Wind erosion landform experiment simulator equipment

Abstract

The utility model discloses wind erosion landform experiment simulator equipment which comprises a placing tray, one side of the upper end of the placing tray is provided with air blowing equipment, the other side of the upper end of the placing tray is provided with a transparent collecting cup, the upper end of the placing tray is provided with a sand leaking mechanism and a sand storing mechanism, one side of the air blowing equipment is sleeved with a transparent observation pipe, and the other side of the air blowing equipment is sleeved with a transparent collecting cup. The sand leaking mechanism penetrates through the transparent observation pipe and extends into the transparent observation pipe, one end of the transparent observation pipe is sleeved with forming paper, a sand outlet is formed in one side of the lower end of the transparent observation pipe, and the sand outlet corresponds to the transparent collection cup. According to the utility model, more vivid, interactive and deep learning experience can be provided, the interest and understanding of students in the geology and earth science field can be promoted, abstract theoretical knowledge becomes more practical significance, the curiosity of the students can be stimulated, and the experimental spirit and law thinking of the students can be cultivated.

Description

Technical Field

[0001] This utility model relates to the field of wind erosion landform simulation technology, and in particular to a wind erosion landform experimental simulation instrument. Background Technology

[0002] Geology and Earth Sciences typically involve complex geological processes and environmental impacts, especially wind-eroded landforms, which are landforms formed by the erosion and abrasion of soil surface materials and bedrock by wind and sand flow. These concepts may be difficult to fully understand through textbook knowledge alone, and there are problems with guiding students and unclear explanations. At the same time, the dry content may reduce students' interest in learning. To address these problems, we have proposed a wind-eroded landform experimental simulation device. Utility Model Content

[0003] The purpose of this invention is to address the shortcomings of existing technologies by proposing a wind erosion landform experimental simulation device.

[0004] To achieve the above objectives, the present invention adopts the following technical solution:

[0005] A wind erosion landform experimental simulation device includes a placement tray, an air blower on one side of the upper end of the placement tray, a transparent collection cup on the other side of the upper end of the placement tray, a sand leakage mechanism and a sand storage mechanism at the upper end of the placement tray, a transparent observation tube fitted on one side of the air blower, the sand leakage mechanism penetrating through the transparent observation tube and extending into the transparent observation tube, a forming paper fitted on one end of the transparent observation tube, and a sand outlet hole on one side of the lower end of the transparent observation tube, with the sand outlet hole corresponding to the transparent collection cup.

[0006] Preferably, the sand-leaking mechanism includes a bracket disposed on one side of the upper end of the placement tray, a funnel installed at the upper end of the bracket, a sprinkler pipe connected to the lower end of the funnel, a through hole on one side of the upper end of the transparent observation tube, and the sprinkler pipe passing through the through hole and extending into the transparent observation tube.

[0007] Preferably, the blower includes a support platform disposed on one side of the upper end of the placement tray, and a fan is placed on the upper end of the support platform.

[0008] Preferably, the sand storage mechanism includes a sand storage bottle placed on one side of the upper end of the placement tray, and the upper end of the sand storage bottle is screwed with a cap.

[0009] Preferably, the height of the support is 25-45cm, and the height of the funnel and the sprinkler pipe is 5-8cm.

[0010] Preferably, the transparent observation tube has a length of 10-20cm and a diameter of 3-8cm.

[0011] Preferably, the transparent observation tube is made of plastic.

[0012] Preferably, the forming paper is made of A4 paper.

[0013] This invention is based on the impact of wind on landforms in nature. It simplifies complex concepts and principles, highlights key points, and prevents students from focusing too much on details and neglecting the main content. It can help students solve problems or apply knowledge, thereby enhancing the practical effect of learning.

[0014] This utility model has the following advantages:

[0015] 1. Simulators can provide a more concrete and intuitive teaching experience, allowing students to personally experience the erosive effects of wind on surface rocks or soil in laboratories or classrooms. This practical learning method helps deepen students' understanding of geological phenomena and makes abstract theoretical knowledge more relevant to reality.

[0016] 2. It can help educators demonstrate the key features and steps of specific geological processes, as well as the impact of wind on surface materials.

[0017] By adjusting simulator parameters such as wind intensity, direction, and time, educators can demonstrate the changing processes of wind-eroded landforms under different conditions, thereby deepening students' understanding of these processes and mechanisms.

[0018] In summary, this invention can provide a more vivid, interactive, and in-depth learning experience, promote students' interest and understanding of geology and earth sciences, make abstract theoretical knowledge more relevant to reality, and help stimulate students' curiosity and cultivate their experimental spirit and scientific thinking. Attached Figure Description

[0019] Figure 1 This is a structural diagram of the present invention;

[0020] Figure 2 A structural diagram showing the first and second mounting ports of this utility model;

[0021] Figure 3 This is a diagram of the internal structure of this utility model.

[0022] In the diagram: 1. Support frame, 2. Funnel, 3. Fan, 4. Support platform, 5. Placement tray, 6. Transparent collection cup, 7. Sprinkler tube, 8. Transparent observation tube, 9. Cap, 10. Sand storage bottle, 11. Forming paper, 12. Through hole, 13. Sand outlet hole. Detailed Implementation

[0023] The technical solutions of the present utility model will be clearly and completely described below with reference to the accompanying drawings of the embodiments of the present utility model. Obviously, the described embodiments are only some embodiments of the present utility model, and not all embodiments.

[0024] Reference Figure 1-3 A wind erosion landform experimental simulation device includes a placement tray 5, a blower device on one side of the upper end of the placement tray 5, the blower device includes a support platform 4 set on one side of the upper end of the placement tray 5, a fan 3 placed on the upper end of the support platform 4, the fan 3 is composed of components such as motor and fan blades, has good mechanical performance and stability, and the speed is adjustable, used to simulate wind in nature, and plays the most important role in the experiment.

[0025] A transparent collection cup 6 is provided on the other side of the upper end of the placement tray 5. The upper end of the placement tray 5 has a sand leakage mechanism and a sand storage mechanism. The sand leakage mechanism includes a bracket 1 set on one side of the upper end of the placement tray 5. A funnel 2 is installed on the upper end of the bracket 1. A sprinkling pipe 7 is connected to the lower end of the funnel 2. A through hole 12 is provided on one side of the upper end of the transparent observation tube 8. The sprinkling pipe 7 passes through the through hole 12 and extends into the transparent observation tube 8. The bracket 1 is used to support the entire teaching aid, which is convenient for more three-dimensional experimental observation. In order to facilitate the subsequent installation of the funnel 2, the funnel 2 is used to install into the through hole 12 reserved in the transparent observation tube 8, which is a reserved position for adding sand later.

[0026] The sand storage mechanism includes a sand storage bottle 10 placed on one side of the upper end of the placement tray 5. The upper end of the sand storage bottle 10 is screwed with a cap 9. The sand storage bottle 10 is made of plastic and is filled with clean, dry fine sand to simulate the impact of wind blowing sand on the landform in nature.

[0027] A transparent observation tube 8 is fitted on one side of the blower. A sand-leaking mechanism passes through the transparent observation tube 8 and extends into it. A forming paper 11 is fitted on one end of the transparent observation tube 8. A sand outlet 13 is provided on one side of the lower end of the transparent observation tube 8, and the sand outlet 13 corresponds to the transparent collection cup 6. The height of the support 1 is 35cm, the height of the funnel 2 and the sprinkler 7 is 6cm, the length of the transparent observation tube 8 is 15cm, and the diameter of the transparent observation tube 8 is 6cm. The transparent observation tube 8 is made of plastic, and the forming paper 11 is made of A4 paper. The transparent observation tube 8 is used to connect with the fan 3 to facilitate the observation of the guiding wind and simulate the long-term impact of wind on the landform in nature.

[0028] In this invention, teachers can use this teaching aid as needed during the teaching process, based on the progress of the textbook and the actual situation of the students. For example, when explaining the formation of landforms, the teacher first provides a theoretical explanation to help students understand the concept and conditions of landform changes, and then uses this teaching aid to conduct an experimental demonstration, allowing students to observe the changes in landforms caused by sand carried by long-term wind blowing.

[0029] When explaining the formation of landforms, the presentation slides show dynamic diagrams illustrating the formation of wind, helping students understand the causes of wind and how it affects landforms.

[0030] In addition, this teaching aid can also be used for students' experimental inquiry activities. Teachers can ask questions such as "How do different wind directions affect the shape of landforms?" and "How do different types of landforms be affected by changes in wind force?" to guide students to find answers through experimental inquiry and cultivate their scientific inquiry ability and innovative thinking ability.

[0031] The operating steps of this utility model are as follows:

[0032] 1. Experimental Preparation

[0033] Choose a quiet, clean, and well-lit experimental site to ensure the experiment is free from external interference. Carefully inspect all parts of the teaching aids to ensure they are intact. Replace or replenish any damaged or missing parts promptly. Place the tray 5 flat on the table, adjust the position of the funnel support 1 so that it is fixed to one side of the experimental frame, with the funnel support perpendicular to the transparent observation tube 8. Prepare sand and a fan 3. Select appropriate sand according to the experimental requirements, and slowly pour the sand into the funnel 2, ensuring it can be blown by the wind. Observe the changes on the A4 paper on the other side.

[0034] 2. Simulation experiment of wind erosion landforms

[0035] Turn on the fan 3 button to test different wind speeds. Slowly add sand to funnel 2 and observe the changes on the other side. Observe the state of the experiment and ensure that the sand is poured into funnel 2 slowly. After 3 to 5 minutes, observe the changes on the other side of the A4 paper. Repeat the experiment multiple times and take the average value to improve the accuracy of the experimental data.

[0036] 3. The effect of wind-blown sand on the drying of A4 paper in the second experiment.

[0037] Repeat the above steps and carefully observe the effect of sand flowing slowly downstream under different wind forces on the other side of the A4 paper.

[0038] 4. The effect of wind-blown sand on wet A4 paper

[0039] Meanwhile, comparing the two experiments, the changes in the first dry A4 paper and the changes in the first wet A4 paper were observed. Under magnification, the first dry A4 paper showed slight traces of sand particles, with some fine sand adhering to the surface. In contrast, the wet A4 paper had a large amount of sand adhering to its surface, with some sand particles noticeably protruding from the paper. These two observations correspond to the different changes in soils after being affected by wind and sand in nature.

[0040] Handle this invention with care to avoid collisions and damage. When adding sand, do so slowly to ensure that the sand is blown up by the fan 3. Avoid pouring in too quickly, which could cause the sand to pile up. When using the fan 3, pay attention to the power consumption and charge it in time. After the experiment, tidy up the teaching aids in time, disassemble the furniture into different parts, and store them properly to avoid loss or damage. During the experiment, pay attention to safety and avoid accidents.

[0041] The following principles are followed in this invention:

[0042] 1. Principle of intuitiveness: The simulation instrument demonstrates the wind erosion process in a visual way, helping students to intuitively understand the impact of wind on landforms;

[0043] 2. Simplified Principle: The instrument design should simplify complex natural phenomena and simulate the wind erosion process using basic elements (such as wind, sand, and terrain) to highlight the key teaching points;

[0044] 3. Interactive principle: Students can operate the instruments themselves and adjust parameters such as wind speed and sand type, enhancing their sense of participation and deepening their understanding of wind erosion mechanisms;

[0045] 4. Stimulate thinking about principles: By observing the experimental results, encourage students to think about the different scenarios and influencing factors of wind force, and promote active learning;

[0046] 5. Multi-sensory stimulation principle: The instrument is designed to combine multiple sensory experiences such as vision (moving sand) and hearing (wind sound) to enhance learning effectiveness;

[0047] 6. Practicality Principle: The simulation test instrument should have practical application value to help students understand the actual impact of wind erosion on environmental and landform changes;

[0048] 7. Heuristic principle: Through experiments, students' interest in exploration is stimulated, encouraging them to raise relevant questions and conduct in-depth research on the formation mechanism of wind-eroded landforms;

[0049] By applying these principles, the wind erosion landform simulation test instrument can effectively improve teaching results and help students better understand the formation and changes of wind erosion landforms.

[0050] The above description is only a preferred embodiment of the present utility model, but the protection scope of the present utility model is not limited thereto. Any equivalent substitutions or changes made by those skilled in the art within the technical scope disclosed in the present utility model, based on the technical solution and the inventive concept of the present utility model, should be included within the protection scope of the present utility model.

Claims

1. An equipment for experimental simulation of aeolian landforms, comprising a placing tray (5), characterized in that, The upper side of the placement tray (5) is provided with a blower, and the other side of the upper end of the placement tray (5) is provided with a transparent collection cup (6). The upper end of the placement tray (5) has a sand leakage mechanism and a sand storage mechanism. A transparent observation tube (8) is sleeved on one side of the blower. The sand leakage mechanism passes through the transparent observation tube (8) and extends into the transparent observation tube (8). A forming paper (11) is sleeved on one end of the transparent observation tube (8). A sand outlet hole (13) is provided on one side of the lower end of the transparent observation tube (8), and the sand outlet hole (13) corresponds to the transparent collection cup (6).

2. The equipment for simulating the aeolian landform experiment according to claim 1, characterized in that: The sand-leaking mechanism includes a bracket (1) set on one side of the upper end of the placement tray (5), a funnel (2) installed on the upper end of the bracket (1), a sprinkler pipe (7) connected to the lower end of the funnel (2), and a through hole (12) provided on one side of the upper end of the transparent observation tube (8). The sprinkler pipe (7) passes through the through hole (12) and extends into the transparent observation tube (8).

3. The equipment for simulating the aeolian landform experiment according to claim 1, characterized in that: The blower includes a support platform (4) set on one side of the upper end of the placement tray (5), and a fan (3) is placed on the upper end of the support platform (4).

4. The equipment for simulating the aeolian landform experiment according to claim 1, characterized in that: The sand storage mechanism includes a sand storage bottle (10) placed on one side of the upper end of the placement tray (5), and a cap (9) is screwed onto the upper end of the sand storage bottle (10).

5. The equipment for simulating the aeolian landform experiment according to claim 2, characterized in that: The height of the support (1) is 25-45cm, and the height of the funnel (2) and the sprinkler pipe (7) is 5-8cm.

6. The equipment for simulating the aeolian landform experiment according to claim 1, characterized in that: The transparent observation tube (8) is 10-20cm long and 3-8cm in diameter.

7. The equipment for simulating the aeolian landform experiment according to claim 1, characterized in that: The transparent observation tube (8) is made of plastic.

8. The equipment for simulating the aeolian landform experiment according to claim 1, characterized in that: The forming paper (11) is made of A4 paper.

Images