A solid geometry teaching demonstration device

Abstract

This invention provides a solid geometry teaching demonstration device to address the technical problem that relying on teachers to draw planar diagrams on the blackboard to represent solid figures in solid geometry teaching can hinder students' understanding. The demonstration device includes: multiple support rods forming a three-dimensional structure; multiple magnets that can be attracted to the support rods; multiple flexible ropes, each with a magnet at both ends, allowing each end of the rope to be detachably connected to two of the support rods; multiple connecting ropes, each with a magnet at one end; and multiple wire clips located on the ends of the connecting ropes furthest from the magnets. By constructing a three-dimensional structure through the support rods and using the flexible ropes and connecting ropes within this structure to simulate lines in solid geometry problems, the device provides a simple and vivid teaching method that aids student comprehension.

Description

Technical Field

[0001] This utility model relates to a teaching tool, specifically a solid geometry teaching demonstration device. Background Technology

[0002] Solid geometry is a challenging topic in middle school mathematics, primarily due to differences in students' spatial reasoning abilities. Current classroom teaching heavily relies on teachers drawing planar diagrams on the blackboard (such as using dashed lines to represent solid structures), a method with significant limitations:

[0003] 1. Cognitive impairment: Students need to complete the complex conversion from two-dimensional plane images to three-dimensional entities in their minds, which is especially difficult for students with weak spatial imagination.

[0004] 2. Limitations in expression: Blackboard drawing is essentially a static, single-viewpoint planar representation, making it difficult to dynamically and from multiple angles display the internal relationships, spatial orientation, and geometric transformations of three-dimensional structures.

[0005] 3. Risk of misunderstanding: Planar diagrams can easily lead to misunderstandings of spatial relationships (such as confusing skew lines with intersecting lines), affecting the accurate grasp of core concepts. Utility Model Content

[0006] To address the technical problem in solid geometry teaching where teachers rely on drawing planar diagrams on the blackboard to represent solid figures, which can hinder students' understanding, this invention provides a solid geometry teaching demonstration device. This device constructs a three-dimensional structure using multiple support rods, and uses soft ropes and connecting ropes within this structure to simulate lines in solid geometry problems, thus providing a simple and vivid teaching method that helps students understand the concepts.

[0007] The technical solution of this utility model is:

[0008] A solid geometry teaching demonstration device, comprising:

[0009] Multiple support rods form a three-dimensional structure;

[0010] Multiple magnets, which can be attracted to the support rod;

[0011] Multiple flexible ropes, each with a magnet at both ends, are detachably connected to two support rods.

[0012] Multiple connecting ropes, one end of which is equipped with the aforementioned magnet;

[0013] Multiple clamps are provided on the end of the connecting rope away from the magnet;

[0014] The soft rope is elastic.

[0015] Optionally, a groove is provided on one side of the support rod, and the magnet can be placed in the groove.

[0016] Optionally, the cross-section of the support rod is a right-angled triangle structure, and the side containing the vertex of the right angle forms one side of the three-dimensional structure.

[0017] Optionally, the groove is located on the hypotenuse of the right-angled triangular structure.

[0018] Optionally, it also includes:

[0019] The connector has a channel through which the connecting rope passes, a mounting groove for mounting the magnet is provided at the bottom of the connector, and a threaded hole is provided on the connector;

[0020] A bolt, fitted into the threaded hole;

[0021] The threaded hole is connected to the channel, and the end of the bolt can contact the connecting rope.

[0022] Optionally, the support rod is provided with a plurality of equally divided scale lines along its length.

[0023] Optionally, the natural length of the soft rope is less than the length of the support rod.

[0024] Optionally, one end of the soft rope is fixed to a housing, and the magnet is fixed inside the housing.

[0025] Optionally, the support rod is made of plastic, and a long strip of steel is provided in the groove of the support rod.

[0026] Compared with the prior art, the beneficial effects of this utility model are:

[0027] A three-dimensional structure is constructed using multiple support rods, and soft ropes and connecting ropes are used to simulate lines in solid geometry problems within this structure, thus providing a simple and vivid teaching method that helps students understand the concepts. Attached Figure Description

[0028] 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, the drawings described below are only some embodiments of this application. For those skilled in the art, other drawings can be obtained based on these drawings without creative effort.

[0029] Figure 1 This is a three-dimensional structural diagram of the present invention;

[0030] Figure 2 for Figure 1 Enlarged view of point A in the middle;

[0031] Figure 3 for Figure 1 Enlarged view of point B in the middle;

[0032] Figure 4 This is a schematic diagram of the connector structure. Detailed Implementation

[0033] In the following description, only certain exemplary embodiments are briefly described. As those skilled in the art will recognize, the described embodiments can be modified in various ways without departing from the spirit or scope of this invention. Therefore, the drawings and description are considered exemplary in nature and not restrictive.

[0034] The following disclosure provides many different embodiments or examples for implementing various structures of this invention. To simplify the disclosure, specific examples of components and arrangements are described below. These are merely examples and are not intended to limit the scope of the invention. Furthermore, reference numerals and / or letters may be repeated in different examples; such repetition is for simplification and clarity and does not in itself indicate a relationship between the various embodiments and / or arrangements discussed. In addition, examples of various specific processes and materials are provided in this invention, but those skilled in the art will recognize the application of other processes and / or the use of other materials.

[0035] The embodiments of this utility model will now be described in detail with reference to the accompanying drawings.

[0036] Example:

[0037] See Figure 1 This embodiment discloses a solid geometry teaching demonstration device, including a support rod 10, a magnet 20, a soft rope 30, a connecting rope 40, and a wire clamp 50. The support rod 10 has at least six rods and can be connected to form at least a triangular pyramid (tetrahedron) structure. The support rod 10 usually has eight rods and forms a hexahedron solid structure.

[0038] There are multiple magnets 20, and one magnet 20 is set at each end of each flexible rope 30, so that the two ends of the flexible rope 30 can be connected to any position of the two support rods 10 respectively.

[0039] A magnet 20 is also provided at one end of the connecting rope 40, so that this end of the connecting rope 40 can also be connected to the support rod 10. A wire clamp 50 is provided at the other end of the connecting rope 40, so that this end of the connecting rope 40 can be connected to any position on the soft rope 30.

[0040] It is understood that in this embodiment, the number of flexible ropes 30 and connecting ropes 40 is not limited, and the specific number is determined according to the needs of solid geometry teaching. Meanwhile, some connecting ropes 40 can have clamps 50 installed at both ends to facilitate connection to any position of the two flexible ropes 30.

[0041] In this embodiment, a three-dimensional structure is constructed using multiple support rods 10. The multi-dimensional spatial structure is used to demonstrate the specific structure to students. The soft rope 30 and connecting rope 40 are used to simulate lines in solid geometry problems within this three-dimensional structure, thus providing a simple and vivid teaching method that helps students understand the concepts.

[0042] When connecting the flexible rope 30 and the connecting rope 40, the position of the flexible rope 30 is first determined by attaching the magnets 20 at both ends of the flexible rope 30 to one of the two support rods 10. Then, the wire clamp 50 is clamped to one of the flexible ropes 30. Finally, the other end of the connecting rope 40 is attached to one of the support rods 10. During the connection process, it is required that both the flexible rope 30 and the connecting rope 40 be kept taut.

[0043] In addition, in order to address the issue that the length of the line connecting any point on the two support rods 10 varies within the three-dimensional structure, an elastic soft rope 30 is used to accommodate changes in distance.

[0044] It should be noted that all the support rods 10 mentioned in this embodiment may have different lengths to facilitate the construction of three-dimensional structures such as cubes, cuboids, and truncated trapezoids.

[0045] In one specific embodiment:

[0046] See Figure 3 The support rod 10 has a groove 11 on one side, and the magnet 20 can be placed in the groove 11. The depth of the magnet 20 is equal to the depth of the groove 11. By embedding the magnet 20 into the groove 11, the end of the connecting rope 40 or the soft rope 30 appears to be located on the edge of the three-dimensional structure, thus making it more visually appealing.

[0047] In another specific embodiment:

[0048] The cross-section of the support rod 10 is a right-angled triangle structure, and the side containing the vertex of the right angle forms one side of the three-dimensional structure. Through this design, the specific outline shape of the three-dimensional structure can be accurately displayed.

[0049] Preferably, the groove 11 is located on the hypotenuse of the right-angled triangular structure. This allows the end of the connecting rope 40 or the flexible rope 30 to extend from the inside of the cube.

[0050] In another specific embodiment:

[0051] See Figure 2 and Figure 4 The demonstration device also includes a connector 60 and a bolt 70, wherein the connector 60 is disposed on the end of the connecting rope 40 away from the clamp 50.

[0052] Specifically, the connector 60 has an internal channel 61 through which the connecting rope 40 passes. The channel 61 has an L-shaped structure, with one outlet located on the front of the connector 60 and the other outlet on the side. The corners of the channel 61 are rounded to prevent the connecting rope 40 from being cut.

[0053] A mounting groove is provided on the bottom of the connector 60 (on a side opposite to the front of the connector 60 with the channel 61 outlet), and a magnet 20 is provided in the mounting groove.

[0054] Meanwhile, a threaded hole is provided on the front side of the connector 60, which communicates with the channel 61. A bolt 70 is fitted inside the threaded hole, so that the end of the bolt 70 can enter the channel 61 and contact the connecting rope 40 inside the channel 61.

[0055] In this embodiment, the distance between the connector 60 and the flexible rope 30 can be controlled by moving the connecting rope 40 within the channel 61. During use, since the flexible rope 30 is made of elastic material, it is prone to bending when subjected to tension at any point. By controlling the length of the connecting rope 40, it can be ensured that the connecting rope 40 and the flexible rope 30 remain taut synchronously. Once the length of the connecting rope 40 is appropriate, it can be tightened onto the connector 60 using the bolt 70.

[0056] In another specific embodiment:

[0057] The support rod 10 has several equally divided scale lines along its length. By setting the equally divided scale lines, it is easy to determine the position of the end of the connecting rope 40 or the soft rope 30.

[0058] In another specific embodiment:

[0059] The natural length of the soft rope 30 is less than the length of the support rod 10, so that the soft rope 30 can always remain taut.

[0060] In another specific embodiment:

[0061] The end of the soft rope 30 is fixed to a housing (not shown in the figure), and the magnet 20 is fixed inside the housing. The housing facilitates the connection between the soft rope 30 and the magnet 20.

[0062] In another specific embodiment:

[0063] To reduce the weight of the entire three-dimensional structure, plastic is used to make the support rod 10, and a long strip of steel sheet (not shown in the figure) is provided in the groove 11 of the support rod 10 for the magnet 20 to attract.

[0064] The embodiments described above merely illustrate specific implementations of this utility model, and while the descriptions are detailed, they should not be construed as limiting the scope of this utility model patent. It should be noted that those skilled in the art can make various modifications and improvements without departing from the concept of this utility model, and these modifications and improvements all fall within the protection scope of this utility model.

Claims

1. A solid geometry teaching demonstration device, characterized in that, include: Multiple support rods form a three-dimensional structure; Multiple magnets, which can be attracted to the support rod; Multiple flexible ropes, each with a magnet at both ends, are detachably connected to two support rods. Multiple connecting ropes, one end of which is equipped with the aforementioned magnet; Multiple clamps are provided on the end of the connecting rope away from the magnet; The soft rope is elastic.

2. The solid geometry teaching demonstration device according to claim 1, characterized in that, The support rod has a groove on one side, and the magnet can be placed in the groove.

3. The solid geometry teaching demonstration device according to claim 2, characterized in that, The cross-section of the support rod is a right-angled triangle, and the side containing the vertex of the right angle forms one side of the three-dimensional structure.

4. The solid geometry teaching demonstration device according to claim 3, characterized in that, The groove is located on the hypotenuse of the right-angled triangle structure.

5. The solid geometry teaching demonstration device according to claim 2, characterized in that, Also includes: The connector has a channel through which the connecting rope passes, a mounting groove for mounting the magnet is provided at the bottom of the connector, and a threaded hole is provided on the connector; A bolt, fitted into the threaded hole; The threaded hole is connected to the channel, and the end of the bolt can contact the connecting rope.

6. The solid geometry teaching demonstration device according to any one of claims 1-5, characterized in that, The support rod has several equally spaced graduation lines along its length.

7. The solid geometry teaching demonstration device according to any one of claims 1-5, characterized in that, The natural length of the soft rope is less than the length of the support rod.

8. The solid geometry teaching demonstration device according to any one of claims 1-5, characterized in that, The end of the soft rope is fixed to a housing, and the magnet is fixed inside the housing.

9. The solid geometry teaching demonstration device according to any one of claims 2-5, characterized in that, The support rod is made of plastic, and a long strip of steel is installed in the groove of the support rod.

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