A type of teaching equipment

Abstract

This utility model provides a teaching aid comprising a first container and a second container. The first container has a conical outer contour, a first space for loading liquid within it, a first opening communicating with the first space, and a gripping block for holding on its outer surface. The second container has a cylindrical outer contour, a second space for loading liquid within it, and a second opening communicating with the second space. The first opening is fitted onto the second opening, and the first and second openings are threaded together. The first and second containers are of equal height and diameter. This utility model solves the problem that existing teaching aids cannot reliably demonstrate the process of transferring liquid from a conical container to a cylindrical container.

Description

Technical Field

[0001] This utility model relates to the field of teaching equipment, and more specifically, to a teaching device. Background Technology

[0002] In teaching the "cone volume formula" in primary and secondary schools, visually verifying that "the volume of a cone is one-third the volume of a cylinder with the same base and height" through "liquid transfer" is a core teaching method. This requires teaching aids with precise dimensional matching, stable liquid loading, and convenient transfer capabilities. Currently, teaching aids used for liquid demonstrations in classrooms have the following key shortcomings: 1. Existing teaching aids are mostly ordinary cone and cylinder solid models or simple open containers, without a dedicated sealed liquid loading space (as described in the first space and second space in claim 1). The liquid is prone to spillage after being filled, and the inner wall of the container is not designed to accommodate the flow of liquid. During the transfer process, the amount of liquid residue is large, and the volume ratio cannot be accurately represented. 2. The conical and cylindrical containers used for comparison are mostly independent parts, which makes it difficult to ensure that they are strictly equal in height and diameter (failing to meet the premise of "equal base and equal height"), and also lacks a stable opening connection structure. Simply stacking or aligning by hand can easily lead to misalignment of the openings when transferring liquid, resulting in leakage or deviation in the amount transferred, which directly affects the accuracy of the volume ratio demonstration. 3. The outer surface of the container lacks a dedicated gripping structure, making it easy for teachers or students to obstruct the view when picking it up, thus preventing students in certain positions from observing the container. 4. Existing teaching aids are not designed around the core requirement of "liquid transfer to verify volume". They lack the adaptable structure of "cone filling liquid - cylinder receiving liquid" and require additional auxiliary tools such as beakers and funnels. The operation process is cumbersome, distracts students and makes it difficult to achieve teaching objectives efficiently. The aforementioned problems prevent existing teaching aids from reliably demonstrating the process of "transferring liquid from a conical container to a cylindrical container" and from accurately verifying the volume formula. There is an urgent need for a dedicated teaching device that is suitable for liquid transfer, has precise dimensions, stable connections, and is safe to operate. Utility Model Content

[0003] Based on this, in order to solve the problem that existing teaching aids cannot reliably demonstrate the process of "liquid transfer from a conical container to a cylindrical container", this utility model provides a teaching device, the specific technical solution of which is as follows: A teaching device, including The first container has a conical outer contour, a first space for loading liquid inside the first container, a first opening communicating with the first space on the first container, and a gripping block for gripping on the outer surface of the first container. The second container has a cylindrical outer contour and a second space for loading liquid inside. The second container has a second opening that communicates with the second space. The first opening is fitted onto the second opening and is threadedly connected to the second opening. The first container and the second container are set at the same height and have the same diameter.

[0004] The aforementioned teaching equipment, through rotating the teaching container, allows liquid to be transferred from a first container to a second container. The inclusion of a gripping block prevents the teacher's hands from obstructing either the first or second container, facilitating student observation from their seats. The first opening fits over the second opening and is connected by threads, allowing the conical first container and cylindrical second container to be quickly assembled into a sealed, compatible unit without the need for additional tools. During liquid transfer, the openings of both containers remain aligned and sealed effectively, completely resolving the leakage problem caused by misaligned openings in existing teaching aids. After assembly, the teacher can directly hold the gripping block to perform the "cone pouring liquid - cylinder receiving liquid" operation without needing to separately fix the two containers, significantly simplifying the teaching process and improving classroom efficiency. This teaching equipment solves the problem of existing teaching aids being unable to reliably demonstrate the "liquid transfer from a conical container to a cylindrical container."

[0005] Furthermore, both the first container and the second container have graduations on their outer surfaces.

[0006] Furthermore, both the first container and the second container are transparent. Attached Figure Description

[0007] The present invention can be further understood from the following description taken in conjunction with the accompanying drawings. The components in the drawings are not necessarily drawn to scale; rather, the focus is on illustrating the principles of the embodiments. In different views, the same reference numerals designate corresponding parts.

[0008] Figure 1 This is one of the structural schematic diagrams of the teaching equipment described in one embodiment of this utility model; Figure 2 This is a second schematic diagram of the structure of the teaching equipment described in one embodiment of this utility model;

[0009] Explanation of reference numerals in the attached figures: 1-First container; 2-Second container; 3-First space; 4-First opening; 5-Second space; 6-Second opening; 7-Grabbing block. Detailed Implementation

[0010] To make the objectives, technical solutions, and advantages of this utility model clearer, the following detailed description is provided in conjunction with its embodiments. It should be understood that the specific embodiments described herein are merely illustrative of the utility model and do not limit its scope of protection.

[0011] It should be noted that when an element is referred to as being "fixed to" another element, it can be directly attached to the other element or there may be an intervening element. When an element is referred to as being "connected to" another element, it can be directly connected to the other element or there may be an intervening element. The terms "vertical," "horizontal," "left," "right," and similar expressions used herein are for illustrative purposes only and do not represent the only possible implementations.

[0012] Unless otherwise defined, all technical and scientific terms used herein have the same meaning as commonly understood by one of ordinary skill in the art to which this invention pertains. The terminology used herein is for the purpose of describing particular embodiments only and is not intended to be limiting of the invention. The term "and / or" as used herein includes any and all combinations of one or more of the associated listed items.

[0013] In this utility model, "first" and "second" do not represent a specific quantity or order, but are merely used to distinguish names.

[0014] like Figures 1-2 As shown, a teaching device in one embodiment of the present invention includes a first container 1 and a second container 2; the outer contour of the first container 1 is conical, the first container 1 has a first space 3 for loading liquid, the first container 1 has a first opening 4 communicating with the first space 3, and the outer surface of the first container 1 has a gripping block 7 for gripping; the outer contour of the second container 2 is cylindrical, the second container 2 has a second space 5 for loading liquid, the second container 2 has a second opening 6 communicating with the second space 5, the first opening 4 is sleeved on the second opening 6, the first opening 4 and the second opening 6 are threadedly connected, and the first container 1 and the second container 2 are set with the same height and the same diameter.

[0015] The aforementioned teaching equipment, by rotating the teaching container, transfers liquid from the first container 1 to the second container 2. The inclusion of a gripping block 7 prevents the teacher's hands from obstructing either container, facilitating student observation from their seats. The first opening 4 fits onto the second opening 6 and is connected by threads, allowing the conical first container 1 and the cylindrical second container 2 to be quickly assembled into a sealed, compatible unit without the need for additional tools. During liquid transfer, the openings remain aligned and well-sealed, completely resolving the leakage problem caused by misaligned openings in existing teaching aids. After assembly, the teacher can directly hold the gripping block 7 to complete the "cone pouring liquid - cylinder receiving liquid" operation without separately securing the two containers, significantly simplifying the teaching process and improving classroom efficiency. This teaching equipment solves the problem of existing teaching aids being unable to reliably demonstrate the "liquid transfer from a conical container to a cylindrical container."

[0016] In one embodiment, both the outer surfaces of the first container 1 and the second container 2 are provided with graduations. In this way, by providing graduations, students can easily understand that "the volume of a cone is one-third the volume of a cylinder with the same base and height".

[0017] In one embodiment, both the first container 1 and the second container 2 are transparent. This transparency allows students to easily observe the liquid inside the containers.

[0018] The technical features of the above embodiments can be combined in any way. For the sake of brevity, not all possible combinations of the technical features in the above embodiments are described. However, as long as there is no contradiction in the combination of these technical features, they should be considered to be within the scope of this specification.

[0019] The embodiments described above are merely illustrative of several implementations of this utility model, and while the descriptions are relatively specific and detailed, they should not be construed as limiting the scope of the 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 all fall within the protection scope of this utility model. Therefore, the protection scope of this utility model patent should be determined by the appended claims.

Claims

1. A teaching device, characterized in that, include: The first container has a conical outer contour, a first space for loading liquid inside the first container, a first opening communicating with the first space on the first container, and a gripping block for gripping on the outer surface of the first container. The second container has a cylindrical outer contour and a second space for loading liquid inside. The second container has a second opening that communicates with the second space. The first opening is fitted onto the second opening and is threadedly connected to the second opening. The first container and the second container are set at the same height and have the same diameter.

2. The teaching equipment according to claim 1, characterized in that, Both the first container and the second container have graduations on their outer surfaces.

3. The teaching equipment according to claim 1, characterized in that, Both the first container and the second container are transparent.

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