Simple geometry learning device

Abstract

This utility model relates to a simple geometry learning aid device, comprising two wooden boards; the two wooden boards are hinged together, and a digital angle ruler is installed on the front side of one of the wooden boards. At least two horizontal tubes are rotatably connected to the upper surfaces of both wooden boards. A scale is provided on the lower surface of each wooden board, and a groove is formed inside the scale along its length. Two fixed components are slidably connected inside the groove. A common pull rope is connected to the outer sides of the two fixed components, and a common zipper is also provided on the outer sides of the two fixed components. This simple geometry learning aid device can simultaneously demonstrate the teaching of plane analytic geometry and solid geometry, transforming abstract geometric knowledge into intuitive graphics and operable processes. It helps students better understand the definitions and characteristics of conic sections such as circles, ellipses, and hyperbolas, as well as the relationships between lines, lines and planes, and planes in solid geometry, reducing learning difficulty and improving learning efficiency.

Description

Technical Field

[0001] This utility model relates to the field of teaching device technology, specifically a simple geometry learning aid device. Background Technology

[0002] In the current education field, mathematics, as a fundamental and important course, plays a crucial role in cultivating students' comprehensive qualities. Geometry, encompassing both plane and solid geometry, is a key component of mathematics teaching. However, geometry teaching faces numerous challenges in practice.

[0003] From the perspective of student learning, geometry is highly abstract, especially the definitions and characteristics of conic sections such as circles, ellipses, and hyperbolas, as well as the complex relationships between lines, lines and planes, and planes. These concepts exceed students' current cognitive level, making it difficult for them to understand and master them. Taking conic sections as an example, the formation process of these curves is abstract, and the concepts of fixed points and fixed lengths involved in their definitions make it difficult for students to construct clear images in their minds, leading to a decline in their learning motivation and poor learning outcomes. Utility Model Content

[0004] To address the shortcomings of existing technologies, this utility model provides a simple geometry learning aid device, which solves the problems mentioned in the background art.

[0005] To achieve the above objectives, this utility model provides the following technical solution: a simple geometry aid device, comprising two wooden boards;

[0006] The two wooden boards are hinged together, and a digital angle gauge is installed on the front side of one of the wooden boards. At least two horizontal tubes are rotatably connected to the upper surface of both wooden boards.

[0007] A scale is provided on the lower surface of the wooden board, and a groove is formed inside the scale along its length. Two fixed components are slidably connected inside the groove.

[0008] The two fixing components are connected by the same pull cord on their outer sides, and the two fixing components are also provided with the same zipper on their outer sides.

[0009] Furthermore, the horizontal tube is made of plastic straw and can be detachably installed on the wooden board by screws.

[0010] Furthermore, the cross-sectional shape of the side of the groove is convex.

[0011] The fixing component includes a square nut that is slidably connected inside the groove, and a bolt is threaded inside the square nut.

[0012] Furthermore, the bolt is slidably connected inside the groove, and both the pull rope and the zipper are connected to the bolt.

[0013] Furthermore, a plurality of first graduation grooves are provided on the lower surface of the scale.

[0014] Furthermore, a second graduation groove is provided on the lower surface of both wooden boards.

[0015] Compared with the prior art, the technical solution of this application has the following beneficial effects:

[0016] 1. This simple geometry learning aid can simultaneously demonstrate the teaching of plane analytic geometry and solid geometry, transforming abstract geometric knowledge into intuitive graphics and operable processes. It helps students better understand the definitions and characteristics of conic sections such as circles, ellipses, and hyperbolas, as well as the relationships between lines, lines and planes, and planes in solid geometry, reducing learning difficulty and improving learning efficiency.

[0017] 2. This simple geometry learning aid allows students to participate in the learning process by personally operating the device, such as adjusting the position of fixed components, drawing shapes, and rotating the wooden board and horizontal tube. This enhances the fun and initiative of learning, stimulates students' interest in geometry, and cultivates their hands-on skills and exploratory spirit.

[0018] 3. This simple geometry learning aid device has multiple functions such as drawing circles, ellipses, hyperbolas, measuring lengths and angles, and can also perform solid geometry demonstrations. It integrates multiple teaching tools to meet the teaching needs of different geometric knowledge, reduces the reliance on multiple teaching aids in teaching, and improves the convenience of teaching.

[0019] 4. This simple geometry learning aid is made of common materials such as wooden boards, plastic straws, and rulers. Its structure is simple and reasonable, easy to make and operate. At the same time, the detachable parts make it easy to repair and replace, reducing the cost of use. It is suitable for widespread application in school teaching. Attached Figure Description

[0020] Figure 1 This is a schematic diagram of the structure of this utility model;

[0021] Figure 2 This is a schematic diagram of the structure of this utility model after it has been flipped over;

[0022] Figure 3 This is a schematic diagram of the connection structure between the ruler, pull cord, and zipper of this utility model;

[0023] Figure 4 This is a schematic diagram of the fixing component structure of this utility model.

[0024] In the diagram: 1. Wooden board; 2. Digital angle ruler; 3. Horizontal tube; 4. Ruler; 5. Fixing component; 501. Square nut; 502. Bolt; 6. Pull rope; 7. Zipper. Detailed Implementation

[0025] The technical solutions of the present utility model will be clearly and completely described below with reference to the accompanying drawings of the embodiments. Obviously, the described embodiments are only some embodiments of the present utility model, and not all embodiments. Based on the embodiments of the present utility model, all other embodiments obtained by those of ordinary skill in the art without creative effort are within the protection scope of the present utility model.

[0026] Please see Figure 1-4 A simple geometric aid device in this embodiment includes two wooden boards 1;

[0027] Two wooden boards 1 are hinged together, and a digital angle ruler 2 is installed on the front side of one of the wooden boards 1. At least two horizontal tubes 3 are rotatably connected to the upper surface of both wooden boards 1.

[0028] A ruler 4 is provided on the lower surface of the wooden board 1. A groove is provided inside the ruler 4 along its length extension direction. Two fixed components 5 are slidably connected inside the groove.

[0029] The two fixing components 5 are connected by the same pull rope 6 on their outer sides, and the two fixing components 5 are also connected by the same zipper 7 on their outer sides.

[0030] In actual setup, the two wooden boards 1 are hinged together, allowing them to rotate relative to each other, thus creating different spatial angles. This facilitates the demonstration of surface relationships in solid geometry. The digital angle ruler 2 in front of the wooden boards 1 can accurately measure the angle formed by the rotation of the two wooden boards 1. When demonstrating dihedral angles and other concepts, it allows students to intuitively see the changes in angle values, enhancing the intuitiveness of learning.

[0031] In addition, at least two horizontal tubes 3 are rotatably connected to the upper surfaces of both wooden boards 1. The horizontal tubes 3 are made of plastic straws and are detachably installed on the wooden boards 1 by screws. The detachable connection method makes it convenient to replace damaged horizontal tubes 3. On the other hand, when demonstrating the relationship between lines and lines or between lines and surfaces, the position of the horizontal tubes 3 can be flexibly adjusted. For example, when demonstrating the parallel relationship between lines, the two horizontal tubes 3 can be adjusted to a parallel state. When demonstrating skew lines, the horizontal tubes 3 can be adjusted to skew positions on different planes.

[0032] In detail, a groove is provided inside the scale 4 along its length. The cross-sectional shape of the groove side is convex. The convex groove can prevent the fixing component 5 from coming out of the groove, ensuring the stability of the device.

[0033] The fixing component 5 includes a square nut 501 that is slidably connected inside the groove. A bolt 502 is threaded inside the square nut 501. The bolt 502 is slidably connected inside the groove. The pull rope 6 and the zipper 7 are both connected to the bolt 502. Several first scale grooves are provided on the lower surface of the scale 4. Second scale grooves are provided on the lower surfaces of both wooden boards 1.

[0034] In actual setup, this connection structure allows the pull cord 6 and zipper 7 to move along the scale 4 with the fixing component 5, achieving different functions.

[0035] In actual use, the pencil is tied to the pull rope 6 and pulled tight to fix the length of the pull rope 6. With a fixed component 5 as a fixed point, the pencil can draw a circle by rotating around the fixed point. Changing the length of the pull rope 6 changes the distance to the fixed point, thereby changing the radius of the circle. This process is based on the definition of a circle, that is, the trajectory of a moving point on a plane that is equidistant from a fixed point is a circle.

[0036] Furthermore, by attaching a pencil to the string 6 and adjusting the positions of the two fixed components 5 to make the string 6 taut, the two fixed components 5 are equivalent to the two foci of the ellipse. The length of the string 6 is the sum of the distances to the two fixed points, and the fixed length is greater than the distance between the two fixed points. By moving the pencil, an ellipse can be drawn, and the lengths of the minor and major axes can be read on the ruler 4. By changing the distance between the two fixed components 5, ellipses of different shapes can be drawn. The changes of the ellipse when the length and focal length are changed can also be demonstrated, thereby showing the definition and properties of an ellipse.

[0037] By tightening zipper 7 and pressing a pencil against the end of zipper 7, and pulling zipper 7 open along the end of zipper 7, since the distance between adjacent teeth of zipper 7 is equal, the difference between the point where the end of zipper 7 moves and the two fixed components 5 is always equal, thus vividly demonstrating the formation of one branch of a hyperbola. By turning zipper 7 around, the other branch of the hyperbola can be demonstrated, fully presenting the shape of the hyperbola and helping students understand the definition of a hyperbola, which is the set of points on a plane whose absolute value is a constant difference in distance to two fixed points.

[0038] Furthermore, by rotating one of the wooden boards 1, the two wooden boards 1 form two intersecting planes in space. Rotating the horizontal tube 3 within the plane can demonstrate the parallel, intersecting, and skew relationships between lines. Combining the horizontal tube 3 with the plane of the wooden board 1 can demonstrate the inclusion, intersection, and parallel relationships between lines and planes. By observing the intersection of the two wooden boards 1, the characteristics of planes intersecting can be shown. Using the digital angle ruler 2, the degree of the dihedral angle can be measured, thereby demonstrating the judgment and properties of planes being perpendicular to each other, allowing students to intuitively experience various relationships in solid geometry.

[0039] In addition, the length of an object can be measured by using the first scale groove on the lower surface of the ruler 4 and the second scale groove on the lower surface of the wooden board 1. By aligning the object with the scale groove and reading the scale value, the length of the object can be obtained, thus realizing the function of the device as a ruler.

[0040] It should be noted that, in this document, relational 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 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. Without further limitations, 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 said element.

[0041] Although embodiments of the present invention have been shown and described, it will be understood by those skilled in the art that various changes, modifications, substitutions and alterations can be made to these embodiments without departing from the principles and spirit of the present invention, the scope of which is defined by the appended claims and their equivalents.

Claims

1. A simple geometry aid device, characterized in that: Includes two wooden boards (1); The two wooden boards (1) are hinged together by a hinge, and a digital angle ruler (2) is installed on the front side of one of the wooden boards (1). At least two horizontal tubes (3) are rotatably connected to the upper surface of both wooden boards (1). A scale (4) is provided on the lower surface of the wooden board (1). A groove is provided inside the scale (4) along its length extension direction. Two fixed components (5) are slidably connected inside the groove. The two fixing components (5) are connected by the same pull cord (6) on their outer sides, and the two fixing components (5) are also provided with the same zipper (7) on their outer sides.

2. The simplified geometry aid device according to claim 1, characterized in that: The horizontal tube (3) is made of plastic straw and is detachably mounted on the wooden board (1) by screws.

3. The simple geometry learning device according to claim 1, wherein: The cross-sectional shape of the side of the chute is convex; The fixing component (5) includes a square nut (501) slidably connected inside the groove, and a bolt (502) is threaded inside the square nut (501).

4. The simple geometry learning device according to claim 3, wherein: The bolt (502) is slidably connected inside the groove, and both the pull rope (6) and the zipper (7) are connected to the bolt (502).

5. The simple geometry learning device according to claim 1, wherein: Several first graduation grooves are provided on the lower surface of the scale (4).

6. The simple geometry learning device according to claim 1, wherein: The lower surface of both wooden boards (1) is provided with a second scale groove.

Images