Hanger for classroom

Abstract

To provide a hanger for a classroom, which is suitable for attachment to a hook arranged at a side part of a classroom desk.SOLUTION: A hanger 10 for a classroom is to be attached to a hook 96 arranged at a side part of a classroom desk 90. The hanger comprises: an upper structure 12 positioned to be upper than the hook 96 in an attached state to the hook 96; and a lower structure 13 including a part having a height being the same as that of the hook 96 and positioned to be lower than the hook 96. The lower structure 13 includes: a through-hole 21 through which the hook 96 is put when the hanger 10 for a classroom is attached to the hook 96; and a fitting groove 22 being the fitting groove 22 continuously integrated with the through-hole 21 and to which the hook 96 put-through the through-hole 21 is fitted.SELECTED DRAWING: Figure 1

Description

[Technical Field]

[0001] The present disclosure relates to hangers for classroom desks. [Background technology]

[0002] Classroom desks used in schools such as elementary schools typically consist of four legs and a base support formed by bending and / or welding metal pipes. A base is attached to the metal pipes at the base support, and an item storage area for storing textbooks and other items is attached below the base. Hooks are often provided on the sides of the item storage area. Japan Industrial Standards (JIS S 1021) stipulates that the outermost ends of all desk legs and accessories, such as hooks, must be inside the edge of the base. A randoseru hanger is available on the side of a desk configured in this way, allowing a randoseru (school backpack) to be hung without tilting (see, for example, Patent Document 1). [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Japanese Patent Application Laid-Open No. 2016-002215 Summary of the Invention [Problem to be solved by the invention]

[0004] Hanging randoseru from the side of a classroom desk narrows the width of the aisle between the multiple desks, so in recent years it has become common to store randoseru in shelves at the back of the classroom. If the space freed up by moving the randoseru can be utilized, it will contribute to making effective use of limited space.

[0005] In view of the above-mentioned problems, the present disclosure relates to providing a classroom desk hanger suitable for attachment to a hook provided on the side of a classroom desk. [Means for solving the problem]

[0006] A classroom desk hanger according to a first aspect of the present disclosure is a classroom desk hanger that is attached to a hook provided on the side of a classroom desk, and comprises an upper structure that is positioned above the hook when attached to the hook, and a lower structure that is positioned below the hook and has the same height as the hook, and the lower structure is formed with an insertion hole through which the hook is passed when the classroom desk hanger is attached to the hook, and a fitting groove that is continuous with and integrated with the insertion hole, and into which the hook inserted into the insertion hole is fitted.

[0007] According to the configuration of the first aspect of the present disclosure, when the classroom desk hanger is attached to a hook provided on the side of a classroom desk, the hook fits into the mating groove, allowing the classroom desk hanger to be stably attached to the classroom desk.

[0008] Furthermore, a classroom desk hanger according to a second aspect of the present disclosure is the classroom desk hanger according to the first aspect of the present disclosure, wherein the upper structure has a setback section that is set back on the opposite side of the classroom desk from the item storage section when the classroom desk hanger is attached to the hook.

[0009] According to the configuration of the second aspect of the present disclosure, it is possible to abut the setback portion against a horizontally extending pipe located directly below the deck of the classroom desk, allowing the classroom desk hanger to be attached to the classroom desk more stably.

[0010] Furthermore, a classroom desk hanger according to a third aspect of the present disclosure is the classroom desk hanger according to the first or second aspect of the present disclosure, and is provided with a protrusion that protrudes from at least one of the upper structure and the lower structure toward the item storage section of the classroom desk when the classroom desk hanger is attached to the hook.

[0011] According to the configuration of the third aspect of the present disclosure, the protrusion can be brought into contact with the item storage section, and the classroom desk hanger can be attached to the classroom desk more stably.

[0012] Furthermore, a classroom desk hanger according to a fourth aspect of the present disclosure is a classroom desk hanger according to any one of the first to third aspects of the present disclosure, wherein the lower structure has a through hole formed below the insertion hole.

[0013] According to the configuration of the fourth aspect of the present disclosure, it is possible to achieve a reduction in weight and also to hang articles such as cloth through the through-holes.

[0014] Furthermore, a classroom desk hanger according to a fifth aspect of the present disclosure is a classroom desk hanger according to any one of the first to fourth aspects of the present disclosure, and is provided with a protrusion that protrudes upward on at least one side of the item storage section of the classroom desk and the opposite side when the classroom desk hanger is attached to the hook.

[0015] According to the configuration of the fifth aspect of the present disclosure, an article connected to the string-like member can be hung on the protrusion and held thereon. [Effects of the Invention]

[0016] According to the present disclosure, when a classroom desk hanger is attached to a hook provided on the side of a classroom desk, the hook fits into the mating groove, allowing the classroom desk hanger to be stably attached to the classroom desk. [Brief explanation of the drawings]

[0017] [Figure 1] 1 is a schematic front perspective view of a classroom desk hanger according to one embodiment. FIG. [Figure 2] FIG. 1 is a side view of a classroom desk hanger according to one embodiment. [Figure 3] 1A to 1C are diagrams illustrating examples of how a classroom desk hanger according to one embodiment is used. DETAILED DESCRIPTION OF THE INVENTION

[0018] Hereinafter, an embodiment will be described with reference to the drawings. In the drawings, identical or similar reference numerals are used to designate identical or corresponding components, and redundant explanations will be omitted.

[0019] A classroom desk hanger 10 (hereinafter simply referred to as "hanger 10") according to one embodiment will be described with reference to Fig. 1. Fig. 1 is a schematic front perspective view of the hanger 10. The hanger 10 has a structure suitable for attachment to a classroom desk 90. ​​Classroom desks 90 are desks that are widely used in classrooms in elementary, junior high, and high schools in Japan, and typically have the following configuration.

[0020] The classroom desk 90 includes a base 91, a deck 94, an item storage section 95, and a hook 96. The base 91 has vertically extending legs 92 and a horizontally extending deck support 93. The legs 92 and deck support 93 are formed, for example, by bending a pipe to form two legs 92 and a deck support 93 disposed between them. The base 91 is formed by connecting (typically welding) two of the bent pipes at a distance with a connecting pipe (not shown). A deck 94 is attached to the pair of horizontally extending deck supports 93 of the base 91. The deck 94 is sometimes referred to as a top plate. An item storage section 95 is attached below the deck 94, between the pair of deck supports 93. The item storage section 95 is a shelf capable of storing items such as textbooks. The item storage section 95 is formed in a slightly flat, roughly rectangular parallelepiped shape, with two sides open: one side with the largest area and one long, narrow side adjacent to this side. The item storage section 95 is attached to the deck 94 so that the largest open side is covered by the deck 94, and items can be taken in and out through the remaining long, narrow opening.

[0021] The hook 96 is attached to a side of the item storage section 95. The hook 96 extends vertically downward from its upper end sandwiched between the deck support 93 and the item storage section 95, then curves outward (i.e., toward the opposite side from the item storage section 95) while being rounded, changing direction to point upward. The hook 96 typically consists of two linear members spaced apart in the direction in which the deck support 93 extends (hereinafter referred to as the "depth direction"), extending vertically downward from the upper end while maintaining parallelism, then curves outward while being rounded, pointing upward, and then approaching each other and connecting. With this configuration, the hook 96 has a width in the depth direction. The width of the hook 96 in the depth direction is typically about 25 mm to 30 mm. The hook 96 is typically provided on both side sections of the item storage section 95. Typically, the classroom desk 90 has a base 91, an item storage section 95, and a hook 96 made of metal, and a deck 94 made of wood (for example, plywood).

[0022] The hanger 10 according to the present disclosure, which is suitably attached to the classroom desk 90 configured as described above, is a plate-like member formed into a generally trapezoidal shape as a whole in this embodiment. Here, "generally trapezoidal shape" refers to a state in which the hanger 10 can be seen as a trapezoid when viewed from the outside, even though there are some parts that do not correspond to the details. In this embodiment, the hanger 10 has an isosceles trapezoidal appearance. The size of the hanger 10 can be determined appropriately according to the size of the classroom desk 90. ​​The width W of the hanger 10 may be a dimension that fits between the two legs 92 in the depth direction, and may be, for example, approximately 300 mm to 400 mm, or may be 350 mm. The height H of the hanger 10 is preferably 150 mm to 250 mm, and more preferably 165 mm to 200 mm, in consideration of balance when attached to the classroom desk 90. ​​The hanger 10 is typically formed of a synthetic resin, such as polypropylene (PP), polyethylene (PE), or polyethylene terephthalate (PET).

[0023] The detailed configuration of the hanger 10 will be described below with reference to FIG. 2 together with FIG. 1. FIG. 2 is a side view of the hanger 10. In the following description, when the up-down direction is mentioned, the arrangement in the state shown in FIG. 1 and FIG. 2 is used as the reference. That is, the upper side on the paper of FIG. 1 and FIG. 2 corresponds to the upper side in actual use, and the lower side on the paper corresponds to the lower side in actual use. In other words, the short side of the isosceles trapezoidal hanger 10 corresponds to the upper side, and the long side corresponds to the lower side. The planar shape of the plate-like member of the hanger 10 is symmetrical with respect to an imaginary line VS that passes through the center of gravity of the isosceles trapezoid and extends vertically up and down.

[0024] In the following description of the configuration, for convenience, the hanger 10 is virtually divided into upper and lower halves by an imaginary boundary line VL parallel to the upper and lower bases of the isosceles trapezoid of the hanger 10, with the portion above the imaginary boundary line VL referred to as the "upper structure 12" and the portion below the imaginary boundary line VL referred to as the "lower structure 13." The upper structure 12 and the lower structure 13 are conceptually distinguished for convenience of explanation, but in reality, the two are an inseparable unit that constitutes the main body 11. For convenience, the imaginary boundary line VL is set as an imaginary straight line that passes through the point of contact between the hook 96 and the hanger 10 when the hanger 10 is attached to a classroom desk 90. ​​In this embodiment, the imaginary boundary line VL is parallel to the short side (upper base) and long side (lower base) of the isosceles trapezoid. The imaginary boundary line VL is preferably located above the center of gravity of the isosceles trapezoid, and may be located at a position where the height of the upper structure 12 is 0.5 to 0.9 times, or 0.6 to 0.8 times (including 0.7 times) the height of the lower structure 13. If the imaginary boundary line VL is located at such a position, stability can be ensured when the hanger 10 is attached to a classroom desk 90.

[0025] The hanger 10 has an insertion hole 21 and a fitting groove 22 formed so as to penetrate the plate-like member in the thickness direction. The insertion hole 21 is a hole through which a hook 96 of the classroom desk 90 is passed when the hanger 10 is attached to the classroom desk 90. ​​On the other hand, the fitting groove 22 is a groove into which the hook 96 passed through the insertion hole 21 is fitted. Based on the definition of the imaginary boundary line VL described above, the upper end of the fitting groove 22 is located at the position of the imaginary boundary line VL.

[0026] The insertion hole 21 is formed in the lower structure 13, spaced apart from the imaginary boundary line VL. The height of the insertion hole 21 is preferably a dimension that allows the hook 96 to pass through without hindrance, and is, for example, preferably 40 mm or more, more preferably 45 mm or more, and even more preferably 50 mm or more. The height of the insertion hole 21 is smaller than the height of the lower structure 13 and can be determined appropriately depending on the application. It may be 0.4 to 0.7 times, or may be approximately 0.5 to 0.6 times, the height of the lower structure 13. The width of the insertion hole 21 is preferably smaller than the width of the lower structure 13 on an imaginary line (not shown) that passes through its uppermost position and is parallel to the imaginary boundary line VL, and may be 0.5 to 0.7 times, or may be approximately 0.6 times, the width of the lower structure 13 on the imaginary line. The size (height and width) of the insertion hole 21 may be larger than the size that allows the hook 96 to pass through without hindrance, from the viewpoint of reducing weight. Furthermore, for example, a card or panel with a name, a message, and / or an illustration written thereon may be fitted into the insertion hole 21 after the passed hook 96 is fitted into the fitting groove 22. When a card or panel is to be fitted into the insertion hole 21, it is preferable that the size and shape of the insertion hole 21 are suitable for fitting the card or panel.

[0027] As described above, the upper end of the fitting groove 22 is located at the imaginary boundary line VL and extends downward from there to reach the insertion hole 21. That is, the fitting groove 22 is also formed in the lower structure 13, and is formed directly above the insertion hole 21. The height of the fitting groove 22 is typically approximately the same as the diameter of the linear member constituting the hook 96, but may be greater than or smaller than the diameter of the linear member. The width of the fitting groove 22 is preferably substantially the same as the width of the hook 96. "Substantially the same as the width of the hook 96" means that, strictly speaking, the width of the fitting groove 22 is larger than the width of the hook 96 to the extent that the hook 96 can be accommodated in the fitting groove 22, but the width is large enough to minimize play (i.e., movement in the direction of the width W) of the hook 96 fitted in the fitting groove 22.

[0028] The insertion hole 21 and the fitting groove 22 are typically formed in shapes and positions that are line-symmetrical with respect to the imaginary straight line VS as the axis of symmetry. The insertion hole 21 and the fitting groove 22 are connected and formed as an integral unit. The insertion hole 21 and the fitting groove 22 being formed as an integral unit means that the insertion hole 21 and the fitting groove 22 are connected, a virtual boundary between them exists in space, and both coexist within the outer circumferential contour of the integrally formed shape.

[0029] In the hanger 10 according to this embodiment, the upper structure 12 has a setback portion 15 at its upper portion (typically, at the upper end, i.e., the top). The setback portion 15 is a portion that is set back from the item storage portion 95 in a direction away from the item storage portion 95 compared to other portions when the hanger 10 is attached to the classroom desk 90 (as viewed in the attached state). The setback portion 15 is typically set back by being bent in a side view (see FIG. 2) so as to fit along the pipe (typically, a round pipe) that constitutes the deck support 93. With this configuration, the setback portion 15 is supported by the deck support 93, allowing the hanger 10 to be attached to the classroom desk 90 more stably.

[0030] The hanger 10 according to this embodiment further includes a protrusion 16. The protrusion 16 is a member that protrudes from the main body 11 toward the item storage section 95 when the hanger 10 is attached to the classroom desk 90. ​​Therefore, the protrusion direction of the protrusion 16 is opposite to the setback direction of the setback section 15. The protrusion 16 is typically configured as a rod-shaped member extending vertically. In this embodiment, the protrusion 16 extends vertically parallel to the surface of the main body 11 excluding the setback section 15, and both ends are turned toward the main body 11, with one end connected to the main body 11 above the insertion hole 21 and the other end connected to the main body 11 below the insertion hole 21. The protrusion amount of the protrusion 16 (in other words, the distance from the surface of the main body 11) should be such that at least a portion of the protrusion 16 abuts against the item storage section 95 when the hanger 10 is attached to the classroom desk 90. In this embodiment, two protrusions 16 are provided spaced apart in the direction of width W. The protrusions 16 are typically formed integrally with the main body 11.

[0031] In the hanger 10 according to this embodiment, a through-hole 23 is formed in the lower structure 13. The through-hole 23 is formed below the insertion hole 21. By forming the through-hole 23, an article such as cloth (not shown) can be passed through the through-hole 23 and hung or tied on the portion of the lower structure 13 below the through-hole 23, and the weight of the hanger 10 can be reduced. In this embodiment, the through-hole 23 is formed elongated in the direction of width W, but any appropriate shape can be adopted depending on the application. In this embodiment, the through-hole 23 is formed as a single hole whose size in the direction of width W is about 0.8 to 0.9 times the width W of the hanger 10 (the maximum value in the direction of width W). However, the through-hole 23 may be divided into multiple parts in the direction of width W, and the height can also be determined appropriately.

[0032] The hanger 10 according to this embodiment further has a protrusion 18 on its lower part. The protrusion 18 protrudes upward when the hanger 10 is attached to a classroom desk 90, and in this embodiment, is provided on the surface opposite the item storage section 95. The hanger 10 has the protrusion 18, so that a string for a drawstring bag or a chin strap for a red and white cap can be hung on the hanger 10 to hang the drawstring bag, red and white cap, etc. In this embodiment, two protrusions 18 are provided on the lower structure 13 below the through-hole 23, spaced apart in the direction of the width W. The protrusions 18 are typically formed integrally with the lower structure 13.

[0033] In addition to the configuration described above, the hanger 10 according to this embodiment has an upper opening 25 formed in the upper structure 12 above the fitting groove 22, and lower openings 26 formed in the lower structure 13 on both sides of the insertion hole 21. The upper opening 25 and lower openings 26 are formed primarily for the purpose of reducing the weight of the hanger 10 and improving visual effect. In this embodiment, the upper opening 25 has a basic shape of a narrow rectangle elongated in the direction of width W, with both short sides of the rectangle replaced with semicircular arcs bulging outward, formed between the fitting groove 22 and the setback portion 15. By forming the width of the upper opening 25 to be larger than the width of the palm of a user of the hanger 10, the portion of the upper structure 12 above the upper opening 25 can also function as a handle. In this embodiment, the lower openings 26 are formed on both sides of the insertion hole 21, and each opening is formed as a mutually congruent equilateral triangle. The shape, number, arrangement, etc. of the upper opening 25 and / or the lower opening 26 can be changed as appropriate, and they may not even be formed.

[0034] When using the hanger 10 described above, it is advisable to first ensure that nothing is hanging from the hook 96 of the classroom desk 90. ​​After confirming that there is nothing on the hook 96, orient the hook 96 so that the protruding side of the protruding portion 16 faces the item storage portion 95 of the classroom desk 90 (i.e., have the protruding portion 16 face the item storage portion 95) and that the upper structure 12 is above the lower structure 13, and then pass the hook 96 through the insertion hole 21. After passing the hook 96 through the insertion hole 21, fit the fitting groove 22 into the valley of the rounded, downwardly convex curve of the hook 96. At this time, if the width of the fitting groove 22 and the width of the hook 96 are formed to be substantially the same, the fitting groove 22 will fit into the hook 96 without any play, and movement of the hanger 10 in the width W direction relative to the classroom desk 90 can be prevented. When the fitting groove 22 is fitted onto the hook 96, the surface of the main body 11 other than the setback portion 15 expands generally vertically, and the setback portion 15 comes into contact with the pipe that constitutes the deck support 93, and at least the upper part of the protruding portion 16 comes into contact with a part of the item storage portion 95 (see FIG. 2). The hanger 10 contacts the classroom desk 90 (in this embodiment, at two locations, the deck support 93 and the item storage portion 95) with the setback portion 15 and the protruding portion 16, which are separated vertically, thereby preventing the surface of the main body 11 from tilting. The hanger 10 according to this embodiment can be stably attached to the classroom desk 90 because the fitting groove 22 fits onto the hook 96, and the setback portion 15 is supported by the deck support 93 and the protruding portion 16 is supported by the item storage portion 95. As described above, the hanger 10 according to this embodiment has a configuration suitable for attachment to the classroom desk 90.

[0035] Fig. 3 shows how the hanger 10 is used after being attached to a classroom desk 90 in the manner described above. In the example shown in Fig. 3, gym clothes 97 are hung to dry in the through-hole 23, and a red and white cap 98 is hung on the protrusion 18 on one side. In addition, a relatively heavy water bottle 99 is hung on the hook 96, stacked on top of the hanger 10. In this way, multiple items can be organized using the hanger 10 in addition to the hook 96.

[0036] As described above, the hanger 10 according to this embodiment has the insertion hole 21 and the fitting groove 22, allowing it to be stably attached to the classroom desk 90. ​​Furthermore, the setback portion 15 and the protrusion 16 improve the stability of the hanger 10 attached to the classroom desk 90. ​​Furthermore, the through-hole 23 allows for an increase in the number of items that can be held and organized, while also reducing the weight. Furthermore, the upper opening 25 and the lower opening 26 allow for a reduction in weight, while also providing a visual effect to the user.

[0037] In the above description, the hanger 10 has an outline shape of a trapezoid (an isosceles trapezoid in the example shown in FIG. 1 ). However, the outline shape of the hanger 10 is not limited to a trapezoid, and may be any suitable shape, such as a triangle, a rectangle including a rectangle and a square, a polygon such as a pentagon, a hexagon, or an octagon, or a circle or an ellipse.

[0038] In the above description, the hanger 10 is configured by forming the insertion holes 21, the fitting grooves 22, the through holes 23, etc. at appropriate positions on a plate-like member. However, the hanger 10 may be configured by appropriately bending and / or connecting a solid rod-like member and / or a hollow cylindrical member so as to form the insertion holes 21, the fitting grooves 22, the through holes 23, etc.

[0039] In the above description, the hanger 10 is made of synthetic resin, but it is not limited to synthetic resin, and may be made of metal, paper such as cardboard, etc. However, if it is made of synthetic resin, it is preferable because the hanger 10 has a longer lifespan than paper and can be manufactured more easily and inexpensively than metal.

[0040] In the above description, the setback portion 15 is provided at the top of the upper structure 12, but it may also be provided midway up the upper structure 12.

[0041] In the above description, the protruding portion 16 is configured as a rod-shaped member, but instead of a rod-shaped member, the protruding portion 16 may protrude entirely in the direction of width W, following the setback portion 15. Also, the protruding portion 16 is connected to the top and bottom of the insertion hole 21, but it may be connected to either the top or bottom of the insertion hole 21 as long as the protruding portion 16 is in a position where it abuts against the item storage portion 95 when the hanger 10 is attached to the classroom desk 90. ​​Also, two protruding portions 16 are provided with an interval in the direction of width W, but the number may be one, or three or more.

[0042] In the above description, two protrusions 18 are provided at a distance in the width W direction on the lower structure 13 below the through-hole 23 on the surface opposite the item storage section 95. However, the arrangement and / or number of the protrusions 18 can be changed as appropriate depending on the purpose. For example, the protrusion 18 may be provided on the item storage section 95 side or on the surface of the upper structure 12, and there may be only one protrusion 18 or three or more protrusions.

[0043] In the above description, the hanger 10 is provided with the setback portion 15 and the protrusion 16, but if it is unnecessary in light of the structure of the classroom desk, etc., the setback portion 15 and / or the protrusion 16 may not be provided. In addition, the through hole 23 may not be provided if it is unnecessary in light of the use of the hanger 10. Furthermore, as mentioned above, it is optional to provide the upper opening 25 and / or the lower opening 26.

[0044] In addition, the present disclosure can be implemented with various modifications within the scope of the gist thereof, and all such modifications are included in the technical concept of the present disclosure. [Explanation of symbols]

[0045] 10 hangers 11 Main unit 12 Superstructure 13 Undercarriage 15 Setback section 16 Protrusion 18 protrusions 21 Insertion hole 22 Fitting groove 23 Through hole 25 Top opening 26 Lower opening 90 Classroom desk 91 Foundation 92 Legs 93 Deck bridge 94 Deck 95 Item storage section 96 Hook H Height W width VL Virtual Boundary VS Imaginary Line

Claims

1. A classroom desk hanger that can be attached to a hook on the side of a classroom desk, When attached to the hook, the vehicle comprises an upper structure positioned above the hook, and a lower structure positioned below the hook and having the same height as the hook, The lower structure is formed with an insertion hole through which the hook is passed when the classroom desk hanger is attached to the hook, and a fitting groove which is continuous with and integral with the insertion hole and into which the hook inserted into the insertion hole is fitted. Classroom desk hanger.

2. The upper structure has a setback portion that is set back on the opposite side of the classroom desk from the item storage portion when the classroom desk hanger is attached to the hook. The classroom desk hanger according to claim 1.

3. a projection that projects from at least one of the upper structure and the lower structure toward the item storage section of the classroom desk when the classroom desk hanger is attached to the hook; The classroom desk hanger according to claim 1.

4. The lower structure has a through hole formed below the insertion hole. The hanger for a classroom desk according to any one of claims 1 to 3.

5. When the classroom desk hanger is attached to the hook, a protrusion protruding upward is provided on at least one side of the classroom desk, the side of the item storage section and the opposite side. The hanger for a classroom desk according to any one of claims 1 to 3.

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