JP3008084U

JP3008084U - Trigonometric function explanation device

Info

Publication number: JP3008084U
Application number: JP1994008163U
Authority: JP
Inventors: 正勝山崎
Original assignee: 正勝山崎
Priority date: 1994-06-03
Filing date: 1994-06-03
Publication date: 1995-03-07
Anticipated expiration: 2000-06-03

Abstract

(57)【要約】【目的】この考案は、生徒が三角関数を学習するとき
に用いる教具に関するものである。【構成】（イ）縦・横の直角な方向に溝を彫った円形
の板１を設ける。（ロ）板２に、突起３、突起４を設ける。（ハ）コの字型の把手５の上の部分に、自由に回る様
に板２を取り付ける。（ニ）板２の突起３と突起４がそれぞれ円形の板１の
縦と横の溝に入るように置き、把手５を円形の板１の中
心に、自由に回る様に下方から取り付ける。 (57) [Abstract] [Objective] The present invention relates to a teaching tool used by a student to learn a trigonometric function. [Structure] (a) A circular plate 1 having grooves in the vertical and horizontal directions is provided. (B) Protrusions 3 and 4 are provided on the plate 2. (C) Attach the plate 2 to the upper part of the U-shaped handle 5 so that it can rotate freely. (D) The protrusion 3 and the protrusion 4 of the plate 2 are placed so as to enter the vertical and horizontal grooves of the circular plate 1, and the handle 5 is attached to the center of the circular plate 1 from below so that it can freely rotate.

Description

[Detailed description of the device]

【０００１】[0001]

[Industrial applications]

この考案は、生徒が三角関数を学習するときに用いる教具に関するものである。 This invention relates to teaching tools used by students to learn trigonometric functions.

【０００２】[0002]

[Prior art]

高校の数学の中に「三角関数」という単元があるが、そこではｓｉｎθ、ｃｏｓθを教えることになっている。が、生徒の理解度はかなり低く、「分からない」いう声も多かった。その原因は、ｓｉｎθやｃｏｓθが抽象的で非常に分かりにくい概念だということも一因ではあるが、それ以上にそれを具体的に表すような教具が無く、教師が教えたり生徒が考える際に言葉や図を使うしかないことが第一の原因であった。その為、生徒が自分の手で持ち、動かすことによって、ｓｉｎθやｃｏｓθがどのようなもので、どのような性質を持つのか理解できるような教具が必要とされていた。 There is a unit called "trigonometric function" in high school mathematics, but it teaches sin θ and cos θ. However, the level of understanding of the students was quite low, and there were many people who said, "I don't understand." One of the reasons for this is that sin θ and cos θ are abstract and very incomprehensible concepts. The primary reason was that we had to use words and diagrams. Therefore, there was a need for teaching materials that students could understand by holding and moving with their own hands what sin θ and cos θ are and what kind of properties they had.

【０００３】[0003]

[Problems to be solved by the device]

本案は、ｓｉｎθやｃｏｓθという抽象的な概念の意味としくみを目に見えるようにしたものであり、動作させることによってより理解を深めることができるようにしたものである。 This proposal makes the meaning and mechanism of abstract concepts such as sin θ and cos θ visible, and makes it possible to deepen understanding by operating them.

【０００４】[0004]

[Means for solving the problem]

いまその構成を説明すると、（イ）縦・横の直角な方向に溝を彫った円形の板１を設ける。（ロ）板２に、突起３、突起４を設ける。（ハ）コの字型の把手５の上の部分に、自由に回る様に板２を取り付ける。（ニ）板２の突起３と突起４がそれぞれ円形の板１の縦と横の溝に入るように置き、把手５を円形の板１の中心に、自由に回る様に下方から取り付ける。 The structure will now be described. (A) A circular plate 1 having grooves formed in the vertical and horizontal directions is provided. (B) Protrusions 3 and 4 are provided on the plate 2. (C) Attach the plate 2 to the upper part of the U-shaped handle 5 so that it can rotate freely. (D) The protrusions 3 and 4 of the plate 2 are placed so as to enter the vertical and horizontal grooves of the circular plate 1, and the handle 5 is attached to the center of the circular plate 1 from below so that it can freely rotate.

【０００５】[0005]

[Action]

次に本案の作用を述べる。把手５を回転させると、板２も回転する。この時、板２の２つの突起３と突起４は、円形の板１の縦と横の溝に入っているため、突起３は縦方向の溝に沿い、突起４は横方向の溝に沿って往復運動をする。ところで、高等学校の数学では、ｓｉｎθやｃｏｓθを次の様に定義している。「座標平面上で、原点を中心とする半径１の円（これを単位円という）と、原点の回りに回転する半直線（これを動径という）を考える。動径がｘ軸の正の部分となす角がθのとき、動径と単位円の交点のｘ座標、ｙ座標をそれぞれｓｉｎ θ、ｃｏｓθという。」円形の板１の半径の長さと、板２の２つの突起の間の長さを同じにする。すると、円形の板１を単位円、把手５を動径と考えたとき、突起３の位置と突起４の位置がｓｉｎθとｃｏｓθの値に当たる。 Next, the operation of the present invention will be described. When the handle 5 is rotated, the plate 2 also rotates. At this time, since the two protrusions 3 and 4 of the plate 2 are in the vertical and horizontal grooves of the circular plate 1, the protrusion 3 is along the vertical groove, and the protrusion 4 is along the horizontal groove. Make a reciprocating motion. By the way, in high school mathematics, sin θ and cos θ are defined as follows. “On a coordinate plane, consider a circle with a radius of 1 (this is called a unit circle) centered on the origin and a half line that rotates around the original point (this is called a radius). When the angle formed with the part of is θ, the x and y coordinates of the intersection of the radius vector and the unit circle are called sin θ and cos θ. ”The radius of the circular plate 1 and the two protrusions of the plate 2 Make the length the same. Then, assuming that the circular plate 1 is a unit circle and the handle 5 is a radius vector, the positions of the protrusion 3 and the protrusion 4 correspond to the values of sin θ and cos θ.

【０００６】[0006]

【Example】

なお、円形の板１に溝を彫る代わりに、円形の板の上に別の円形の板を四等分したものを間隔を空けて固定しても、目的は達する事ができる。また、突起３と突起４の代わりに、溝に入る大きさの板を、自由に動く様に取り付けても、目的は達することができる。 Instead of carving a groove on the circular plate 1, the object can be achieved by fixing another circular plate divided into four equal parts on the circular plate with a space. Further, instead of the protrusions 3 and 4, a plate sized to fit in the groove can be attached so as to move freely, and the purpose can be achieved.

【０００７】[0007]

[Effect of device]

子供たちは円形の板１を手に持ち、把手５を自由に回転させる事により、ｓｉｎθやｃｏｓθが具体的にどの様に変化するか確かめる事ができる。従来、図や言葉で説明していたときには理解しにくかったｓｉｎθやｃｏｓθ の様々な性質も、この教具を用いて説明すると容易に理解することができる。 Children can hold the circular plate 1 in their hands and freely rotate the handle 5 to check how specifically sin θ and cos θ change. Various properties of sin θ and cos θ, which have been difficult to understand in the past when they were explained using figures and words, can be easily understood by using this teaching tool.

【図面の簡単な説明】[Brief description of drawings]

【図１】本考案の斜視図FIG. 1 is a perspective view of the present invention.

【図２】本考案の板２の斜視図FIG. 2 is a perspective view of the plate 2 of the present invention.

【図３】本考案の把手５の斜視図FIG. 3 is a perspective view of the handle 5 of the present invention.

【図４】本考案の断面図FIG. 4 is a sectional view of the present invention.

[Explanation of symbols]

１は円形の板２は板３は突起４は突起５は把手 1 is a circular plate 2 is a plate 3 is a protrusion 4 is a protrusion 5 is a handle

Claims

[Scope of utility model registration request]

(A) A circular plate 1 in which grooves are carved in vertical and horizontal right angles is provided. (B) Protrusions 3 and 4 are provided on the plate 2. (C) Attach the plate 2 to the upper part of the U-shaped handle 5 so that it can rotate freely. (D) The protrusion 3 and the protrusion 4 of the plate 2 are placed so as to enter the vertical and horizontal grooves of the circular plate 1, and the handle 5 is attached to the center of the circular plate 1 from below so that it can freely rotate. Teaching tools constructed as described above.