Medicine display box for classroom

Abstract

This utility model discloses a classroom medicine display box, including a first display box, second display boxes mounted on both sides of the first display box, and a support plate mounted on the bottom of the first display box. The support plate includes a storage area for storing the second display boxes. A connecting structure is installed between the first and second display boxes, including a connecting piece. One end of the connecting piece is hinged to the top of the first display box, and a slider is mounted on the end of the connecting piece away from the first display box. Compared with the prior art, this utility model's classroom medicine display box allows for flexible adjustment based on the actual number of medicines when the teaching content is simple or the quantity of medicines is small, facilitating student observation while maximizing volume utilization. After use, the medicine display box can be stored away, minimizing the inconvenience of carrying and moving the box for teachers due to its large size, effectively reducing storage and management inconvenience.

Description

Technical Field

[0001] This utility model belongs to the technical field of medicine display boxes, specifically relating to a medicine display box for classroom use. Background Technology

[0002] A classroom medicine display case is a device specifically designed to display medicine-related information in a classroom environment. Based on function, they are mainly divided into two types: display cases that are placed in the classroom for daily display and display cases used only during teaching.

[0003] Display cases used only during teaching are typically large in size to accommodate more medicines. However, when the teaching content is simple or the number of medicines is small, the display cases cannot be adjusted to accommodate the actual quantity, making them too bulky and resulting in low space utilization. Furthermore, the excessive size makes it inconvenient for teachers to carry and move the display cases, limiting their use, increasing storage and management difficulties, wasting classroom space, and affecting the overall classroom layout.

[0004] Therefore, in order to address the aforementioned technical issues, it is necessary to provide a medicine display box for classroom use. Utility Model Content

[0005] The purpose of this utility model is to provide a medicine display box for classrooms, which can solve the problems mentioned in the background art.

[0006] To achieve the above objectives, the technical solution provided by a specific embodiment of this utility model is as follows:

[0007] A classroom medicine display case includes a first display case, with second display cases mounted on both sides of the first display case. A support plate is mounted on the bottom of the first display case, and the support plate includes a storage area for accommodating the second display cases. A connecting structure is installed between the first and second display cases, and the connecting structure includes a connecting piece. One end of the connecting piece is hinged to the top of the first display case, and a slider is mounted on the end of the connecting piece away from the first display case. A groove matching the slider is formed on the top surface of the second display case, and the groove includes a display area and a storage area, with the display area being deeper than the storage area.

[0008] In one or more embodiments of this utility model, a first magnet is installed at one end of the second display box near the slider, and a second magnet matching the first magnet is installed at the bottom of the slider.

[0009] In one or more embodiments of this utility model, a plurality of display racks are installed in the first display box and the second display box, and a plurality of card slots are opened on the upper surface of the display racks, and marking cards are installed in the card slots.

[0010] In one or more embodiments of this utility model, a shell is installed on the top of the first display box, a handle is installed on the top of the shell, and a set of casters matching the handle is installed on the bottom of the support plate.

[0011] In one or more embodiments of this utility model, a locking rod is installed on one side of the movable wheel, and a locking hole matching the locking rod is provided on the movable wheel.

[0012] In one or more embodiments of this utility model, a placement plate is installed on both sides of the outer shell, a connecting groove matching the placement plate is provided on the outer shell, a fixing component matching the outer shell is installed on the placement plate, and a storage component matching the placement plate is installed on the outer shell.

[0013] In one or more embodiments of this utility model, a groove is provided on the side of the placement plate away from the outer shell.

[0014] In one or more embodiments of this utility model, the fixing component includes a spring, the spring is installed inside the placement plate, the spring has limit rods installed at both ends, the limit rods are slidably connected inside the placement plate, and the outer shell has a plurality of limit holes that match the limit rods.

[0015] In one or more embodiments of the present invention, the storage component includes storage slots formed on both sides of the outer shell, and the storage slots are in communication with the connecting slots.

[0016] In one or more embodiments of this utility model, the outer shell is a transparent acrylic box.

[0017] Compared with existing technologies, this utility model provides a classroom medicine display box. When the teaching content is relatively simple or the number of medicines is small, the display box can be flexibly adjusted according to the actual number of medicines to facilitate student observation, while maximizing volume utilization. After use, the medicine display box can be stored away, minimizing the inconvenience of teachers carrying and moving the display box due to its large size, effectively reducing the inconvenience of storage and management. Attached Figure Description

[0018] To more clearly illustrate the technical solutions in the embodiments of this utility model or the prior art, the drawings used in the description of the embodiments or the prior art will be briefly introduced below. Obviously, the drawings described below are only some embodiments recorded in this utility model. For those skilled in the art, other drawings can be obtained based on these drawings without creative effort.

[0019] Figure 1 This is a schematic diagram of the overall structure of a classroom medicine display box in use according to the first embodiment of this utility model;

[0020] Figure 2 This is a schematic diagram of the internal structure of a classroom medicine display box in use according to the first embodiment of this utility model;

[0021] Figure 3 This is a partial perspective structural diagram of a classroom medicine display box during storage, as shown in the first embodiment of this utility model.

[0022] Figure 4 This is the first embodiment of the present utility model. Figure 2 Enlarged structural diagram at point A in the diagram;

[0023] Figure 5 This is a partial structural diagram of the first embodiment of the present invention during use;

[0024] Figure 6 This is a partial cross-sectional view of the movable wheel in the first embodiment of the present invention;

[0025] Figure 7 This is the first embodiment of the present utility model. Figure 5 A magnified structural diagram at point B in the diagram.

[0026] Explanation of key figure labels:

[0027] 1. First display case; 101. Display rack; 1011. Card slot; 2. Second display case; 3. Support plate; 301. Support wheel; 302. Mounting slot; 401. Connecting piece; 402. Slider; 403. Slide groove; 405. First magnet; 406. Second magnet; 5. Outer shell; 501. Display board; 502. Connecting groove; 503. Spring; 504. Limiting rod; 505. Limiting hole; 506. Storage slot; 507. Handle; 508. Moving wheel; 509. Locking rod; 510. Locking hole. Detailed Implementation

[0028] To enable those skilled in the art to better understand the technical solutions of this utility model, the technical solutions of the embodiments of this utility model will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some embodiments of this utility model, and not all embodiments. Based on the embodiments of this utility model, all other embodiments obtained by those skilled in the art without creative effort should fall within the protection scope of this utility model.

[0029] like Figures 1-2As shown in the figure, a classroom medicine display box according to one embodiment of the present invention includes a first display box 1. The first display box 1 generally includes an outer frame, an entrance and exit, and a display rack 101 for displaying medicines. Teachers can use double-sided tape or other adhesives to stick the medicines to the display rack 101 for display.

[0030] A first display case 1 has two second display cases 2 installed on both sides. A connecting structure is installed between the first display case 1 and the second display cases 2. A support plate 3 is installed at the bottom of the first display case 1, and the support plate 3 includes a storage area for storing the second display cases 2. When the teacher needs to display medicines, the connecting structure can be used to move the two sets of second display cases 2 on the front and back sides of the first display case 1 from the storage area on the support plate 3 to the left and right sides of the first display case 1, so as to display more medicines.

[0031] When there are only a few medicines to display, teachers can use the connecting structure to retract one or two sets of secondary display boxes 2 that are not displaying medicines. This ensures that students' attention is focused on the display boxes containing medicines, improving teaching efficiency. At the same time, it reduces the display area of ​​the medicine display boxes in the classroom, increasing space utilization.

[0032] like Figure 3 As shown, the connecting structure includes a connecting piece 401, one end of which is hinged to the top of the first display box 1. A slider 402 is installed on the end of the connecting piece 401 away from the first display box 1. The top surface of the second display box 2 has a groove 403 that matches the slider 402. The groove 403 includes a display area and a storage area, with the display area being deeper than the storage area. In the initial state, the second display box 2 is located on the front and rear sides of the first display box 1. At this time, the slider 402 is located in the storage area within the groove 403. The teacher pushes the second display box 2 on the front and rear sides of the first display box 1 to the left and right sides of the first display box 1 and moves it to the same plane, pressing the second display box 2 against the side of the first display box 1. Then, the connecting piece 401 is pressed down until the slider 402 is locked in the display area within the groove 403. The slider 402 and the display area are used to lock the second display box 2, ensuring its stability.

[0033] like Figure 2 As shown, a support wheel 301 is hinged to the bottom of the second display case 2, and a mounting groove 302 matching the support wheel 301 is provided on the bottom of the second display case 2. When the medicine display case is in the display state, the support wheel 301 can support the second display case 2, further ensuring the stability of the second display case 2.

[0034] like Figure 4As shown, a first magnet 405 is installed at one end of the second display box 2 near the slider 402, and a second magnet 406 matching the first magnet 405 is installed at the bottom of the slider 402. When the second display box 2 moves to the display area, the first magnet 405 and the second magnet 406 cooperate to pull the slider 402 toward the first magnet 405 until it engages with the display area, thus automatically locking the second display box 2.

[0035] like Figure 4 As shown, both the first display box 1 and the second display box 2 are equipped with several display racks 101. Several slots 1011 are provided on the upper surface of each display rack 101, and label cards are installed in the slots 1011. Teachers can write the name, function, and usage of the medicine on the label cards for students to learn.

[0036] like Figure 5 As shown, the first display case 1 has a shell 5 mounted on its top, a handle 507 mounted on the top of the shell 5, and casters 508 matching the handle 507 mounted on the bottom of the support plate 3. Teachers can use the handle 507 and casters 508 to move the medicine display case, while the shell 5 protects the medicine display case and the medicines.

[0037] like Figure 6 As shown, a locking rod 509 is installed on one side of the movable wheel 508, and a locking hole 510 matching the locking rod 509 is opened on the movable wheel 508. When the teacher pushes the locking rod 509 to engage with the locking hole 510, the movable wheel 508 can be locked, thus minimizing accidental contact with the medicine display box and preventing the medicines inside from colliding and being damaged.

[0038] like Figure 5 As shown, display plates 501 are installed on both sides of the outer casing 5. The outer casing 5 has connecting grooves 502 that match the display plates 501. Fixing components that match the outer casing 5 are installed on the display plates 501, and storage components that match the display plates 501 are installed on the outer casing 5. When the teacher needs to display medicines or conduct experiments with them, the display plates 501 are installed into the connecting grooves 502, and the fixing components are used to secure the display plates 501. Medicines can then be placed on the display plates 501 for testing and display. After use, the display plates 501 can be retracted using the storage components for easy storage.

[0039] like Figure 7As shown, the fixing component includes a spring 503, which is installed inside the placement plate 501. Limiting rods 504 are installed at both ends of the spring 503, and the limiting rods 504 are slidably connected inside the placement plate 501. The outer casing 5 has several limiting holes 505 that match the limiting rods 504. When the teacher pushes the placement plate 501 into the connecting groove 502 from one end, the limiting rods 504 tend to move away from the spring 503 under the action of the spring 503. When the limiting rods 504 move to the limiting holes 505, they extend into the limiting holes 505 to fix the placement plate 501.

[0040] like Figure 7 As shown, the storage component includes storage slots 506 on both sides of the outer casing 5, which are connected to the connecting slot 502. When the teacher needs to retract the placement board 501, the teacher pushes the limiting rod 504 towards the spring 503 until it is away from the limiting hole 505, and then pulls the placement board 501 towards the storage slot 506. When the limiting rod 504 is in the storage slot 506, the teacher rotates the placement board 501 upward by 90 degrees and then pushes the placement board 501 into the storage slot 506 to complete the storage.

[0041] like Figure 3 As shown, a groove 5011 is provided on the side of the display board 501 away from the outer casing 5. The handle of the groove 5011 makes it easy for the teacher to pull the display board 501 out of the storage slot 506.

[0042] like Figures 1 to 7 As shown, the outer shell 5 is a transparent acrylic box. This is so that when the second display box 2 is opened, students can observe the medicines inside the first display box 1.

[0043] During use, the teacher pulls the display board 501 upwards until the limiting rod 504 slides into the connecting groove 502. Then, the teacher rotates the display board 501 90 degrees away from the outer shell 5 and slides it into the connecting groove 502. During the sliding process, the limiting rod 504 engages in the limiting hole 505, thus fixing the display board 501. The teacher can then display and test the medicine on the display board 501.

[0044] When the two sets of second display boxes 2 are pulled to the left and right sides of the first display box 1 until they are coplanar with the first display box 1, the slider 402 is engaged in the display area to fix the second display box 2, so that the teacher can display the medicines in the first display box 1 and the second display box 2.

[0045] When the display is finished and the medicine display cases need to be returned, the teacher pulls the connecting piece 401 upwards through the gap between the display board 501 and the second display case 2 until the slider 402 moves from the display area to be flush with the storage area. Then, the second display case 2 is pushed to the front and back sides of the first display case 1 into the storage area located on the support plate 3. Next, the limiting rod 504 is pushed into the display board 501, and the display board 501 is pulled out of the connecting groove 502 until the limiting rod 504 is aligned with the storage groove 506. The display board 501 is rotated 90 degrees towards the outer shell 5, and then the display board 501 is pressed down into the storage groove 506 to complete the storage.

[0046] It will be apparent to those skilled in the art that this invention is not limited to the details of the exemplary embodiments described above, and that it can be implemented in other specific forms without departing from the spirit or essential characteristics of this invention. Therefore, the embodiments should be considered illustrative and non-limiting in all respects, and the scope of this invention is defined by the appended claims rather than the foregoing description. Thus, it is intended that all variations falling within the meaning and scope of equivalents of the claims be included within this invention. No reference numerals in the claims should be construed as limiting the scope of the claims.

[0047] Furthermore, it should be understood that although this specification describes embodiments, not every embodiment contains only one independent technical solution. This narrative style is merely for clarity. Those skilled in the art should consider the specification as a whole, and the technical solutions in each embodiment can also be appropriately combined to form other embodiments that can be understood by those skilled in the art.

Claims

1. A medicine display box for classroom use, characterized in that, include: A first display case, with second display cases installed on both sides of the first display case, and a support plate installed at the bottom of the first display case, the support plate including a storage area for storing the second display cases; The connecting structure includes a connecting piece, one end of which is hinged to the top of a first display case. A slider is installed at the end of the connecting piece away from the first display case. A groove matching the slider is opened on the top surface of the second display case. The groove includes a display area and a storage area, with the display area being deeper than the storage area.

2. The classroom medicine display box according to claim 1, characterized in that, The second display case has a first magnet installed at one end near the slider, and a second magnet matching the first magnet is installed at the bottom of the slider.

3. A classroom medicine display box according to claim 1, characterized in that, The first and second display cases are equipped with several display racks, and the upper surface of each display rack has several slots for installing marking cards.

4. A classroom medicine display box according to any one of claims 1-3, characterized in that, The first display case has an outer shell installed on top, a handle installed on top of the outer shell, and casters that match the handle installed on the bottom of the support plate.

5. A classroom medicine display box according to claim 4, characterized in that, A locking rod is installed on one side of the movable wheel, and a locking hole matching the locking rod is opened on the movable wheel.

6. A classroom medicine display box according to claim 4, characterized in that, The outer shell has a placement plate installed on both sides, a connection groove that matches the placement plate is opened on the outer shell, a fixing component that matches the outer shell is installed on the placement plate, and a storage component that matches the placement plate is installed on the outer shell.

7. A classroom medicine display box according to claim 6, characterized in that, The placement plate has a groove on the side away from the outer shell.

8. A classroom medicine display box according to claim 6, characterized in that, The fixing component includes a spring, which is installed inside the placement plate. Limiting rods are installed at both ends of the spring and are slidably connected inside the placement plate. The outer shell has several limiting holes that match the limiting rods.

9. A classroom medicine display box according to claim 6, characterized in that, The storage component includes storage slots on both sides of the outer casing, and the storage slots are connected to the connecting slots.

10. A classroom medicine display box according to claim 4, characterized in that, The outer shell is a transparent acrylic box.

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