A desk

Abstract

The utility model provides a desk belongs to educational equipment technical field. It has solved the problem of the problem of the insufficient problem of current student learning material storage space. The desk, including desk board, book bucket and support leg, only is equipped with support leg in the side of desk board, and the other side is suspended and is equipped, support leg can follow vertical direction and lift, book bucket is L type and is separated and forms horizontal bucket part and vertical bucket part, and support leg is connected with the storage box, vertical bucket part extends into the storage box, and vertical bucket part can slide up and down with the storage box along with the lifting of support leg, the side part of storage box has taking and placing opening no. 1, horizontal bucket part has taking and placing opening no. 2, vertical bucket part has taking and placing opening no. 3, taking and placing opening no. 1 and taking and placing opening no. 3 all are along left and right direction and are equipped, and taking and placing opening no. 2 is along front and back direction and is equipped. Book bucket forms three -fold storage space, solves the problem that current desk cannot satisfy student learning material storage, and book bucket adjusts capacity, makes this desk can adapt to the demand of students of different age groups in height and storage space.

Description

Technical Field

[0001] This utility model belongs to the field of educational equipment technology and relates to a school desk. Background Technology

[0002] Traditionally, students rest by lying face down on their desks during lunch breaks at school. This affects the quality of their rest, and prolonged face-down rest is also detrimental to students' cervical spine health. Therefore, desks and chairs designed for lunch breaks have become a trend in the development of teaching equipment. However, due to space limitations in classrooms, the space between desks and chairs in the front and back rows is generally very small, making it difficult to accommodate the space needed to adjust the chair back to a reclining position. Therefore, side-reclining lunch break desks, which make efficient use of the space under the desk, have become a hot research topic in lunch break desk development.

[0003] For example, Chinese patent application (application number: 202322759382.3) discloses a desk, including a tabletop, cantilever beams, a left table leg, and a right table leg. There are two cantilever beams distributed front and back, and both cantilever beams are arranged horizontally. The tabletop is laid on the two cantilever beams. The left ends of the two cantilever beams are connected to the left table leg by vertically arranged table legs. The right ends of the two cantilever beams are suspended. The right table leg is located below the right ends of the two cantilever beams. The left and right table legs are both long strips and are arranged in the front and back direction. The desk also includes a support rod, which is parallel to the cantilever beams. The left end of the support rod is fixed to the table leg and is higher than the left table leg, and the right end is fixed to the right table leg.

[0004] The aforementioned desks can make reasonable use of the space under the desk, allowing students to lie down and sleep during their lunch break. However, students nowadays have a lot of coursework and a lot of textbooks and other learning materials. In particular, as students get older (from primary to junior high school, from junior high to senior high school), the number of subjects they need to study also increases, and the amount of learning materials increases even more. Therefore, the existing desks are basically unable to meet the storage needs of students' learning materials. Summary of the Invention

[0005] The purpose of this utility model is to address the aforementioned problems in existing technologies by proposing a desk. The technical problem this utility model aims to solve is: how to address the insufficient storage space for student learning materials in existing technologies.

[0006] The purpose of this utility model can be achieved through the following technical solution: A desk, including a tabletop, a drawer, and supporting legs, wherein the supporting legs are provided only on one side of the tabletop, and the other side is suspended. The supporting legs can be raised and lowered vertically. The drawer is L-shaped and divided into a horizontal drawer and a vertical drawer. A storage box is connected to the supporting legs. The vertical drawer extends into the storage box and can slide up and down relative to the storage box as the supporting legs are raised and lowered. The side of the storage box has a first opening, the horizontal drawer has a second opening, and the vertical drawer has a third opening. The first and third openings are both opened in the left-right direction, and the second opening is opened in the front-back direction.

[0007] This desk is a side-lying nap desk, with one side suspended, making full use of the space underneath for students to lie down and nap. It also takes full advantage of the single-sided support leg, incorporating a storage box within the leg. The desk's drawer structure has been innovatively improved, featuring a horizontal drawer and a vertical drawer in a roughly L-shape. The bottom of the vertical drawer extends into the storage box, creating a triple storage space on the desk. Compared to existing desks, this significantly increases storage space and effectively solves the problem of insufficient storage for students' study materials. Furthermore, as students grow older, not only do the subjects and the amount of study materials increase, but their height also increases. This desk is height-adjustable to meet the height needs of students at different ages, and the vertical drawer can slide up and down relative to the storage box, making the storage space adjustable and better suited to the storage needs of students of different ages, demonstrating its versatility. The opening direction of each access port adopts the above design, which makes it more convenient for students to access textbooks and other learning materials while making full use of storage space.

[0008] In the aforementioned desk, the storage box has sliding grooves on both side walls, and the vertical drawer has corresponding sliders on both sides, which slide within their respective grooves. This cooperative design of the sliders and grooves ensures smoother relative sliding between the vertical drawer and the storage box, allowing for synchronized adjustment as the desk is raised or lowered without any jamming.

[0009] Preferably, in the aforementioned desk, the sliding groove extends through the upper end of the storage box. The sliding groove extends through the upper end of the storage box, allowing the vertical compartment to slide out of the storage box under certain circumstances. This avoids restricting the desk's height adjustment, ensuring a large lifting range and allowing the desk to be raised higher, thus meeting the needs of some students who require more space to move around during their afternoon nap.

[0010] In the aforementioned desk, the top of the horizontal drawer section has a recessed opening. The support legs include two outer support legs and two inner support legs. The lower ends of the inner support legs extend into the corresponding outer support legs and can move up and down relative to the outer support legs. The upper ends of the two inner support legs are connected by a support rod, which is embedded in the recessed opening. This design allows the entire drawer to fully utilize the space along the left and right width of the support legs, resulting in a larger storage space and better meeting the students' storage needs.

[0011] In the aforementioned desk, the three edges of the retrieval opening of the vertical compartment have flanges, which are attached to the edge of the retrieval opening of the storage box. The flanges cover the gap between the vertical compartment and the storage box, preventing students from pinching their fingers.

[0012] In the aforementioned desk, the inner cavity of the horizontal drawer is L-shaped, while the inner cavity of the vertical drawer is square. The L-shaped design of the horizontal drawer allows students to store textbooks and other study materials partially horizontally and partially vertically within it, maximizing storage space utilization and improving its efficiency. Alternatively, in the aforementioned desk, both the inner cavities of the horizontal and vertical drawers can be square.

[0013] Compared with existing technologies, this desk has the following advantages:

[0014] 1. This desk also makes full use of the single-sided support leg of the side-lying nap desk, combined with the design of L-shaped book drawers and storage boxes, thus forming a triple storage space on the desk: horizontal drawers, vertical drawers, and storage boxes. Compared with existing desks, the storage space is greatly improved, which effectively solves the problem that existing desks cannot meet the storage needs of students' learning materials.

[0015] 2. The book drawers of this desk can be adjusted up and down as the desk is raised or lowered, so that the desk can meet the needs of students of different ages in terms of height and storage space. Attached Figure Description

[0016] Figure 1 This is a three-dimensional view of the desk in Example 1.

[0017] Figure 2 The explosion of this desk in Example 1 Figure 1 .

[0018] Figure 3 The explosion of this desk in Example 1 Figure 2 .

[0019] Figure 4 This is a three-dimensional view of the desk in Example 2.

[0020] Figure 5 This is a three-dimensional view of the book drawer in Example 2.

[0021] In the diagram, 1 is the tabletop; 2 is the book drawer; 2a is the horizontal drawer section; 2a1 is the second retrieval opening; 2a2 is the clearance notch; 2b is the vertical drawer section; 2b1 is the third retrieval opening; 2b2 is the slider; 2b3 is the flange; 3 is the storage box; 3a is the first retrieval opening; 3b is the sliding groove; 4 is the support leg; 4a is the inner support leg; 4b is the outer support leg; and 4c is the support rod. Detailed Implementation

[0022] The following are specific embodiments of the present invention, which are described in conjunction with the accompanying drawings. However, the present invention is not limited to these embodiments.

[0023] Example 1

[0024] like Figure 1 As shown, this desk includes a tabletop 1, a drawer 2, and support legs 4, with the support legs 4 located only on one side of the tabletop 1. The desk also includes a base, located below the other side of the tabletop 1, with the support legs 4 connected to the base by an L-shaped crossbar. Alternatively, two bases can be provided, one connected to the lower end of the support leg 4, and the other located below the other side of the tabletop 1 and connected to the support leg 4 by an L-shaped crossbar.

[0025] Specifically, such as Figure 2 As shown, the support leg 4 includes two outer support legs 4b and two inner support legs 4a. The lower end of the inner support leg 4a extends into the corresponding outer support leg 4b and can move up and down relative to the outer support leg 4b. The lifting mechanism controlling the movement between the inner support leg 4a and the outer support leg 4b can be a hand-cranked lifting mechanism or an elastic lever pressing lifting mechanism. The lifting mechanism is existing technology and will not be described in detail here. The upper ends of the two inner support legs 4a are connected by a support rod 4c, and the lower ends of the two outer support legs 4b are connected by a connecting rod. The upper end of the inner support leg 4a on the front side is also connected to an L-shaped support crossbar. The support crossbar and the support rod 4c form a U-shaped structure. The book drawer 2 and the table 1 are both fixed on the support crossbar and the support rod 4c, or the book drawer 2 is fixed on the table 1, and the table 1 is fixed on the support crossbar and the support rod 4c.

[0026] Furthermore, such as Figure 2 and 3As shown, the book drawer 2 has a horizontal drawer 2a arranged horizontally and a vertical drawer 2b arranged vertically. The inner cavities of both the horizontal drawer 2a and the vertical drawer 2b are square. The horizontal drawer 2a and the vertical drawer 2b can be configured as an integral structure or as separate connected structures. The top of the horizontal drawer 2a has a recess 2a2, and the support rod 4c is embedded in the recess 2a2. A storage box 3 is connected to the support leg 4. The storage box 3 has an opening at the top, and the vertical drawer 2b extends into the storage box 3. The vertical drawer 2b can slide up and down relative to the storage box 3 as the support leg 4 rises and falls. The side of the storage box 3 has a first retrieval opening 3a, the horizontal drawer 2a has a second retrieval opening 2a1, and the vertical drawer 2b has a third retrieval opening 2b1. The first retrieval opening 3a and the third retrieval opening 2b1 are both opened in the left-right direction, and the second retrieval opening 2a1 is opened in the front-back direction.

[0027] Furthermore, the storage box 3 has grooves 3b on both side walls, and the vertical bucket 2b has corresponding sliders 2b2 on both sides, which are slidably connected in the corresponding grooves 3b. In this embodiment, the grooves 3b extend through the upper end of the storage box 3.

[0028] This desk is a side-lying nap desk with one side suspended, making full use of the space under the desk to allow students to lie down and sleep during their lunch break. It also fully utilizes the single-sided support leg 4 of the side-lying nap desk, incorporating a storage box 3 on the support leg 4. Furthermore, the structure of the book drawer 2 on the tabletop 1 has been innovatively improved, featuring a horizontal drawer 2a and a vertical drawer 2b, roughly in an L-shape. The bottom of the vertical drawer 2b can extend into the storage box 3, thus creating a triple storage space on the desk: the horizontal drawer 2a, the vertical drawer 2b, and the storage box 3. Compared to existing desks, the storage space is significantly increased, effectively solving the problem of existing desks being unable to meet the storage needs of students' study materials. The vertical drawer 2b and the storage box 3 are positioned close to the support leg 4, and with the other side of the tabletop 1 suspended, they do not obstruct the student's legroom. Moreover, as students grow older, not only do the number of subjects and learning materials increase, but their height also increases. This desk can be raised and lowered to meet the height needs of students of different ages. In addition, the vertical drawer 2b can also slide up and down relative to the storage box 3, so that the size of the storage space is adjustable, which can better adapt to the storage needs of students of different ages and has good applicability.

[0029] Example 2

[0030] The structure and principle of the desk in this embodiment are basically similar to those in Embodiment 1, except that: Figure 4 and 5As shown, the inner cavity of the horizontal compartment 2a is L-shaped, and the inner cavity of the vertical compartment 2b is square. Students can store textbooks and other learning materials partly horizontally in the inner cavity of the horizontal compartment 2a and partly vertically in the inner cavity of the horizontal compartment 2a, maximizing the use of storage space and improving its utilization rate. The edge of the access opening 3b1 of the vertical compartment 2b has a flange 2b3, which abuts against the edge of the access opening 3a of the storage box 3. The flange 2b3 covers the gap between the vertical compartment 2b and the storage box 3, preventing students from pinching their hands.

[0031] The specific embodiments described herein are merely illustrative examples illustrating the spirit of this utility model. Those skilled in the art to which this utility model pertains may make various modifications or additions to the described specific embodiments or use similar methods to substitute them, without departing from the spirit of this utility model or exceeding the scope defined by the appended claims.

[0032] Although this article uses a lot of terms such as tabletop 1, book drawer 2, horizontal drawer 2a, second access opening 2a1, clearance notch 2a2, vertical drawer 2b, third access opening 2b1, slider 2b2, flange 2b3, storage box 3, first access opening 3a, groove 3b, support leg 4, inner support leg 4a, outer support leg 4b, and support rod 4c, the use of other terms is not excluded.

[0033] The possibility. These terms are used merely for the convenience of describing and explaining this utility model.

[0034] The essence of the novel; interpreting them as any kind of additional limitation is inconsistent with this utility model.

[0035] It contradicts the spirit of the type.

Claims

1. A desk comprising a tabletop (1), a drawer (2), and support legs (4), wherein the support legs (4) are provided only on one side of the tabletop (1), and the other side is suspended, and the support legs (4) are vertically movable, characterized in that, The book drawer (2) is L-shaped and divided into a horizontal drawer (2a) arranged horizontally and a vertical drawer (2b) arranged vertically. A storage box (3) is connected to the support leg (4). The vertical drawer (2b) extends into the storage box (3) and can slide up and down relative to the storage box (3) as the support leg (4) rises and falls. The side of the storage box (3) has a first retrieval opening (3a). The horizontal drawer (2a) has a second retrieval opening (2a1). The vertical drawer (2b) has a third retrieval opening (2b1). The first retrieval opening (3a) and the third retrieval opening (2b1) are both opened in the left-right direction. The second retrieval opening (2a1) is opened in the front-back direction.

2. The desk according to claim 1, characterized in that, The storage box (3) has grooves (3b) on both sides of its side walls, and the vertical bucket (2b) has corresponding sliders (2b2) ​​on both sides, and the sliders (2b2) ​​are slidably connected in the corresponding grooves (3b).

3. The desk according to claim 2, characterized in that, The groove (3b) is provided through the upper end of the storage box (3).

4. The desk according to claim 1, 2, or 3, characterized in that, The top of the horizontal bucket (2a) has a relief notch (2a2). The support leg (4) includes two outer support legs (4b) and two inner support legs (4a). The lower end of the inner support leg (4a) extends into the corresponding outer support leg (4b) and can move up and down relative to the outer support leg (4b). The upper ends of the two inner support legs (4a) are connected by a support rod (4c), which is embedded in the relief notch (2a2).

5. The desk according to claim 1, 2, or 3, characterized in that, The vertical bucket (2b) has a flange (2b3) at the edge of the three openings (2b1) of the container (2b), and the flange (2b3) is attached to the edge of the opening (3a) of the storage box (3).

6. The desk according to claim 1, 2, or 3, characterized in that, The inner cavity of the horizontal bucket (2a) is L-shaped, and the inner cavity of the vertical bucket (2b) is square.

7. The desk according to claim 1, 2, or 3, characterized in that, The inner cavity of both the horizontal bucket (2a) and the vertical bucket (2b) is square.

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