Classroom desk for healthy writing

Abstract

The application relates to a classroom desk beneficial to healthy writing, which comprises a desk supporting leg, a desk belly rolled from steel sheet, horizontal side upper rods welded on the upper part of the vertical end surface of the desk belly, a desk panel hinged with the proximal desk supporting leg, left and right recessed areas on the bottom side of the desk panel, a split top embedded in the recessed areas and locally supported by a sealing plate, a top shaft of a supporting rod penetratingly connected with the upper end of the split top clamped between the split top and the sealing plate, the sealing plate fixed on the recessed area of the desk panel, and the limiting position of the supporting rod rotating around the top shaft contained in the recessed area and the vertical desk panel. The desk panel is very convenient to switch between the horizontal plane and the small slope plane, the structure is simple, safe and reliable, and the students can comfortably and healthily write.

Description

Technical Field

[0001] This invention relates to classroom supplies for primary and secondary schools, specifically classroom desks that promote healthy writing. Background Technology

[0002] Classrooms in primary and secondary schools are the main places for students' learning activities. Classroom desks are an essential item provided by the school for every student and are one of the most important pieces of equipment for students' classroom learning.

[0003] Currently, the desks used in primary and secondary school classrooms in my country are primarily constructed of wood, plastic, steel, or a combination of both. The entire, independent desktop is fixed horizontally to the base of the desk. Due to differences in average height among students at different grade levels, and even significant differences in individual heights within the same grade or class, students of different heights have different viewing angles from the desktop. Even with proper posture, students frequently need to lean on the desktop for writing, such as taking notes during lectures, doing homework, answering test questions, and other tasks. Because the angle between the student's line of sight and the horizontal desktop (i.e., viewing angle) is not ideal, it often induces the student's head (eyes) to shift forward, causing the neck and back to bend forward. Over time, this leads to latent or overt fatigue, and years of this can result in myopia. For over thirty years, the myopia rate among primary and secondary school students in my country has been rising annually, ranking first in the world for many years. The aforementioned writing posture is one of the important causes of myopia. A fully horizontal desktop on classroom desks violates ergonomic requirements and is detrimental to students' healthy learning and living conditions. Summary of the Invention

[0004] The objective of this new invention is to provide a classroom desk that facilitates healthy reading and writing for students.

[0005] This design scheme presents a classroom desk that promotes healthy writing, comprising desk legs, a table body made of rolled thin steel sheet, and horizontal upper side bars welded to the upper part of the left and right ends of the table body. It also includes:

[0006] The tabletop is hinged to the nearby table leg;

[0007] The slope support structure of the desktop board: The bottom side of the desktop board has left and right concave areas. The split top, which is partially supported by the sealing plate, is embedded in the concave area. The top shaft at the upper end of the through support rod is clamped between the split top and the sealing plate. The sealing plate is fixed to the concave area of ​​the desktop board.

[0008] The left and right push blocks, which push against the left and right support rods respectively, are located in the concave area of ​​the tabletop and are supported by the sealing plate. The concave area and the vertical tabletop are the extreme positions of the support rods rotating around the top axis.

[0009] The struts are made of steel.

[0010] How to use the slope support structure for the desktop panel in this design:

[0011] The main function of the desktop is for students to write on. The horizontal state supported by the side rod is the non-working state of the desktop in this design. The process of transitioning from the non-working state to the working state is as follows:

[0012] When the operator (the student in the seat) lifts the desktop from both front sides, the desktop rotates around the hinge axis (located near the upper end of the side table leg) (the maximum rotation is no less than 90°, but usually around 45° is sufficient). The support rod, initially hidden in the recessed area, automatically rotates 90° downward around the top axis under its own weight. The operator then lowers the desktop, and the lower end of the support rod supports the upper side rod. At this point, the desktop is a sloping board (the optimal slope is recommended to be 12°), which is comfortable for the student to write on.

[0013] When students are not writing, the operator (the student in their seat) slightly lifts the desktop with their left and right hands, and pushes the push block with a single finger (such as the middle or index finger) of each hand. The inner end of the push block pushes against the support rod (the upper part of the support rod below the top axis), causing the left and right support rods to rotate inward. When the push block is obstructed, the lower ends of the left and right support rods have deviated from the side upper rod (i.e., the support condition of the desktop in a sloping state is removed). At this time, the operator removes the push block with a single finger, while still holding the desktop with both hands. The desktop's own weight causes it to rotate downward around the hinge axis to a flat state (the bottom surface is supported by the side upper rod). The left and right support rods, supported by the side upper rod, rotate around the top axis and return to the left and right concave areas of the desktop. At this time, the bottom surfaces of the sealing plate, push block, and support rod in the concave area are on the same plane as the bottom surface of the desktop, and the desktop presents a traditional horizontal desktop.

[0014] (When the desktop panel enters the next round of application and becomes a space slope panel, the left and right support rods, which are tucked in the concave area, will automatically rotate 90° downward around the top axis under their own gravity. This will push the left and right push blocks to move horizontally outward, that is, the left and right push blocks will move away from each other and return to their initial positions.)

[0015] At this point, the desktop panel has completed a full application cycle of "horizontal plane → sloped plane → horizontal plane".

[0016] Note: While a horizontal desktop board is certainly suitable for student writing, this design recommends a (appropriate) slope for writing, which is more ergonomic and healthier, as the reader's line of sight is closer to being perpendicular to the desktop board (writing paper). During a significant portion of classroom lessons, students may not have writing assignments; in such cases, the desktop board folds horizontally, creating a clean and concise space that still meets students' learning and living habits.

[0017] The steel profiled struts are strong and reliable, ensuring the long-term use of the tabletop slope support structure. During the process of leveling the tabletop from the slope, the left and right push blocks push the left and right struts to rotate inwards, ensuring that students' fingers do not enter between the side upper struts and the tabletop, preventing injury from accidental pressure from others above the tabletop. When the tabletop is level, the struts and other support mechanisms are completely embedded in the recessed area of ​​the tabletop and are entirely hidden, having no negative impact on students' other learning and daily life.

[0018] This design is simple in construction and safe and reliable in use. During the transition of the desktop from a horizontal to a sloping surface, the support rod automatically extends until its lower end abuts against the upper support rod on the step side, and the desktop remains stable after it presents a sloping surface. This design makes the transition between a horizontal and sloping desktop extremely convenient, promoting healthy writing and comfortable learning for students. Attached Figure Description

[0019] Figure 1a This is a schematic diagram of a basic structure for classroom desks in this design. Figure 1b yes Figure 1a Construct a visual diagram of the table under load. Figure 1c -d are respectively Figure 1b Enlarged diagrams of parts A and B. Figure 1e -f are respectively Figure 1c , Figure 1d A schematic diagram of the hinges connecting the tabletop and the table legs. Figure 1g yes Figure 1b A visual representation of the desktop version after loading. Figure 1h This is a visual representation of the desktop panel with the bottom side as the main viewing surface.

[0020] Figure 2a -b are respectively Figure 1h Enlarged views of parts C and D on the desktop panel. Figure 2c This is a visual diagram of the non-working state of the desktop slope support mechanism. Figure 2d yes Figure 2c Construct a visual representation of the top components after omitting the top-level components. Figure 2e This is a visual diagram showing the working status of the desktop slope support mechanism. Figure 2f yes Figure 2e A visual representation omitting the top components. Figure 2g yes Figure 2e Exploded view of the structure.

[0021] Figure 3a This is a visual representation of the push block with the bottom side as the main view. Figure 3b -c are planar schematic diagrams of the push block and the support rod in different relative positions. Figure 3d yes Figure 3c A partial schematic diagram of the desk in this design corresponding to the given state. Figure 3e-f are partial schematic diagrams of the working state of the desk in this design from different perspectives. Figure 3g yes Figure 3f End face plan view.

[0022] Figure 4a It is a visual representation of classroom desks with composite desktop panels. Figure 4b yes Figure 4a A schematic diagram of the end face of the desk. Detailed Implementation

[0023] Example 1. See also Figure 1a -b: A classroom desk for primary and secondary schools, including table legs (12) and a table belly (11) made of rolled steel sheet. The bottom of the table belly can be pressed with reinforcing ribs of appropriate width. The upper left and right sides of the table belly are rolled with top flat strips (111). The lower side of the top flat strip is attached and welded with a side upper rod (13). The front and rear ends of the side upper rod (13) made of steel square tube are welded to the table legs (12). A secondary table belly (16) can also be set below the table belly (11). The left and right sides of the secondary table belly are fixed to the side middle rod (14) of the desk. Books, materials or other items remaining beyond the volume of the table belly (11) can be placed on the secondary table belly (16).

[0024] Considering the reliability of component assembly, as well as the simplicity and environmental friendliness of the appearance, it is recommended that the desktop board be made of environmentally friendly wood board that can be obtained without molds, or it can be a relatively inexpensive plastic board with a pleasant color.

[0025] See Figure 1b -f: The desktop panel (15) of this classroom desk is hinged to the left and right side legs (12) of the near side by two hinges respectively (the two hinges are symmetrical to each other, and note that the near side legs can be welded into a curved shape as shown in the figure). The bottom of the desktop panel (15) has blind holes (151) on the left and right sides of the near side, and the blind holes are fitted with internal and external thread nuts; one leaf of the hinge ( Figure 1e The hinge (with an arc arrow in -f) is screwed from bottom to top into the blind hole (151) at the bottom of the desktop (15) into the pre-embedded internal and external thread nuts. The other hinge is riveted and fixed to the table support leg (12) near the side of the desk (steel pipe, riveted after surface treatment of the desk frame, with strong adhesive added to the joint if necessary). Thus, the desktop (15) is connected to the desk frame and the hinge position is concealed and does not affect student safety. The desktop can rotate at least 90° around the hinge shaft (171). See Figure 3g Local area.

[0026] See Figure 1h , Figure 2a -b: The desktop panel (15) contains left and right symmetrical recesses (152), which are the combination of two layers of voids of different depths. Its irregular shape originates from Figure 2c-d indicates the requirement for a near-complete embedding of the support mechanism. See also Figure 1h The left and right recessed areas (152) of the embedded desktop panel are symmetrical to each other, and the support mechanism is also symmetrical to each other.

[0027] See Figure 2c -g: The support mechanism for filling the recess (152) consists of a strut (4), a sealing plate (2), a top shaft (6), a split top (5), and a push block (3). The top shaft (6) is sandwiched between the sealing plate (2) and the split top (5). The split top (5), together with the top shaft (6), is tightly fitted into a preset position within the recess (152). See also Figure 3a and comparison Figure 2g The sealing plate (2) and the push block (3) are provided with a middle waist (31) on both sides. The sealing plate (2) has a central void on both sides with symmetrical inner heads (21) extending inward. The middle waist (31) on both sides of the push block (3) is supported by the inner heads (21) on both sides of the sealing plate. (See Figure 3f Therefore, the push block (3) will not fall off the sealing plate (2); in contrast Figure 2c and Figure 2a : The screw passes through the four pre-drilled holes at the corners of the sealing plate (2) and is screwed into the internal and external thread nuts embedded in the blind holes at the corresponding positions of the recessed area (152) of the desktop plate. Then the support mechanism is reliably connected to the bottom side of the desktop plate (15). At this time, the desktop plate (15) is placed horizontally on the side upper rod (13) (see Figure 1g );at this time Figure 2c The fully stacked support mechanism shown is in its non-working state, that is, the section near the top shaft (6) of the strut (4) is supported by the side upper rod (13) and is in a horizontal position, which does not affect the horizontal placement of the tabletop (15), and the position of the support mechanism is concealed.

[0028] Comparison Figure 2c , Figure 2e Or compare Figure 2d , Figure 2f Obviously, the strut (4) can rotate 90° around the top axis (6) (if the rotation is slightly larger, it will be blocked by the push block (3); since the rotation is caused by its own weight, the rotation is stable at 90°). When the tabletop (15) is in a horizontal state (see Figure 1g When the operator lifts the tabletop (15) (left and right front ends), the steel support rod (4) automatically rotates downwards under its own weight until its lower end supports the upper side rod (13). At this time, the working state of the support mechanism is as follows: Figure 2e As shown; see also Figure 3e -f: The desktop board (15) has been supported to become a sloped board for the space (the preferred slope is around 12°), which is suitable for students to write healthily.

[0029] As mentioned above, when the desktop panel (15) is a space slope and the support mechanism is in operation, the operator can manually lift the desktop panel (15) slightly from the left and right front ends again. Figure 3e The middle strut (4) (lower end) detaches from the upper side strut (13) and is suspended in the air along with the tabletop (15); see also Figure 2g and Figure 3a -c: Note that the end of the push block (3) near the support rod (4) is chamfered. When the operator pushes the push block (3) with one finger of each hand (index or middle finger on the wave surface (32)), the chamfered front end of the push block (3) first touches the area below where the support rod (4) passes through the top shaft (6). That is, the front ends of the left and right push blocks (3) will push the left and right support rods (4) to rotate in opposite directions around their respective top shafts (6) (see Figure 3d (As shown by the arrow in the middle arc), until the front chamfered surface of the push block (3) is completely in contact with the side of the support rod (4), at which point the push block (3) is blocked by the inner head (21) of the sealing plate and cannot be pushed (in particular: at this time, the operator's fingers, which are exerting force on the wave surface of the push block (3), are still located outside the side upper rod (13) (i.e., not directly above the side upper rod (13)), and will not be pinched by the tabletop and side upper rod (13) that may be accidentally pressed down, that is, the operator's hand safety can be ensured), and the projection of the lower end of the support rod (4) on the horizontal plane has also left the side upper rod (13), as Figure 3d As shown. At this time, the operator cancels the lifting of the desktop panel (15), and the desktop panel (15) rotates downward around the hinge axis (171) under its own gravity, attempting to become a horizontal surface, thus achieving... Figure 1g During the process, with the help of the top support of the side rod (13), the support rod (4) that rotates around the top shaft (6) is completely returned to the concave area (152), and the tabletop (15) achieves the preset horizontal non-working state.

[0030] See Figure 2g The steel profiled part's strut (4) is an open three-sided part, with the left and right struts (4) symmetrical in space. Figure 3g The support rod (4) is perpendicular to the tabletop (15), and the lower end face of the support rod (4) that is in contact with the horizontal side upper rod (13) is naturally horizontal.

[0031] In the above, the desktop board (15) went through a cycle of horizontal non-working state and slope working state, and demonstrated the operating mechanism of the support mechanism during this period.

[0032] Example 2. See also Figure 4a -b: The desktop board is composed of a front board (18) and a near board (19). The structure of the near board (19) (such as the recessed area) and its connection with the desk frame are the same as in Example 1. The bottom sides of the front board (18) are provided with blind holes and pre-embedded internal and external thread nuts. The side upper rod (13) and the top flat strip (111) are provided with upper and lower through holes. The screw passes through the side upper rod (13) and the top flat strip (111) from bottom to top and is screwed into the internal and external thread nuts in the blind holes on the bottom side of the front board (18). Then the front board (18) is reliably fixed to the side upper rod (13).

[0033] However, the concept of this example is the same as that of Example 1, but the push block (7) in the support structure is closer to the younger students in the seat, which is beneficial for students in the initial stage of compulsory education to operate.

[0034] It is also worth noting that:

[0035] ①The table leg on the near side in the attached drawing is composed of three curved rods (tubes). For details on its origin, please refer to the applicant's patent application 202423133434.7 (Classroom Desk for Primary and Secondary Schools).

[0036] ② If the strut (4) is perpendicular to the upper side rod (13), although it is similar to this design, the application effect is not optimized. If the tabletop and the near-side table leg are directly hinged in this design, then fixing a specific component inside the upper tube of the near-side table leg can achieve an indirect hinge between the tabletop and the table leg. However, the molding and assembly of the specific component is complicated, and the overall application effect is deteriorated or there is no substantial optimization effect.

[0037] ③ There may be individual students in the class whose heights differ greatly from the group. Support rods (4) of different heights can be customized to obtain a desktop slope that is more suitable for specific students. Support rods (4) of different heights can be cut into boards and formed by existing molding molds using laser cutting.

Claims

1. A classroom desk conducive to healthy writing, comprising desk legs, a desk body made of rolled thin steel sheet, and horizontal upper side bars welded to the upper part of the left and right ends of the desk body, characterized in that... Also includes: The tabletop is hinged to the nearby table leg; The slope support structure of the desktop board: The bottom side of the desktop board has left and right concave areas. The split top, which is partially supported by the sealing plate, is embedded in the concave area. The top shaft at the upper end of the through support rod is clamped between the split top and the sealing plate. The sealing plate is fixed to the concave area of ​​the desktop board.

2. The classroom desk for healthy writing as described in claim 1, characterized in that: The left and right push blocks, which push against the left and right support rods respectively, are located in the concave area of ​​the tabletop and are supported by the sealing plate. The concave area and the vertical tabletop are the extreme positions of the support rods rotating around the top axis.

3. The classroom desk for promoting healthy writing according to claim 1, characterized in that: The struts are made of steel.

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