that: The demonstration components include a refraction box, an imaging object, a prism, a slit plate, a plane mirror, a grating plate, a transparent plate, an imaging plate, and a convex lens. The refraction box, the imaging object, the prism, and the slit plate are disposed inside the square box. The plane mirror, the grating plate, the transparent plate, the imaging plate, and the convex lens are stacked inside the box. The slit plate, the plane mirror, the grating plate, the transparent plate, the imaging plate, and the convex lens can be placed on the support. The plane mirror and the imaging plate can be placed inside the square box.

3. The optical experimental teaching tool as described in claim 1, characterized in that: The base has a screw hole on the right side of its upper end that can be screwed into the stud, and the flashlight is covered with a sleeve that can be screwed into the stud.

4. The optical experimental teaching tool as described in claim 2, characterized in that: The support consists of a base plate connected to a central cylinder. A square groove is provided in the middle of the cylinder. A frame bar connects the cylinder and the base plate. Frame grooves communicating with the square groove are provided on the frame bar and the cylinder.

5. The optical experimental teaching tool as described in claim 4, characterized in that: The transparent plate, the imaging plate, and the end of the convex lens are all provided with a block that can be embedded in the square groove.

6. The optical experimental teaching tool as described in claim 4, characterized in that: The through-hole plate, the plane mirror, and the grating plate can all be embedded in the frame slot.

7. The optical experimental teaching tool as described in claim 1, characterized in that: The base has a concave cross-section, and the middle of the base is recessed to form a concave platform.

8. An optical experimental teaching tool as described in claim 2, characterized in that: The imaging object is a cylindrical tray.

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