Wind power generation teaching device

Abstract

The utility model relates to the technical field of wind power generation teaching, and provides a wind power generation teaching device. The wind power generation teaching device comprises a control platform, an air outlet mechanism and a power generation body, the air outlet mechanism is installed on the control platform, the power generation body is installed on the control platform, the power generation body can slide in the first direction and the second direction relative to the control platform, the power generation body comprises a supporting piece and a cabin, and the supporting piece is installed on the control platform; the cabin and the supporting piece are rotationally connected with each other with the axial direction of the supporting piece as the center, and blades are arranged on the cabin to rotate under the action of wind power. According to the wind power generation teaching device provided by the invention, the power generation state of the power generation main body in different wind directions can be comprehensively simulated, students can conveniently observe and compare the power generation efficiency difference in different wind directions, and the functional integrity of the wind power generation teaching device, the comprehensiveness of simulating a real scene and the teaching use convenience can be improved; and systematic teaching requirements can be met.

Description

Technical Field

[0001] This application relates to the field of wind power generation teaching technology, and in particular to a wind power generation teaching device. Background Technology

[0002] In the field of wind power generation education, practical teaching plays a crucial role in enabling students to gain a deeper understanding of the principles of wind power generation and the impact of various factors on power generation efficiency. Traditional wind power generation teaching equipment often has many limitations.

[0003] For example, the wind conditions experienced by the blades in most teaching devices differ significantly from the complex natural wind conditions in reality. For instance, the nacelle angle is fixed or can only be adjusted to a limited angle, making it impossible for students to intuitively perceive and study the working status and power generation efficiency changes of wind turbines under different wind conditions. This is not conducive to students' comprehensive understanding of the operating characteristics of wind power generation under different meteorological conditions and limits their all-round understanding of the actual application scenarios of wind power generation.

[0004] In summary, existing wind power generation teaching devices are inadequate in terms of functional completeness, comprehensiveness in simulating real-world scenarios, and ease of use, and therefore cannot meet the needs of systematic teaching. Utility Model Content

[0005] In order to solve the above-mentioned technical problems, or at least partially solve the above-mentioned technical problems, this application provides a wind power generation teaching device.

[0006] This application provides a wind power generation teaching device, comprising:

[0007] Control platform;

[0008] An air outlet mechanism, installed on the control platform, is used to simulate airflow.

[0009] The power generation unit is installed on the control platform. The power generation unit can slide relative to the control platform along a first direction and a second direction. The first direction and the second direction intersect and are located in the same horizontal plane.

[0010] The power generation unit includes a support component and a nacelle. The support component is installed on the control platform. The nacelle and the support component are rotatably connected about the axis of the support component. The nacelle is equipped with blades to rotate under the action of wind.

[0011] Optionally, a first guide rail extends along the first direction and a second guide rail extends along the second direction on the control platform. The second guide rail is slidably connected to the first guide rail along the first direction, and the power generation body is slidably connected to the second guide rail along the second direction.

[0012] Optionally, the first guide rail is provided in at least one set, and each set contains two first guide rails, with the second guide rail disposed between the two first guide rails in the same set;

[0013] And / or, the first guide rail is provided with at least two sets, and each set has two second guide rails, with the power generation body disposed between the two second guide rails in the same set.

[0014] Optionally, the blade is detachably connected to the nacelle.

[0015] Optionally, the blade has a first mounting hole at its center, and the nacelle has a second mounting hole. The blade is connected to the nacelle by fasteners passing through the first mounting hole and the second mounting hole.

[0016] Optionally, the wind power generation teaching device further includes a controller, which is mounted on the control platform and electrically connected to the air outlet mechanism to adjust the air outlet speed.

[0017] Optionally, the support member is provided with a first driving member, the nacelle is connected to the first driving member, and the controller is electrically connected to the first driving member so as to drive the nacelle and the blades to rotate through the first driving member.

[0018] Optionally, the power generation unit is driven to slide along the first direction by a second driving component, and the controller is electrically connected to the second driving component;

[0019] And / or, the power generation unit is driven to slide along the second direction by a third driving element, and the controller is electrically connected to the third driving element.

[0020] Optionally, at least one storage space is formed on the control platform.

[0021] Optionally, the number of blades may be multiple, with at least two blades having different sizes.

[0022] The technical solution provided in this application has the following advantages compared with the prior art:

[0023] The wind power generation teaching device provided in this application includes a control platform, a wind outlet mechanism, and a power generation body. The wind outlet mechanism is installed on the control platform to simulate wind output. The power generation body is installed on the control platform and can slide relative to the control platform along a first direction and a second direction. The first direction and the second direction intersect and are located in the same horizontal plane, meaning that the power generation body can move within the horizontal plane of the control platform to adjust the relative position between the power generation body and the wind outlet mechanism, thereby enabling the power generation body to adapt to various wind conditions. The power generation body includes a support component and a nacelle. The support component is installed on the control platform, and the nacelle and the support component are rotatably connected about the axis of the support component. The nacelle is equipped with blades to rotate under the action of wind force. In other words, the nacelle can flexibly rotate to any angle and face the wind outlet mechanism at different angles. This allows for a comprehensive simulation of the power generation state of the power generation body under different wind directions, facilitating students to observe and compare the differences in power generation efficiency under different wind directions. This improves the functional integrity of the wind power generation teaching device, the comprehensiveness of simulating real-world scenarios, and the ease of use for teaching, thus meeting the needs of systematic teaching. Attached Figure Description

[0024] The accompanying drawings, which are incorporated in and form part of this specification, illustrate embodiments consistent with this application and, together with the description, serve to explain the principles of this application.

[0025] To more clearly illustrate the technical solutions in the embodiments of this application or the prior art, the drawings used in the description of the embodiments or the prior art will be briefly introduced below. Obviously, for those skilled in the art, other drawings can be obtained based on these drawings without creative effort.

[0026] Figure 1 This is a schematic diagram of the structure of a wind power generation teaching device according to an embodiment of this application.

[0027] In the diagram: 1. Control platform; 11. First guide rail; 12. Second guide rail; 13. Storage space; 2. Air outlet mechanism; 3. Power generation unit; 31. Support component; 32. Nacelle; 33. Blades. Detailed Implementation

[0028] To better understand the above-mentioned objectives, features, and advantages of this application, the solution of this application will be further described below. It should be noted that, unless otherwise specified, the embodiments and features described in these embodiments can be combined with each other.

[0029] Many specific details are set forth in the following description in order to provide a full understanding of this application, but this application may also be implemented in other ways different from those described herein; obviously, the embodiments in the specification are only some embodiments of this application, and not all embodiments.

[0030] The wind power generation teaching device will be described in detail below through specific embodiments:

[0031] Reference Figure 1 As shown in some embodiments of this application, a wind power generation teaching device is provided, including a control platform 1, a wind outlet mechanism 2, and a power generation body 3.

[0032] The air outlet mechanism 2 is installed on the control platform 1 to simulate airflow. The power generation body 3 is installed on the control platform 1 and can slide relative to the control platform 1 along a first direction and a second direction. The first direction and the second direction intersect and are located in the same horizontal plane. That is, the power generation body 3 can move in the horizontal plane on the control platform 1 to adjust the relative position between the power generation body 3 and the air outlet mechanism 2, so that the power generation body 3 can correspond to various different wind conditions and improve the comprehensiveness of the scene simulation.

[0033] Furthermore, the power generation unit 3 includes a support member 31 and a nacelle 32. The support member 31 is mounted on the control platform 1, and the nacelle 32 is rotatably connected to the support member 31 about the axis of the support member 31. The nacelle 32 is equipped with blades 33 to rotate under wind force. In other words, the nacelle 32 can be flexibly rotated to any angle and face the wind outlet mechanism 2 at different angles. This allows for a comprehensive simulation of the power generation state of the power generation unit 3 under different wind directions, facilitating students' observation and comparison of power generation efficiency differences under different wind directions. This improves the functional integrity of the wind power generation teaching device, the comprehensiveness of simulating real-world scenarios, and the ease of use for teaching, thus meeting the needs of systematic teaching.

[0034] Specifically, the nacelle 32 can rotate 360° in the horizontal plane, which can simulate the power generation efficiency of the main generator 3 under different wind directions in all directions. This flexible wind direction simulation design breaks the limitation of traditional teaching devices in wind direction simulation, helps students to deeply understand the important influence of wind direction in the wind power generation process, and improves their understanding of the application of wind power generation under complex weather conditions.

[0035] In some embodiments, a first guide rail 11 extends along a first direction and a second guide rail 12 extends along a second direction on the control platform 1. The second guide rail 12 is slidably connected to the first guide rail 11 along the first direction, and the power generation body 3 is slidably connected to the second guide rail 12 along the second direction. That is, the power generation body 3 is disposed on the second guide rail 12 and can slide relative to the second guide rail 12 along the second direction, and the second guide rail 12 is disposed on the first guide rail 11 and can slide relative to the first guide rail 11 along the first direction, so that the power generation body 3 can slide along the first direction through the second guide rail 12, that is, the power generation body 3 can slide simultaneously along the first direction and the second direction.

[0036] Specifically, the first direction is the air outlet direction of the air outlet mechanism 2, and the second direction is perpendicular to the first direction. It can be understood that the air blown out by the air outlet mechanism 2 is diffused, and the wind conditions are different at different locations along the second direction. Thus, by adjusting the position of the power generation unit 3 along the first and second directions, the comprehensiveness of simulating a real-world scenario can be improved.

[0037] It should be noted that the first guide rail 11 and the second guide rail 12 can also be extended in other directions. This application does not limit this and can be set according to actual needs.

[0038] In some embodiments, the first guide rail 11 is provided in at least one set, and each set of the first guide rail 11 has two first guide rails 11. The second guide rail 12 is disposed between the two first guide rails 11 in the same set. The first guide rails 11 on both sides of the same set can guide the second guide rail 12 to slide, which has high stability and good guidance, and can make the sliding smooth.

[0039] Furthermore, the first guide rail 11 is provided with at least two sets, and each set has two second guide rails 12. The power generation body 3 is set between the two second guide rails 12 in the same set. The second guide rails 12 on both sides of the same set can guide the power generation body 3 to slide, which has high stability and good guidance, and can make the sliding smooth.

[0040] For example, the first guide rail 11 is provided in one set, and the first guide rail 11 is provided in two sets. The two sets of first guide rail 11 are arranged at intervals along the first direction, which can more intuitively compare the power generation efficiency of the power generation body 3 at different positions, and can also determine the relationship between the spacing of the power generation body 3 and the power generation.

[0041] In practice, a first groove can be opened on the first guide rail 11 and a second groove can be opened on the second guide rail 12. The second guide rail 12 can be fixed in the first groove by fasteners such as screws, and the power generation body 3 can be fixed in the second groove by fasteners such as screws.

[0042] In some embodiments, the blade 33 is detachably connected to the nacelle 32. When it is needed for display, the blade 33 is installed on the nacelle 32. Different sizes of blades 33 can also be replaced by disassembly. When it is not needed for display, the blade 33 can be easily stored.

[0043] In practice, when it is necessary to replace the blade 33, the operator can easily remove the original blade 33 and install the new blade 33 in the corresponding position. Then, fasteners such as screws are used to fix it. After the screws are tightened, the blade 33 can be tightly connected to the hub in the nacelle 32. This ensures that during the operation of the device, no matter what speed and stress state the air outlet mechanism 2 is under, the blade 33 will not loosen or fall off, which poses a safety hazard. This greatly improves the safety of the device and ensures that teaching demonstration activities can be carried out safely and stably.

[0044] Specifically, a first mounting hole is provided at the center of the blade 33, and a second mounting hole is provided on the nacelle 32. The blade 33 is connected to the nacelle 32 by fasteners passing through the first and second mounting holes. It can be understood that the first mounting hole is located at the center of the blade 33, enabling the blade 33 to rotate uniformly. The first and second mounting holes are coaxial, and their axes serve as the rotation center of the blade 33.

[0045] In some embodiments, the wind power generation teaching device also includes a controller, which is mounted on the control platform 1 and can be used to precisely control multiple functional modules within the device.

[0046] Specifically, the controller is electrically connected to the air outlet mechanism 2 to adjust the air outlet speed, which in turn adjusts the air outlet intensity, thereby simulating complex actual natural wind conditions. This allows students to intuitively experience and study the working status and power generation efficiency changes of the power generation unit 3 under varying wind speed environments.

[0047] A first drive component is mounted on the support member 31. The nacelle 32 is connected to the first drive component, and the controller is electrically connected to the first drive component to drive the nacelle 32 and blades 33 to rotate. This allows for precise control of the nacelle 32's rotation angle. By inputting the corresponding angle command into the controller, the nacelle 32 can flexibly rotate to any wind direction angle, comprehensively simulating the power generation state of the generator 3 under different wind directions. This facilitates students' observation and comparison of power generation efficiency differences under different wind directions.

[0048] The power generation body 3 is driven to slide along the first direction by the second driving component, and the controller is electrically connected to the second driving component. The power generation body 3 is driven to slide along the second direction by the third driving component, and the controller is electrically connected to the third driving component.

[0049] In a specific implementation, the second driving component is mounted on the first guide rail 11, the second guide rail 12 is connected to the second driving component, and the controller is electrically connected to the second driving component so that the second guide rail 12 can be slid through the second driving component. The third driving component is mounted on the second guide rail 12, the power generation body 3 is connected to the third driving component, and the controller is electrically connected to the third driving component so that the power generation body 3 can be slid through the third driving component.

[0050] In practice, under the control of the controller, the distance between the two power generation entities 3 can be precisely adjusted according to teaching needs, thereby intuitively demonstrating the relationship between the change in the distance between the power generation entities 3 and the power generation, helping students to deeply understand the important role of unit layout factors in wind power generation.

[0051] This flexible position adjustment mechanism can intuitively show students how changes in the spacing between the three power generation entities affect the overall power generation, thus improving the demonstration of how the layout factors of multiple power generation entities affect power generation efficiency during the teaching process and enhancing the systematicness and comprehensiveness of the teaching device.

[0052] In some embodiments, the control platform 1 has at least one storage space 13 for convenient storage of various equipment required for experiments.

[0053] Specifically, the storage space 13 includes a tool slot with multiple compartments inside, which can be used to classify and store small experimental tools such as screws and wrenches, so that they can be quickly accessed when performing operations such as replacing blades 33 or debugging equipment.

[0054] Storage space 13 also includes storage cabinets, which can provide a large space for storing relatively large experimental equipment such as spare fan blades 33, wires, and sensors. This storage design allows all equipment to be put back in its place after the experiment, keeping the laboratory environment clean and orderly, and also making it easy to find the required equipment quickly in the next teaching experiment.

[0055] In some embodiments, there are multiple blades 33, with at least two blades 33 having different sizes. Specifically, different sized blades 33 can be replaced, thus simulating the power generation efficiency of the power generation unit 3 under the same wind speed but with different blades 33. In other words, by replacing blades 33 with different sizes, the impact of different blades 33 on power generation efficiency can be clearly demonstrated and compared, facilitating students' in-depth exploration of the intrinsic connection between this key component, the blade 33, and the power generation effect, enriching the depth and breadth of teaching.

[0056] It should be noted that, in this document, relational terms such as "first" and "second" are used merely to distinguish one entity or operation from another, and do not necessarily require or imply any such actual relationship or order between these entities or operations. Furthermore, the terms "comprising," "including," or any other variations thereof are intended to cover non-exclusive inclusion, such that a process, method, article, or apparatus that comprises a list of elements includes not only those elements but also other elements not expressly listed, or elements inherent to such a process, method, article, or apparatus. Unless otherwise specified, an element defined by the phrase "comprising one..." does not exclude the presence of other identical elements in the process, method, article, or apparatus that includes the element.

[0057] The above are merely specific embodiments of this application, enabling those skilled in the art to understand or implement this application. Various modifications to these embodiments will be readily apparent to those skilled in the art, and the general principles defined herein may be implemented in other embodiments without departing from the spirit or scope of this application. Therefore, this application is not to be limited to these embodiments, but is to be accorded the widest scope consistent with the principles and novel features disclosed herein.

Claims

1. A wind power generation teaching device, characterized in that, include: Control platform (1); An air outlet mechanism (2) is installed on the control platform (1) to simulate air outlet; At least two power generation entities (3) are installed on the control platform (1). The power generation entities (3) are able to slide relative to the control platform (1) along a first direction and a second direction. The first direction and the second direction intersect and are located in the same horizontal plane. The power generation unit (3) includes a support (31) and a nacelle (32). The support (31) is installed on the control platform (1). The nacelle (32) and the support (31) are rotatably connected about the axial direction of the support (31). The nacelle (32) is provided with blades (33) to rotate under the action of wind. The wind power generation teaching device also includes a controller, which is set on the control platform (1) and electrically connected to the air outlet mechanism (2) to adjust the air outlet speed; The support member (31) is provided with a first driving member, the nacelle (32) is connected to the first driving member, and the controller is electrically connected to the first driving member so as to drive the nacelle (32) and the blade (33) to rotate through the first driving member; The power generation body (3) is driven to slide along the first direction by a second driving member, and the controller is electrically connected to the second driving member; and / or, the power generation body (3) is driven to slide along the second direction by a third driving member, and the controller is electrically connected to the third driving member.

2. The wind power generation teaching device according to claim 1, characterized in that, The control platform (1) is provided with a first guide rail (11) extending along the first direction and a second guide rail (12) extending along the second direction. The second guide rail (12) is slidably connected to the first guide rail (11) along the first direction, and the power generation body (3) is slidably connected to the second guide rail (12) along the second direction.

3. The wind power generation teaching device according to claim 2, characterized in that, The first guide rail (11) is provided in at least one set, and the number of first guide rails (11) in each set is two. The second guide rail (12) is arranged between the two first guide rails (11) in the same set. And / or, the first guide rail (11) is provided with at least two sets, each set having two second guide rails (12), and the power generation body (3) is arranged between the two second guide rails (12) in the same set.

4. The wind power generation teaching device according to claim 1, characterized in that, The blade (33) is detachably connected to the nacelle (32).

5. The wind power generation teaching device according to claim 4, characterized in that, The blade (33) has a first mounting hole at its center, and the nacelle (32) has a second mounting hole. The blade (33) is connected to the nacelle (32) by fasteners passing through the first mounting hole and the second mounting hole.

6. The wind power generation teaching device according to claim 1, characterized in that, At least one storage space (13) is formed on the control platform (1).

7. The wind power generation teaching device according to claim 1, characterized in that, The number of blades (33) is multiple, and at least two of the blades (33) are different in size.

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