Classroom desk for healthy reading and writing

Abstract

The application relates to a classroom desk beneficial to healthy reading and writing, which comprises a desk supporting leg, a desk belly, a desk belly end vertical surface upper portion welded to a side upper rod, a desk panel hinged to a proximal desk supporting leg, a left and right recess area contained in the bottom side of the desk panel, a split top embedded in the recess area and locally lifted by a sealing plate, a top shaft of a penetrating support rod upper end clamped between the split top and the sealing plate, the sealing plate fixed to the recess area of the desk panel, and the limit position of the support rod rotating around the top shaft contained in the recess area and the vertical desk panel. The desk panel is extremely convenient in the conversion between a horizontal plane and an inclined plane, and books and papers on the inclined desk panel are blocked by long vertical plates and horizontal pieces and cannot slide down, so that comfortable reading and healthy writing are facilitated.

Description

Technical Field

[0001] This new invention relates to classroom supplies for primary and secondary schools, specifically classroom desks that promote healthy reading and 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 made of wood, plastic, steel, or a combination of steel and plastic or steel and wood, with the desktop fixed horizontally to the base. 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 and natural posture, students frequently need to lean on the desktop for writing, such as taking notes during lectures, doing homework, answering test questions, and other writing activities. Because the angle between the student's line of sight and the horizontal desktop (i.e., viewing angle) is not appropriate, it usually induces the student's head (eyes) to shift forward, and the neck and back to bend forward. Over time, this leads to latent or overt fatigue, and over the years, it can cause myopia. It is well known that the myopia rate among primary and secondary school students in my country has been rising year by year for over thirty years, ranking first in the world for many years. The aforementioned reading and writing habits are one of the important causes of myopia.

[0004] A perfectly horizontal desktop design for classroom desks violates ergonomic requirements and is detrimental to students' healthy learning and living environment. Students spend most of their learning time in the classroom, and with a current number of 200 million primary and secondary school students in my country, horizontal desktop desks have a significant potential negative impact on students' reading and writing abilities. Summary of the Invention

[0005] The objective of this new invention is to provide a classroom desk that facilitates healthy reading and writing for students.

[0006] This design scheme: a classroom desk conducive to healthy reading and writing, including table legs, a table body made of rolled thin steel sheet, and horizontal side bars welded to the upper part of the left and right ends of the table body, and also includes:

[0007] ① The tabletop is hinged to the nearest side table leg;

[0008] 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.

[0009] 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.

[0010] ②The side of the desktop panel must have at least one of the following:

[0011] a. The main support for reading books is fixed to the front side of the desktop board or integrated with the desktop board;

[0012] b. A horizontal strip is placed near the side of the desktop board for supporting writing on paper.

[0013] Left and right sinkholes are made at the front of the wooden tabletop, and the bottom columns at both ends of the main dike are inserted into the sinkholes and then fixed.

[0014] A secondary hole is provided between the left and right sinkers of the wooden tabletop, and the secondary piles on the lower side of the main dike are fixed after being inserted into the secondary hole.

[0015] The struts are made of steel.

[0016] (1) How the slope support structure of the desktop panel is used in this design:

[0017] The main function of the desktop is for students to write and place books, etc. 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:

[0018] When the operator (the student in the seat, hereinafter the same) 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 not less than 90°, but usually about 45° is sufficient). The support rod initially hidden in the recessed area automatically rotates 90° downward around the top axis due to its own weight. The operator then lowers the desktop, and the lower end of the support rod stands upright on the side upper rod. At this time, the desktop is a space slope board (the recommended slope angle is 12°), which is comfortable for students to read and write.

[0019] When students are not writing, the operator slightly lifts the desktop with both hands, and pushes the push block with one 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 one finger from the push block, 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 surface of the sealing plate in the concave area, the bottom surface of the push block, the bottom surface of the support rod, and the bottom surface of the desktop are on the same plane, and the desktop presents a traditional horizontal desktop.

[0020] (As the desktop panel enters the next round of application and becomes a space slope panel, the left and right support rods, which are recessed in the concave area, will automatically rotate 90° downward around the top axis under their own gravity. This will push the lightweight 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.)

[0021] At this point, the desktop panel has completed a full application cycle of "horizontal plane → sloped plane → horizontal plane".

[0022] Note: While a horizontal desktop board is certainly suitable for students to write on and place books for reading, this design recommends a (appropriate) slope for reading and writing, which is more ergonomic and healthier. During a significant portion of classroom lessons, students may not have writing assignments, at which time the desktop board can be folded horizontally, still meeting the requirements of students' learning and living habits.

[0023] The steel profiled struts are strong and reliable, ensuring the long-term use of the slope panel support structure. During the transition of the desk from horizontal to slope, it ensures that students' fingers, which are applying force to the push block, do not enter between the side upper strut and the desk, thus preventing injury from accidental pressure from others above the desk. When the desk desk is level, the struts and other support mechanisms are completely embedded in the recessed area of ​​the desk desk and are entirely hidden, having no negative impact on students' other learning and daily life.

[0024] (2) Application of the acute-angle slope desktop panel in this design space relative to a horizontal desktop:

[0025] Books leaning against the sloping desktop are prevented from slipping by the long upright board, making reading more comfortable for students; paper books leaning against the sloping desktop are prevented from slipping by the horizontal bar, making writing healthier for students.

[0026] During the transition of the tabletop from horizontal to sloping, the steel forming support rod automatically rotates out until its lower end abuts against the upper rod on the step side, and the tabletop maintains a stable spatial slope. During the transition of the tabletop from sloping to horizontal, the support rod is pushed by the push block and the tabletop itself is pushed to complete the transition.

[0027] The positive effects of this design are: the desktop panel of this design is extremely convenient to switch between a horizontal and a sloping surface, and it is safe and reliable to use. Books and papers leaning against the sloping desktop panel are obstructed by the long vertical board and the horizontal plate, which is more conducive to comfortable reading and healthy writing than the horizontal desktop of current classroom desks. Attached Figure Description

[0028] 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 yes Figure 1g A cross-sectional view of the QQ position on the desktop. Figure 1i This is a visual representation of the desktop panel with the bottom surface as the main viewing surface.

[0029] 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.

[0030] 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.

[0031] Figure 4a This is a visual diagram of the main dike. Figure 4b yes Figure 4a The median sectional view, Figure 4c This is a visual diagram showing the washer being threaded through by screws. Figure 4d This is an assembly diagram of the main embankment and the desktop panel. Figure 4e This is a direct view of the fixed cylinder. Figure 4f This is a schematic diagram of the assembly method of the base column and the fixed cylinder. Figure 4g This is a horizontal diagram. Figure 4h A visual diagram of the desk in its non-working state. Figure 4i yes Figure 4h Enlarged view of part E, Figure 4j yes Figure 4h A visual representation of the working status of the desks.

[0032] Figure 5a This is yet another visual representation of the non-working state of the classroom desks in this design. Figure 5b yes Figure 5a A magnified view of local F. Figure 5c yes Figure 5a A visual representation of the working status of classroom desks. Detailed Implementation

[0033] Example 1: The desk tabletop is made of wood.

[0034] See 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 has a reinforcing rib (surface) of appropriate width obtained by forming. 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 (15) 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 (15).

[0035] See Figure 1b -f: The desktop panel (17) of this classroom desk is hinged to the left and right side legs (12) respectively by two hinges (16). (The two hinges (16) are symmetrical to each other. Note that the side legs can be welded into a curved shape as shown in the figure.) The bottom of the desktop panel (17) has blind holes (172) on the left and right sides, with internal and external thread nuts inside the blind holes; a leaf of the hinge (16) ( Figure 1e -f with curved arrow) is screwed from bottom to top and then screwed into the pre-embedded internal and external thread nuts in the blind hole (172) at the bottom of the desktop (17). The other leaf of the hinge (16) is riveted and fixed to the table support leg (12) near the side of the desk (steel pipe, riveted after the surface of the desk frame is treated, and strong adhesive is added to the mating surface if necessary). Then the desktop (17) is connected to the desk frame and the position of the hinge (16) is concealed and does not affect the safety of students (see Figure 1e The desktop panel can rotate at least 90° around the hinge (16) axis (161), see [reference]. Figure 3g Local area.

[0036] See Figure 1i , Figure 2a -b: The desktop panel (17) contains left and right symmetrical recesses (171), which are the combination of two layers of voids of different depths. Its irregular shape originates from Figure 2c -d indicates the requirement for the support mechanism to be fully embedded. See also Figure 1i The left and right recessed areas (171) of the desktop panel are symmetrical to each other, and the support mechanism is also symmetrical to each other.

[0037] See Figure 2c-g: The support mechanism for filling the recess (171) 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), along with the top shaft (6), is tightly fitted into a preset position within the recess (171) (for specific positions, please refer to the comparison of the configuration of the split top (5) and the recess (171)); see 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). 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 2f , Figure 3f Therefore, the push block (3) will not fall off the sealing plate (2); see also Figure 2c and Figure 2a : Figure 2c The upper side of the support mechanism is reversed and snapped in. Figure 2a In the recessed area, the screw passes through the pre-drilled holes at the four 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 in the recessed area (171) of the desktop plate. Then the entire support mechanism is reliably connected to the bottom side of the desktop plate (17). See Figure 1g When the desktop panel (17) is placed horizontally on the side upper rod (13), as 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 (17) and the position of the support mechanism is concealed.

[0038] Comparison Figure 2c , Figure 2e Or compare Figure 2d , Figure 2f Obviously, the horizontal strut (4) can rotate 90° around the top axis (6). Since the rotation is caused by its own weight, the rotation is stable at 90°. If the rotation is to be greater, it will be blocked by the push block (3). When the tabletop (17) is in a horizontal state (see Figure 1g The operator lifts the tabletop (17) (left and right front ends), and 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 (17) has been supported to become a sloped board for the space (the preferred slope is around 12°), which is suitable for students to read and write healthily.

[0039] As mentioned above, when the desktop panel (17) is a space slope and the support mechanism is in operation, the operator can manually lift the desktop panel (17) slightly from the left and right front ends. Figure 3eThe middle strut (4) (lower end) detaches from the upper side strut (13) and suspends in the air along with the tabletop (17); 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, so 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 (17), and the desktop panel (17) 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 (171), and the tabletop (17) achieves the preset horizontal non-working state.

[0040] 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 (17), and the lower end face of the support rod (4) that is in contact with the horizontal side upper rod (13) is naturally horizontal.

[0041] In the above, the desktop board (17) 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.

[0042] See Figure 4a -b: The main body of the main dike (7) is a long vertical plate (71), with bottom columns (72) at both ends of its lower side. The bottom column (72) has a void in the center for screws to be screwed in. The front half of the tabletop (17) is provided with left and right sinkers (173) (which are inverted sinkers when viewed from the side of the tabletop). The bottom column (72) of the main dike is inserted into the sinker (173) from top to bottom, and the screw is screwed into the bottom column (72) through the steel washer (75) (see See Figure 4c (Arrow pointing) It is clear that since the outer diameter of the gasket (75) is larger than the central diameter of the sinker hole (173), the main dike (7) is no longer allowed to be pulled out of the sinker hole (173) at this time. See Figure 4h , Figure 4j The long upright board (71) is parallel to the front side of the desktop board (17), and the book to be read is placed on it. Figure 4j The desktop (sloping surface) and the bottom of the book are supported by a long upright plate (71) of appropriate height to prevent slippage. The reader's line of sight is closer to the vertical of the book page, which is suitable for healthy reading. The long upright plate (71) is at least half the height of the book from the front of the desktop (17). In addition, for the strength of the assembled long upright plate (71), a secondary pile (73) can be set between the bottom columns (72) at both ends of the main embankment (7) of the injection molded part. The secondary pile (73) is inserted into the secondary hole (174) of the desktop plate for fixation (such as by strong adhesive). See Figure 4a , Figure 4d (For details on the countersunk hole and secondary hole construction and location of the desktop panel, please refer to...) Figure 1h -i).

[0043] In the above: the distance between the long upright plate (71) and the front side of the desktop plate (17) is at least half the height of a book; the upper opening of the countersunk hole (173) is completely covered by the end of the long upright plate (71), and the upper opening of the secondary hole (174) is covered by the lower side of the long upright plate (71), that is, no installation marks are visible from the side of the desktop plate (see Figure 4a , Figure 4i , Figure 4j The desktop visuals are clean and simple.

[0044] See Figure 4d -f: The fixed cylinder (74) is a metal part (or a molded part), and its center is suitable for insertion into the main dike bottom column (72). When the fixed cylinder (74) is located in the countersunk hole (173) of the tabletop, the main dike bottom column (72) is inserted into the center of the fixed cylinder (74) from top to bottom (see Figure 4f (As indicated by the arrow in the image), the same fixing effect as the aforementioned combination of gaskets and screws can obviously be achieved with the help of strong adhesive.

[0045] See Figure 4g , Figure 4j The horizontal piece (8) is made of injection molding or wood and is glued to the upper surface of the desktop (17) near the edge. Obviously, test papers, exercise books and other items placed on the sloping desktop (17) will be blocked by the horizontal piece (8) and will not easily slip off. In addition, the students' line of sight is closer to vertical due to the slope of the desktop, which means that students are more comfortable writing in this state.

[0046] For information on recessed areas, countersunk holes, and secondary holes, please refer to [link to relevant documentation]. Figure 1h -i is shown.

[0047] For classroom desks with wooden tabletops, the total mold cost is relatively low, which is conducive to initial implementation. The main dike (7) is the main vulnerable part, which can be directly replaced at the customer's location after the sale, and the repair cost is low.

[0048] Example 2, Injection-molded desktop board (18).

[0049] In this example, the long upright board (181) (see Figure 5a -b) The horizontal piece (182) is integrally injection molded with the tabletop plate (18) in the same mold, simplifying the parts. The assembly of the main embankment (7) and the horizontal piece (8) in Example 1 is omitted, and the durability of the long vertical plate (181) and the horizontal piece (182) is enhanced. The hinge connection, recess setting and tabletop plate slope support structure on the lower side of the tabletop plate (18) are the same as in Example 1.

[0050] The manufacturing process of the desktop panel will also lead to changes in the related structural methods. Compared with wooden desktop panels, injection-molded desktop panels (18) have fewer parts, resulting in a relatively lower total product cost. Moreover, the injection molding process offers a wide range of colors and strong color options, but the mold cost is higher.

[0051] It is also worth noting that:

[0052] 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).

[0053] 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.

[0054] ③ In this design, if there is only a vertical embankment or only a horizontal piece, it still has application significance provided that the tabletop can be a sloping panel, but it is inferior to the full application of Examples 1-2.

[0055] ④ 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. Steel support rods (4) of different heights can be cut into plates and formed by existing molding molds using laser cutting.

[0056] ⑤ In addition to the recessed area (171) and blind hole (172) for connecting the hinge (16) described in Example 1, the bottom side of the injection-molded desktop panel (18) of Example 2 should also have reinforcing ribs formed by reducing the amount of glue (commonly known as "stealing material") due to the requirements of the injection molding process and the allowable strength. However, the amount of the reinforcing ribs is large and the style is varied, and they are not specifically shown in the accompanying drawings of this application.

Claims

1. A classroom desk conducive to healthy reading and writing, including desk legs, a table body made of rolled thin steel sheet, and horizontal side bars welded to the upper part of the left and right ends of the table body, and also including: ① The tabletop is hinged to the nearest side 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. The left and right push blocks, which push against each other with 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. ②The side of the desktop panel must have at least one of the following: a. The main support for reading books is fixed to the front side of the desktop board or integrated with the desktop board; b. A horizontal strip is placed near the side of the desktop board for supporting writing on paper.

2. The classroom desk for healthy reading and writing according to claim 1, characterized in that: Left and right sinkholes are made at the front of the wooden tabletop, and the bottom columns at both ends of the main dike are inserted into the sinkholes and then fixed.

3. The classroom desk for healthy reading and writing according to claim 2, characterized in that: A secondary hole is provided between the left and right sinkers of the wooden tabletop, and the secondary piles on the lower side of the main dike are fixed after being inserted into the secondary hole.

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

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