Magnetic connection multi-module geometric drawing teaching aid

Abstract

This utility model relates to the field of teaching aids technology and discloses a multi-module geometric drawing teaching aid that can be magnetically assembled. It includes assembly blocks, with connecting components on the outside of the blocks for assembling other structures. The connecting components include multiple slots and mating holes on the cross-section of the assembly blocks. Magnetic blocks are provided on the inner walls of the mating holes, and insertion rods are provided inside the slots, each with a magnet at one end. Protrusions and multiple locking holes are provided on the inner walls of the mating holes. A cavity is provided inside the insertion rod, with a top block inside the cavity and a spring at one end. Multiple through slots are provided on the inner walls of the cavity, each with a locking block inside. This utility model, by using isosceles triangular assembly modules, can be magnetically assembled to form various different geometric shapes, facilitating the drawing of different structures, improving the flexibility and applicability of the teaching aid, reducing the burden on teachers in preparing the aid, and enhancing its ease of use.

Description

Technical Field

[0001] This utility model relates to the field of teaching aids technology, specifically a multi-module geometric drawing teaching aid that can be magnetically assembled. Background Technology

[0002] Geometric drawing aids can visually present abstract geometric concepts and figures, playing an important role in teaching, learning, thinking development, and practical application. They can intuitively display geometric figures, help teachers explain geometric knowledge, and stimulate students' interest in learning. Geometric drawing aids are indispensable tools in mathematics teaching and are of great significance in improving students' mathematical literacy and comprehensive abilities.

[0003] When using teaching aids for drawing geometric figures, different tools need to be repeatedly used to draw different geometric images, which makes the process cumbersome. In addition, a variety of different teaching aids need to be prepared during teaching, which is inconvenient to operate. As a result, the teaching aids are highly specialized and cannot meet the needs of drawing different figures, which also increases the burden on teachers. Utility Model Content

[0004] The purpose of this utility model is to provide a multi-module geometric drawing teaching tool that can be magnetically assembled, in order to solve the problem mentioned in the background art that when different geometric images need to be drawn in the teaching process, teachers need to prepare different teaching tools, which not only increases the workload of teachers, but may also lead to complicated management of teaching tools, and the high specialization of teaching tools cannot meet the needs of drawing different graphics.

[0005] To achieve the above objectives, this utility model provides the following technical solution: a multi-module geometric drawing teaching aid that can be magnetically spliced, including splicing blocks, wherein the splicing blocks are provided with connecting components for splicing into other structures, the connecting components include multiple slots and mating holes provided in the cross section of the splicing blocks, magnetic blocks are provided on the inner walls of the multiple mating holes, and insert rods are provided inside the multiple slots, with a magnet provided at one end of the insert rod;

[0006] The inner wall of the docking hole is provided with a protrusion and multiple locking holes. The insert rod has a cavity inside, and a top block is provided inside the cavity. A spring is provided at one end of the top block. The inner wall of the cavity is provided with multiple through grooves, and each of the multiple through grooves is provided with a locking block.

[0007] Preferably, the splicing block has an isosceles triangular structure, and a plurality of the slots and mating holes are distributed in a ring around the cross section of the splicing block, with the slots and mating holes being staggered.

[0008] Preferably, the magnetic block is embedded in the inner wall of the docking hole, one end of the insertion rod is located in the groove and is slidably connected to the inner wall of the groove, and the other end is connected to the magnet. The insertion rod can be inserted into the docking hole of another splicing block by sliding, and the magnet is magnetically connected to the magnetic block on the inner wall of the docking hole.

[0009] Preferably, the cavity is located at the end of the insertion rod away from the slot, the top block is located inside the cavity and is slidably connected to the inner wall of the cavity, the spring is located inside the cavity and its two ends are respectively connected to the inner wall of the cavity and the top block, and the supporting force of the spring pushes one end of the top block to extend out of the slot.

[0010] Preferably, the protrusion abuts against the inner wall of the docking hole, and when the insertion rod is inserted into the docking hole, the top block extending from the front end of the insertion rod abuts against the protrusion on the inner wall of the docking hole.

[0011] Preferably, the outer wall of one end of the top block is inclined, and multiple through slots are distributed in a ring outside the insertion rod, with one end communicating with the inside of the cavity. The locking block is located in the through slot and is slidably connected to the inner wall of the through slot, with one end slidably extending into the cavity and abutting against the outer wall of the top block.

[0012] Compared with the prior art, the beneficial effects of this utility model are:

[0013] 1. By dividing the teaching aid into multiple isosceles triangular splicing modules, and setting multiple docking holes and slots at the cross-section of the splicing modules, the splicing modules can be docked according to the requirements when assembling them into different structures. At the same time, the insert rod in the slot is embedded in the docking slot of another splicing module, and the splicing modules can be assembled by magnetic attraction and locking blocks, ensuring the stability of the assembled structure and the stability during use.

[0014] 2. By setting the splicing modules as isosceles triangles, they can be assembled into various different geometric structures for use in drawing graphics. They can also be adjusted into other structures, making it convenient for teachers to use when drawing different graphics. This improves the flexibility and applicability of the teaching aids in drawing geometric graphics, while reducing the burden on teachers when preparing teaching aids, allowing them to use a single splicing module to draw graphics with various structures.

[0015] This invention uses isosceles triangle splicing modules that can be magnetically assembled to form various different geometric shapes, making it convenient for drawing graphics with different structures, improving the flexibility and applicability of teaching aids, reducing the burden on teachers when preparing teaching aids, and enhancing the convenience of using teaching aids. Attached Figure Description

[0016] Figure 1 This is an overall isometric view of the present invention;

[0017] Figure 2This is a structural diagram of the insert rod and splicing block of this utility model.

[0018] Figure 3 For the present utility model Figure 2 Enlarged view of part A in the image;

[0019] Figure 4 This is an internal sectional view of the insertion rod of this utility model;

[0020] Figure 5 This is a top sectional view of the docking hole of this utility model.

[0021] In the diagram: 1. splicing block; 2. slot; 3. mating hole; 301. magnetic block; 302. lock hole; 4. insertion rod; 401. magnet; 5. cavity; 501. top block; 502. spring; 6. through slot; 601. lock block; 7. protrusion. Detailed Implementation

[0022] 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.

[0023] All devices in this application adopt conventional models in the prior art, and the control method is through a controller. The control circuit of the controller can be implemented by simple programming by those skilled in the art, which is common knowledge in the field, so this application will not explain it in detail.

[0024] Please see Figures 1-3 A multi-module geometric drawing teaching aid that can be magnetically assembled includes a splicing block 1. The splicing block 1 is provided with connecting components on its exterior for splicing into other structures. The connecting components include multiple slots 2 and mating holes 3 disposed on the cross section of the splicing block 1. The slots 2 and mating holes 3 can be mated and positioned during the assembly of the splicing block 1. Each of the multiple mating holes 3 has a magnet 301 disposed on its inner wall. The magnet 301 can be attracted to the magnet 401 at one end of the insert rod 4 when the insert rod 4 is inserted into the mating hole 3. Each of the multiple slots 2 has an insert rod 4 disposed inside. During the assembly of the splicing block 1, when the slots 2 and mating holes 3 of each other are mated, the insert rod 4 can slide out of the slot 2 through magnetic attraction and be inserted into the mating hole 3 of the splicing block 1, thereby fixing the splicing block 1 during mating. One end of the insert rod 4 is provided with a magnet 401.

[0025] The splicing block 1 has an isosceles triangular structure. Multiple slots 2 and mating holes 3 are distributed in a ring around the cross section of the splicing block 1, and the slots 2 and mating holes 3 are staggered. The magnetic block 301 is embedded and connected to the inner wall of the mating hole 3. One end of the insertion rod 4 is located in the slot 2 and is slidably connected to the inner wall of the slot 2. The other end is connected to the magnet 401. The insertion rod 4 can be inserted into the mating hole 3 of another splicing block 1 by sliding, and the magnet 401 is magnetically connected to the magnetic block 301 on the inner wall of the mating hole 3.

[0026] Specifically: During use, the corresponding number of splicing blocks 1 can be spliced ​​together in a specific contact manner according to the required geometric shape. During assembly, the slots 2 and mating holes 3 on the outside of the splicing block 1 are connected to each other. Then, the magnetic attraction of the magnet 401 and the magnetic block 301 drives one end of the insertion rod 4 to slide out of the slot 2 and insert into the mating hole 3. At the same time, the magnetic attraction of the magnet 401 and the magnetic block 301 fixes the position of the insertion rod 4, thereby fixing the structure of the assembled splicing block 1 and ensuring the stability of the assembly. The isosceles triangular splicing blocks 1 can form a variety of different geometric shapes, which can be flexibly adjusted. Therefore, when facing most shapes, teachers only need to carry the single type of teaching aid, splicing block 1, to be applicable to the drawing of different geometric shapes, improving the convenience of use and reducing the burden on teachers when preparing teaching aids.

[0027] Please see Figures 2-5 The inner wall of the docking hole 3 is provided with a protrusion 7 and multiple locking holes 302. The protrusion 7 can abut against the top block 501 extending from the front end of the insertion rod 4 when the insertion rod 4 is inserted into the docking hole 3, and push the top block 501 to retract into the insertion rod 4. The insertion rod 4 is provided with a cavity 5, which is used to position the insertion rod 4 when sliding and to provide space for the insertion rod 4 to retract. The top block 501 is provided inside the cavity 5. A spring 502 is provided at one end of the top block 501. The spring 502 can support the top block 501. The lock block 601 is supported and pushed to slide within the cavity 5. The inner wall of the cavity 5 is provided with multiple through grooves 6. One end of the through groove 6 communicates with the cavity 5 and houses the lock block 601. At the same time, it positions the angle of the lock block 601 when it slides. A snap ring is installed in the through groove 6 to support the lock block 601. Each of the multiple through grooves 6 is provided with a lock block 601. Both ends of the lock block 601 are arc-shaped structures. The lock block 601 is made of flexible material, which is easy to deform and can slide within the through groove 6.

[0028] Cavity 5 is located at the end of the insertion rod 4 away from the slot 2. Top block 501 is located inside cavity 5 and is slidably connected to the inner wall of cavity 5. Spring 502 is located inside cavity 5 and its two ends are connected to the inner wall of cavity 5 and top block 501 respectively. The supporting force of spring 502 pushes one end of top block 501 out of slot 2. Protrusion 7 abuts against the inner wall of docking hole 3. When insertion rod 4 is inserted into docking hole 3, the top block 501 extending from the front end of insertion rod 4 abuts against the protrusion 7 on the inner wall of docking hole 3. The outer wall of one end of top block 501 is inclined. Multiple through slots 6 are distributed in a ring outside insertion rod 4 and one end is connected to the inside of cavity 5. Locking block 601 is located inside through slot 6 and is slidably connected to the inner wall of through slot 6. One end slides into cavity 5 and abuts against the outer wall of top block 501.

[0029] Specifically: When the insert rod 4 is inserted into the docking hole 3, the multiple through grooves 6 on the outer wall of the insert rod 4 correspond to and communicate with the locking holes 302 on the inner wall of the docking hole 3. Then, the top block 501 extending from the front end of the insert rod 4 will abut against the protrusion 7 on the inner wall of the docking hole 3, thereby pushing the top block 501 to retract into the cavity 5. At the same time, when the top block 501 retracts, the external tilt angle combined with the increased diameter abuts against the end of the locking block 601 that extends into the cavity 5, and pushes the locking block 601 to slide in the through groove 6 and extend out of the insert rod 4 and insert into the locking hole 302 in the docking hole 3, thereby reinforcing the structure of the splicing block 1 after assembly and ensuring structural stability. When disassembling, it is only necessary to pull the splicing block 1 to reduce the abutment of the protrusion 7 against the top block 501. Therefore, the top block 501 will extend outward and disengage from the locking block 601. Combined with the flexible material characteristics of the locking block 601, the splicing block 1 can be removed.

[0030] The contents not described in detail in this specification are existing technologies known to those skilled in the art.

[0031] Although the present invention has been described in detail with reference to the foregoing embodiments, those skilled in the art can still modify the technical solutions described in the foregoing embodiments or make equivalent substitutions for some of the technical features. Any modifications, equivalent substitutions, improvements, etc., made within the spirit and principles of the present invention should be included within the protection scope of the present invention.

Claims

1. A multi-module geometric drawing teaching aid that can be magnetically assembled, comprising an assembly block (1), wherein the assembly block (1) is externally provided with connecting components for assembling other structures, characterized in that: The connecting component includes multiple slots (2) and mating holes (3) disposed on the cross section of the splicing block (1). The inner walls of the multiple mating holes (3) are provided with magnetic blocks (301), and the interiors of the multiple slots (2) are provided with insert rods (4). One end of the insert rod (4) is provided with a magnet (401). The inner wall of the docking hole (3) is provided with a protrusion (7) and multiple locking holes (302). The insert rod (4) is provided with a cavity (5). The cavity (5) is provided with a top block (501). One end of the top block (501) is provided with a spring (502). The inner wall of the cavity (5) is provided with multiple through grooves (6). Each of the multiple through grooves (6) is provided with a locking block (601).

2. The multi-module geometric drawing teaching aid that can be magnetically assembled according to claim 1, characterized in that: The splicing block (1) has an isosceles triangular structure, and multiple holes (2) and mating holes (3) are distributed in a ring around the cross section of the splicing block (1), and the holes (2) and mating holes (3) are staggered.

3. The multi-module geometric drawing teaching aid that can be magnetically assembled according to claim 2, characterized in that: The magnetic block (301) is embedded in the inner wall of the docking hole (3). One end of the insertion rod (4) is located in the slot (2) and is slidably connected to the inner wall of the slot (2). The other end is connected to the magnet (401). The insertion rod (4) can be inserted into the docking hole (3) of another splicing block (1) by sliding. The magnet (401) is magnetically connected to the magnetic block (301) on the inner wall of the docking hole (3).

4. The multi-module geometric drawing teaching aid that can be magnetically assembled according to claim 1, characterized in that: The cavity (5) is located at the end of the insertion rod (4) away from the slot (2). The top block (501) is located inside the cavity (5) and is slidably connected to the inner wall of the cavity (5). The spring (502) is located inside the cavity (5) and its two ends are respectively connected to the inner wall of the cavity (5) and the top block (501). The supporting force of the spring (502) pushes one end of the top block (501) to extend out of the slot (2).

5. The multi-module geometric drawing teaching aid that can be magnetically assembled according to claim 4, characterized in that: The protrusion (7) abuts against the inner wall of the docking hole (3), and when the insertion rod (4) is embedded in the docking hole (3), the top block (501) extending from the front end of the insertion rod (4) abuts against the protrusion (7) on the inner wall of the docking hole (3).

6. The multi-module geometric drawing teaching aid that can be magnetically assembled according to claim 1, characterized in that: The outer wall of the top block (501) is inclined at one end. Multiple through slots (6) are distributed in a ring outside the insertion rod (4), and one end is connected to the inside of the cavity (5). The locking block (601) is located in the through slot (6) and is slidably connected to the inner wall of the through slot (6). One end extends slidably into the cavity (5) and abuts against the outer wall of the top block (501).

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