CN212061615U - Chemical teaching schematic model - Google Patents

Abstract

The utility model discloses a chemical teaching schematic model, which comprises a base and a simulation platform, wherein a groove is arranged on the top surface of the base, a baffle is vertically arranged on the groove opening of the side wall of the base, three magnet fixing blind holes are arranged on the baffle, and magnets are arranged in the magnet fixing blind holes; the simulation platform is vertically fixed above the top notch of the groove; a cover plate is arranged on the opening at the top of the simulation platform, and two through holes to be reacted are arranged on the cover plate; a simulation ball and a simulation reaction pipeline are sequentially arranged in the cavity of the simulation platform from top to bottom; the simulation ball is horizontally and rotatably arranged in the cavity of the simulation platform through a rotating shaft; the simulation reaction pipeline comprises two straight-through pipes and two cross pipes. Has the advantages that: the metal ball representing atoms can fall down along different pipelines by rotating the round ball, and then is adsorbed to the corresponding magnet to form a new substance after reaction, so that the display is visual, and the process of chemical reaction is easier to understand. The ball can be driven to rotate by the rotating handle, and the operation is simple and convenient.

Description

Chemical teaching schematic model

The technical field is as follows:

the utility model relates to a teaching aid especially relates to a chemistry teaching signal model.

Background art:

in junior chemical teaching, four basic types of chemical reactions-chemical combination, decomposition, displacement, and metathesis-are important fundamental. However, since atoms and molecules cannot be seen by naked eyes, in the teaching process of the content, only the teaching can be performed through textbooks and experiments, and the interaction between atoms and molecules in the reaction process cannot be intuitively displayed, so that students cannot understand easily.

The utility model has the following contents:

an object of the utility model is to provide an easy and simple to handle shows audio-visual chemical teaching schematic model.

The utility model discloses by following technical scheme implement: a chemical teaching schematic model comprises a base and a simulation platform with a hollow tubular structure, wherein a groove with an obliquely arranged groove bottom is formed in the top surface of the base, a baffle is vertically arranged on a groove opening of the side wall of the base, three magnet fixing blind holes are formed in the baffle adjacent to the groove bottom at the lowest position of the groove, the three magnet fixing blind holes are horizontally distributed on the baffle, and magnets are movably arranged in the magnet fixing blind holes in a split mode; the simulation platform is vertically fixed above a top notch of the groove; a cover plate is arranged on the opening at the top of the simulation platform, and two through holes to be reacted are arranged on the cover plate; a simulation round ball and a simulation reaction pipeline are sequentially arranged in the cavity of the simulation platform from top to bottom; the simulation ball is horizontally and rotatably arranged in the cavity of the simulation platform through a rotating shaft; the simulation ball is provided with a reaction through hole with an orifice corresponding to the through hole to be reacted; a reaction blind hole with an orifice corresponding to the through hole to be reacted is formed in the surface of the simulation ball; the simulation reaction pipeline comprises two straight-through pipes and two cross pipes; the top end pipe orifices of the two straight-through pipes which are arranged in parallel are respectively arranged corresponding to the reaction through holes, and the bottom end pipe orifices of the two straight-through pipes are respectively arranged at the inner sides of the adjacent side walls of the grooves; the top end pipe orifices of the two crossed pipes are respectively arranged corresponding to the reaction blind holes, and the bottom end pipe orifices of the two crossed pipes are respectively arranged at the inner sides of the adjacent groove side walls.

Preferably, the rotating shaft outside the simulation table is provided with a rotating handle.

Preferably, funnels are arranged on the top orifice of the through hole to be reacted, the top end orifice of the straight-through pipe and the top end orifice of the cross pipe.

The utility model has the advantages that: the metal ball representing atoms can fall down along different pipelines by rotating the round ball, and then is adsorbed to the corresponding magnet to form a new substance after reaction, so that the display is visual, and the process of chemical reaction is easier to understand. The ball can be driven to rotate by the rotating handle, and the operation is simple and convenient.

Description of the drawings:

fig. 1 is a front view of the present device.

Fig. 2 is a front view of the present device.

Fig. 3 is a cross-sectional view of the present device.

The device comprises a base 1, a groove 11, a baffle plate 12, a magnet fixing blind hole 13, a simulation platform 2, a cover plate 21, a through hole 22 to be reacted, a simulation ball 23, a reaction pipeline 24, a straight-through pipe 241, a cross pipe 242, a rotating shaft 25, a rotating handle 26, a reaction through hole 27, a reaction blind hole 28, a funnel 29 and a magnet 3.

The specific implementation mode is as follows:

as shown in fig. 1 to 3, a chemical teaching schematic model comprises a base 1 and a simulation platform 2 with a hollow tubular structure, wherein a groove 11 is formed in the top surface of the base 1, the groove bottom of the groove is obliquely arranged, a baffle 12 is vertically arranged on the notch of the groove 11 on the side wall of the base 1, three magnet fixing blind holes 13 are formed in the baffle 12 adjacent to the groove bottom at the lowest part of the groove 11, the three magnet fixing blind holes 13 are horizontally distributed on the baffle 12, and magnets 3 are movably arranged in the magnet fixing blind holes 13 in a split manner; the simulation platform 2 is vertically fixed above a top notch of the groove 11; a cover plate 21 is arranged on an opening at the top of the simulation platform 2, and two through holes 22 to be reacted are arranged on the cover plate 21; a simulation ball 23 and a simulation reaction pipeline 24 are sequentially arranged in the cavity of the simulation platform 2 from top to bottom; the simulation ball 23 is horizontally and rotatably arranged in the cavity of the simulation platform 2 through a rotating shaft 25, and the rotating shaft 25 at the outer side of the simulation platform 2 is provided with a rotating handle 26; the simulation ball 23 is provided with a reaction through hole 27 with an orifice corresponding to the through hole 22 to be reacted; a reaction blind hole 28 with an orifice corresponding to the through hole 22 to be reacted is formed on the surface of the simulation sphere 23; the simulation reaction pipeline 24 comprises two straight-through pipes 241 and two cross pipes 242; the top end pipe orifices of the two straight-through pipes 241 arranged in parallel are respectively arranged corresponding to the reaction through holes 27, and the bottom end pipe orifices of the two straight-through pipes 241 are respectively arranged on the inner sides of the side walls of the adjacent grooves 11; the top end pipe orifices of the two crossed pipes 242 are respectively arranged corresponding to the reaction blind holes 28, and the bottom end pipe orifices of the two crossed pipes 242 are respectively arranged on the inner sides of the side walls of the adjacent grooves 11; funnels 29 are provided on the top orifices of the through-holes 22 to be reacted, the top end orifices of the straight-through tubes 241 and the top end orifices of the cross tubes 242.

Instructions for use: when the decomposition reaction is demonstrated, the magnets 3 are placed in the two outer magnet fixing blind holes 13, the simulation ball 23 is rotated firstly, the reaction blind hole 28 is positioned under the through hole 22 to be reacted, 2 balls with different colors are placed in any one through hole 22 to be reacted, and the ball at the lowest position in the through hole 22 to be reacted enters the reaction blind hole 28. Then, the simulation ball 23 is rotated to make the reaction through hole 27 located right below the through hole 22 to be reacted, and at this time, the remaining balls in the through hole 22 to be reacted fall through the reaction through hole 27 and the straight-through tube 241 and are attracted by the magnet 3 corresponding to the straight-through tube 241; meanwhile, the balls in the reaction blind holes 28 fall into the cross pipe 242 and are attracted by the corresponding magnets 3 on the other side after falling, so that the separation of the two balls is realized to simulate the decomposition reaction.

And when the replacement reaction is demonstrated, the magnets 3 are placed in the two outer magnet fixing blind holes 13. Firstly, the simulation round ball 23 is rotated to enable the reaction blind hole 28 to be positioned right below the through hole 22 to be reacted, 1 ball is placed in any one through hole 22 to be reacted, and a plurality of balls with other colors are placed in the other through hole 22 to be reacted. At this time, the lowermost balls in the two through holes 22 to be reacted enter the reaction blind holes 28. Then, the dummy balls 23 are rotated so that the reaction through-holes 27 are positioned right under the through-holes 22 to be reacted, and at this time, the remaining balls in the through-holes 22 to be reacted fall through the reaction through-holes 27 and the through-tubes 241 and are attracted by the magnets 3 opposite to the through-tubes 241; the balls in the reaction blind holes 28 on the other side also fall through the cross pipe 242 and are attracted by the same magnet 3. Meanwhile, the balls in the reaction blind holes 28 on the side with more balls fall into the cross pipe 242 and are attracted by the magnet 3 on the other side after falling, so that the replacement of the two balls is realized to simulate the replacement reaction.

When double decomposition reaction is demonstrated, magnets 3 are placed in the two outer magnet fixing blind holes 13, the simulation ball 23 is rotated firstly, the reaction blind hole 28 is located right below the through hole 22 to be reacted, a plurality of balls with more than 2 colors are placed in the two through holes 22 to be reacted respectively, and the ball at the lowest part in the two through holes 22 to be reacted enters the reaction blind hole 28. Then the simulation ball 23 is rotated to make the reaction through hole 27 located right below the through hole 22 to be reacted, at this time, the remaining balls in the two through holes 22 to be reacted fall through the reaction through hole 27 and the straight-through pipe 241 and are attracted by the magnets 3 opposite to the respective straight-through pipes 241; meanwhile, the balls in the reaction blind holes 28 fall into the corresponding cross pipes 242, and are attracted by the magnet 3 on the other side after falling, so that replacement of the bottommost balls in the two funnels is realized to simulate double decomposition reaction.

When the chemical combination reaction is demonstrated, the magnet 3 is placed in the middle magnet fixing blind hole 13, a plurality of balls are respectively placed in the two through holes 22 to be reacted, then the simulation ball 23 is rotated to enable the reaction through hole 27 to be located right below the through holes 22 to be reacted, and the balls of the two through holes 22 to be reacted fall through the reaction through hole 27 and the straight through pipe 241 and are attracted by the magnet 3 together, so that the chemical combination reaction is simulated.

In the description of the present invention, it should be noted that, as the terms "center", "upper", "lower", "left", "right", "vertical", "horizontal", "inner", "outer", etc. appear, the indicated orientation or positional relationship is based on the orientation or positional relationship shown in the drawings, and is only for convenience of description and simplification of description, but does not indicate or imply that the indicated device or element must have a specific orientation, be constructed and operated in a specific orientation, and thus, should not be construed as limiting the present invention. Furthermore, the terms "first," "second," and "third" as appearing herein are used for descriptive purposes only and are not to be construed as indicating or implying relative importance.

Finally, it should be noted that: the above embodiments are only used to illustrate the technical solution of the present invention, and not to limit the same; although the present invention has been described in detail with reference to the foregoing embodiments, it should be understood by those skilled in the art that: the technical solutions described in the foregoing embodiments may still be modified, or some or all of the technical features may be equivalently replaced; such modifications and substitutions do not depart from the spirit and scope of the present invention.

Claims (3)

1. A chemical teaching schematic model is characterized by comprising a base and a simulation platform with a hollow tubular structure, wherein a groove with an obliquely arranged groove bottom is formed in the top surface of the base, a baffle is vertically arranged on a groove opening of the side wall of the base, three magnet fixing blind holes are formed in the baffle adjacent to the groove bottom at the lowest position of the groove, the three magnet fixing blind holes are horizontally distributed on the baffle, and magnets are movably arranged in the magnet fixing blind holes in a split mode; the simulation platform is vertically fixed above a top notch of the groove; a cover plate is arranged on the opening at the top of the simulation platform, and two through holes to be reacted are arranged on the cover plate; a simulation round ball and a simulation reaction pipeline are sequentially arranged in the cavity of the simulation platform from top to bottom; the simulation ball is horizontally and rotatably arranged in the cavity of the simulation platform through a rotating shaft; the simulation ball is provided with a reaction through hole with an orifice corresponding to the through hole to be reacted; a reaction blind hole with an orifice corresponding to the through hole to be reacted is formed in the surface of the simulation ball; the simulation reaction pipeline comprises two straight-through pipes and two cross pipes; the top end pipe orifices of the two straight-through pipes which are arranged in parallel are respectively arranged corresponding to the reaction through holes, and the bottom end pipe orifices of the two straight-through pipes are respectively arranged at the inner sides of the adjacent side walls of the grooves; the top end pipe orifices of the two crossed pipes are respectively arranged corresponding to the reaction blind holes, and the bottom end pipe orifices of the two crossed pipes are respectively arranged at the inner sides of the adjacent groove side walls.

2. A chemical teaching schematic model of claim 1, wherein the rotation shaft outside the simulation table is provided with a rotation handle.

3. A chemical teaching demonstration model according to claim 1 wherein funnels are provided on the top orifice of said through hole to be reacted, the top orifice of said straight-through tube and the top orifice of said cross tube.

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