CN216527695U - Balance force demonstration device for physics teaching - Google Patents

Abstract

The utility model relates to the technical field of balance force demonstration, in particular to a balance force demonstration device for physics teaching. The outer side of the sleeve is fixedly connected with a sliding ring, the upper end surface of the sliding sleeve is fixedly connected with a test bench, a test ball is placed in the center above the test bench, and a pull rope is provided on the outside of the test ball through a hook, and the other end of the pull rope is Weights are hung; in the utility model, the central limit frame, the fixing plate and the spring force measuring instrument are arranged, and the two pulling ropes are fixed on the left and right sides of the test ball, and then the weights are added. At this time, the spring The dynamometer can measure the pressure of the test ball on the top plate, and then fix it on the back side of the test ball through the pull rope on the back side, and add the same central weight. At this time, observe the value of the spring dynamometer. Contrasts can be formed to facilitate students' understanding and improve the quality of teaching.

Description

A balance force demonstration device for physics teaching

technical field

The utility model relates to the technical field of balance force demonstration, in particular to a balance force demonstration device for physics teaching.

Background technique

The balance force is several forces acting on the same object. If the object is still or becomes in a state of rest or a state of uniform linear motion, or the resultant force is zero, the resultant force of these forces is zero, and we say these few. Personal force balance, demonstration is to convey information to others through some methods and tools. It is a behavioral way of conveying information. It uses experiments or objects and tools to show the process of things, so that people can recognize or understand.

The traditional balance teaching method used in physics teaching is explained by the teacher on the blackboard. There is no physical demonstration, and the students cannot fully understand it. At the same time, some teachers teach through the demonstration device, but the demonstration device is complicated. It is not conducive to the understanding of students. Therefore, a balance force demonstration device for physics teaching is proposed to solve the above problems.

Utility model content

The purpose of the present invention is to provide a balance force demonstration device for physics teaching, so as to solve the problems raised in the above background technology.

To achieve the above object, the utility model provides the following technical solutions:

A balance force demonstration device for physics teaching, comprising a base and a strut, the upper end surface of the base is fixedly connected with a strut, the outer side of the strut is slidably connected with a sliding sleeve, the outer side of the sliding sleeve is fixedly connected with a sliding ring, and the sliding sleeve A test bench is fixedly connected to the upper end surface, a test ball is placed in the center above the test bench, a pull rope is provided on the outside of the test ball through a hook, and the other end of the pull rope is hung with weights, and the upper end surface of the test bench is surrounded by A central limiter is fixedly connected, a side limiter is fixedly connected to the outer side of the test bench, a fixing plate is arranged on the front side of the test ball, the lower end surface of the fixing plate is fixedly connected to the test bench, and the front end of the fixing plate is fixedly connected. A spring dynamometer is fixedly connected to the surface, and a top plate is fixedly connected to the rear surface of the spring dynamometer.

Preferably, the rear end surface of the top plate is arranged in an arc surface, the top plate is located on the front side of the test ball, the number of the drawstrings is three, and the lengths of the drawstrings are the same.

Preferably, the number of the central limiter and the side limiter is three, the three central limiters are on the same plane, the three side limiters are on the same plane, and the central limiter is on the same plane. The angle between the spacers is 120°, the angle between the side spacers is 120°, and the central spacer and the inner shafts of the side spacers are arranged in a rotatable manner.

Preferably, grooves are provided on the left and right sides of the pillar, and a rotating plate is arranged in the groove, the outer side of the rotating plate is rotatably connected with the connecting part of the pillar, and the left and right sides of the sliding ring are fixedly connected with a fixed plate. A screw is arranged above the fixing plate, and the outer side of the screw is screwed with a fixing plate and a rotating plate which are distributed up and down.

Preferably, guide frames are fixedly connected to the outside of the central limit frame, and each of the guide frames is provided with a pulling rope. The number of the guide frames is three, and the guide frames are evenly distributed above the test bench.

Compared with the prior art, the beneficial effects of the present utility model are:

1. In the present utility model, through the test ball, the pull rope, the central limit frame, the side limit frame, the weight, the fixed plate and the spring dynamometer, the two pull ropes are fixed on the left and right sides of the test ball. Then add weights on both sides. At this time, the spring dynamometer can measure the pressure of the test ball on the top plate, and then fix it on the back side of the test ball through the pull rope on the back side, and add the same weight in the center. When observing the value of the spring dynamometer, comparative data can be formed at this time, which is convenient for students to understand and improve the quality of teaching;

2. In this utility model, through the set base, pillar, rotating plate, fixed plate, sliding ring, sliding sleeve and test bench, during use, the fixed plate and the rotating plate are fixed by screws, and the height of the test bench can be fixed at this time. , which is convenient for students to observe. When not in use, by turning the screw and then sliding the sliding sleeve downward, the device can be stored at this time, saving its space.

Description of drawings

Fig. 1 is the overall structure schematic diagram of the present utility model;

Figure 2 is a schematic structural diagram of the sliding sleeve of the present invention.

In the picture: 1-base, 2-pillar, 3-rotating plate, 4-fixed plate, 5-sliding ring, 6-sliding sleeve, 7-experimental table, 8-test ball, 9-drawing rope, 10-central limiter Position frame, 11-side limit frame, 12-weight, 13-fixed plate, 14-spring dynamometer, 15-top plate, 16-guide frame.

Detailed ways

The technical solutions in the embodiments of the present utility model will be clearly and completely described below with reference to the accompanying drawings in the embodiments of the present utility model. Obviously, the described embodiments are only a part of the embodiments of the present utility model, rather than all the implementations. example. Based on the embodiments of the present invention, all other embodiments obtained by those of ordinary skill in the art without creative work fall within the protection scope of the present invention.

Please refer to Figure 1-2, the utility model provides a technical solution:

A balance force demonstration device for physics teaching, comprising a base 1 and a pillar 2, the upper end surface of the base 1 is fixedly connected with the pillar 2, the outer side of the pillar 2 is slidably connected with a sliding sleeve 6, the outer side of the sliding sleeve 6 is fixedly connected with a sliding ring 5, and the sliding sleeve 6. A test bench 7 is fixedly connected to the upper end surface. A test ball 8 is placed in the center above the test bench 7. A pull rope 9 is provided on the outside of the test ball 8 through a hook. The other end of the pull rope 9 is hung with a weight 12. A central limiter 10 is fixedly connected around it, a side limiter 11 is fixedly connected to the outer side of the test bench 7, a fixing plate 13 is arranged on the front side of the test ball 8, and the lower end surface of the fixing plate 13 is fixedly connected to the test bench 7, and the fixing plate 13 A spring dynamometer 14 is fixedly connected to the front end. The spring dynamometer 14 can test the value, and then two experiments are used to form data comparison, which is convenient for students to understand. The rear surface of the spring dynamometer 14 is fixedly connected to a top plate 15.

The rear end surface of the top plate 15 is arranged in an arc surface, the top plate 15 is located on the front side of the test ball 8, the number of the pulling ropes 9 is three, and the lengths of the pulling ropes 9 are the same, and the number of the central limiter 10 and the side limiter 11 is three. , the three central limit frames 10 are on the same plane, the three side limit frames 11 are on the same plane, the angle between the central limit frames 10 is 120°, and the angle between the side limit frames 11 is 120° , the shafts on the inner side of the central limit frame 10 and the side limit frame 11 are all set in rotation, which can reduce friction and ensure the accuracy of the experiment. There are grooves on the left and right sides of the pillar 2, and the grooves All are provided with a rotating plate 3, the outer side of the rotating plate 3 is connected with the connecting part of the pillar 2 in a rotating manner, the left and right sides of the sliding ring 5 are fixedly connected with a fixed plate 4, a screw is arranged above the fixed plate 4, and the outer side of the screw is screwed. The fixing plate 4 and the rotating plate 3 are arranged to facilitate fixing the sliding ring 5. The outer side of the central limit frame 10 is fixedly connected with a guide frame 16. The guide frame 16 is provided with a pulling rope 9, and the number of the guide frame 16 is three. And the guide frame 16 is evenly distributed above the test bench 7, this arrangement ensures the direction of the pull rope 9, and at the same time can ensure that when the two pull ropes 9 are working, the test ball 8 can be in contact with the top plate 15, which is convenient for the spring force measuring instrument 14 to measure. numerical value.

Workflow: When using, place the device on a flat ground, then slide the sliding ring 5 upwards, then turn the plate 3 and turn it 90°, and fix the fixing plate 4 and the rotating plate 3 with screws, firstly connect the two pull ropes 9 is hung on the front side of the test ball 8, and by placing the weight 12 of the same mass under the pull rope 9, the test ball 8 presses the top plate 15, the top plate 15 presses the spring dynamometer 14, and the spring dynamometer 14 displays the value , and hang another rope 9 on the back side of the test ball 8, and then place the weight 12 of the same mass. At this time, the value of the spring dynamometer 14 is re-observed, and the value of the spring dynamometer 14 is found to be 0. , at this time the test ball 8 is stationary, the central limit frame 10 and the side limit frame 11 are set to reduce the influence of friction on the demonstration device, and this way of demonstrating the balance force by comparison is convenient for students to understand and more vivid The image has a good use value. After the use is completed, the space occupied by the device can be effectively reduced by removing the screws, then turning the plate 3 to reset, and sliding the sliding sleeve 6 downward.

Although the embodiments of the present invention have been shown and described, it will be understood by those skilled in the art that various changes and modifications can be made to these embodiments without departing from the principles and spirit of the present invention , alternatives and modifications, the scope of the present invention is defined by the appended claims and their equivalents.

Claims (5)

1. The utility model provides a balanced force presentation device for physical teaching, includes base (1) and pillar (2), its characterized in that: the testing device is characterized in that a supporting column (2) is fixedly connected to the upper end face of a base (1), a sliding sleeve (6) is slidably connected to the outer side of the supporting column (2), a sliding ring (5) is fixedly connected to the outer side of the sliding sleeve (6), a test table (7) is fixedly connected to the upper end face of the sliding sleeve (6), a test ball (8) is placed in the center above the test table (7), a pull rope (9) is arranged on the outer side of the test ball (8) through a hook, weights (12) are hung at the other end of the pull rope (9), a central limiting frame (10) is fixedly connected to the periphery of the upper end face of the test table (7), a side limiting frame (11) is fixedly connected to the outer side of the test table (7), a fixing plate (13) is arranged on the front side of the test ball (8), the lower end face of the fixing plate (13) is fixedly connected with the test table (7), and a spring dynamometer (14) is fixedly connected to the front end face of the fixing plate (13), and the rear end face of the spring dynamometer (14) is fixedly connected with a top plate (15).

2. The balance force demonstration device for physics teaching according to claim 1, wherein: the rear end face of the top plate (15) is arranged in an arc surface mode, the top plate (15) is located on the front side of the test ball (8), the number of the pull ropes (9) is three, and the lengths of the pull ropes (9) are consistent.

3. The balance force demonstration device for physics teaching according to claim 1, wherein: spacing (10) of central authorities and the spacing (11) quantity of side are three, and are three spacing (10) of central authorities are in the coplanar, and are three spacing (11) of side are in the coplanar, the angle between spacing (10) of central authorities is 120, the angle between spacing (11) of side is 120, spacing (10) of central authorities and the inboard axle of spacing (11) of side all are the rotation setting.

4. The balance force demonstration device for physics teaching according to claim 1, wherein: the novel support is characterized in that grooves are formed in the left side and the right side of the support (2), rotating plates (3) are arranged in the grooves, the outer sides of the rotating plates (3) are rotatably connected with the connecting parts of the support (2), fixing plates (4) are fixedly connected to the left side and the right side of the sliding ring (5), screws are arranged above the fixing plates (4), and the fixing plates (4) and the rotating plates (3) which are distributed vertically are spirally connected to the outer sides of the screws.

5. The balance force demonstration device for physics teaching according to claim 1, wherein: the outer side of the central limiting frame (10) is fixedly connected with a guide frame (16), pull ropes (9) are arranged in the guide frame (16), the number of the guide frames (16) is three, and the guide frames (16) are uniformly distributed above the test bed (7).

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