JPS61135797A - Manufacture of model, etc. for learning fast stuck to blackboard made of steel iron - Google Patents

Abstract

(57) [Summary] This bulletin contains application data before electronic filing, so abstract data is not recorded.

Description

[Detailed Description of the Invention] A. Purpose of the Invention (a) Field of Industrial Use Education 5 This invention relates to the manufacture and display of educational or teaching tools, especially for the production and display of model phoenix.

(b) Conventional technology Demonstrating experiments on a teaching table, illustrations, etc.
Currently, experiments and practical training are conducted using overhead projectors, movies, etc. With this method, when there are a large number of students, some students may not be able to see clearly, making it difficult to ensure thorough instruction, and on the other hand, constructing a classroom with a theater-like structure requires a large amount of expense.

In addition, small round or square magnets have traditionally been used to attach illustrations to steel blackboards, and because the adhesive surface is small, the illustrations may peel off or fall off. Furthermore, depending on the content of the subject, it is often difficult for students to truly understand the subject using flat illustrations or double-sided illustrations.

(c) Problems that the invention aims to solve By using the blackboard that is used in regular classes, it is not only easy for everyone to see, but also it is possible to attach experimental equipment and three-dimensional learning models to the blackboard using magnets. It is an object of the present invention to provide a method of manufacturing a learning model that can be displayed in close contact with a steel blackboard, allowing students to concretely grasp spatial and three-dimensional phenomena.

B. Structure of the invention (a) Means for solving the problem The structure of the present invention will be explained based on FIG. 1.

Figure g1A is a perspective view of the magnet 1 which is the main part of the present invention, and the magnet 1 is a rectangular parallelepiped made of rubber.

It looks better if the surface other than the adhesive surface is white. The first section is a perspective view of one magnet 1 fixed to the magnet stand 2, and FIG. 1C is a perspective view of two magnets 1 fixed to the magnet stand 2,
The magnet stand 2 is provided with screw holes at the four corners. Experimental equipment and learning models (hereinafter referred to as "models, etc.") described below.
The Q main body is also provided with large screws at locations corresponding to the screw holes in the magnet base 2, and in order to fix both of them, several magnet mounting screws (hereinafter referred to as "screws") are screwed into each screw hole. .) There are 4. The first drawing is a front view of the steel blackboard 3. The main body of various models will be explained in the examples, but the main body of the TI4 type etc. is fixed to the magnet stand 2 with the screw 4, and the magnet 1 fixed to the magnet stand 2 is attached to the /s4 fusei vaporized blackboard. 3. Experiments, demonstrations, explanations, and exhibitions are carried out by placing the objects close together and placing them horizontally.

(b) Effect Since the magnet of the present invention is M-cuboid, it is tangent 3i1
It's bigger and the main body of the base etc. can be used as a blackboard! Closely attached to the underworld. Furthermore, since it is a rubber A magnet, the model will not be damaged even if it is dropped.

H Examples & How to connect miniature light bulbs and dry batteries, and the main body of the experimental equipment for the brightness of miniature light bulbs.

A blackboard with one miniature light bulb 5 attached as shown in Figure 2, one with nine miniature bulbs 5 arranged in two eccentric rows as shown in B, and one with two miniature electric bulbs R5 attached in parallel as shown in C. 3 with magnet 1,
This is an experimental device for making various circuits by connecting a dry cell battery with 4 m6, lighting up miniature light bulbs 5, and comparing the brightness of miniature light bulbs 5. The conductor wire 6 is coated in yellow so that it can be clearly seen from a distance. Matadou #! The circuit shall be changed by connecting to the connector 6 with a lock clip 7, jack 8, etc. Prisoner~C, miniature light bulb 5 is black & if you install it on top of 9, miniature light bulb S
The method of lighting is even clearer.

b. The main body of the model of geological changes.

1 in Figure 3 is the front of the strata model, and 1' is the back. 1
Numbers 0 to 17 are red, citrus, yellow, green, blue, indigo, purple, and black, respectively, and are colored sponges that indicate how the strata are stacked. Attach the main body of this stratum model to magnet stand 2, and magnet 1
Attach it to black &3. In addition, 0 is a song, ■ is a fault,
The construction is an inconsistent model. It is possible to show changes in the strata more three-dimensionally, and Karashukyoku G, which is made of sponge, can also explain movement.

Insert a rod shaped like a nine-conductor wire into it, indicating the direction of flow of am at arrow w4. At this time, when the compass needle N of the chess player with the lees M inserted is placed near the conducting wire, it is shown what the movement of the north pole of the compass needle will be, and at the end, an arrow is drawn clockwise. This is a model that explains that a transparent plate 0 is inserted into a rod and the lines of magnetic force are oriented in accordance with the right-handed screw rule. Figure 5 is a diagram of the device, P is the large @ 艠 on the right hand and the compass N
It shows the direction of the touch. By expressing things three-dimensionally on the blackboard that cannot be understood unless you think about them three-dimensionally,
Make it easier to understand. While assembling the device! It attracts students' interest by making it clear.

d The moon's path, the horizontal body with only 1 force, as shown in Figure 6, color the model of Earth Q in ft 18 and black 19, and 718 is Earth's day! , 19 is the night of the earth,
Attach this earth q to the blackboard 3 with a magnet 1, and
The side where the sun is shining on Jm is yellow 21. This is a model that explains how the moon looks from Earth q when the sun is in each position. Figure 7 is a diagram of the device that allows you to quickly understand what position January looks like and the relationship between the new moon, first quarter moon, full moon, and last quarter moon. Three-dimensional phenomena such as the appearance of the moon can be reproduced three-dimensionally on the blackboard 3, and explanations are given while assembling the device, which arouses the interest of the students.

@ Resistance and How Current Flows If the main body resistance of the experimental equipment is large, the current will flow <<, and if it is small, the current will flow easily.
A light bulb 23 and a fiQW [Experiment 0 to explain the bulbs] As shown in Figure 8, a 100 W light bulb 23 and a 60 W =,
(If you attach the bulb leg and turn on the switch BY as shown in Figure 9 to turn on the bulb, bulb 23 (100W) will be brighter. In other words, bulb 23 (100W) has a smaller filament resistance. Next, use connector T to change the wiring, connect them in series as shown in Figure 10, insert switch 87, turn on light bulbs 23 and 24, and turn on light bulb 24 (60W). It shows that the voltage is bright and confirms that the current is low when connected in series.100V,
5oW-4 lights can be easily lit on the blackboard,
The shoulder arrangement can be easily changed using the connector τ. You can easily show the difference in brightness on the blackboard.

f The main body of the model for actually inspecting the image formed by the totsu lens. As shown in Figure 11, attach 7 tsuku U to the cle/z-shaped board, hang a white rubber string V to this 7 tsuku U, and then This is the main body of an experimental model that uses white rubber strings to demonstrate how the light is refracted. As shown in FIG. 12, a miniature light bulb section powered by a battery is attached to a black plate, and a candle W is attached to the black plate 27 with a magic chive 4 so that the flame lights up on the front side of the miniature bulb section. That is, the light source is designed so that when the candle W is removed, it becomes a point light source. 1st
Figure 4A shows that all rays parallel to the axis of the lens pass through a point on the axis after passing through the lens, and conversely, all rays that hit the lens through the focal point become parallel to the axis after passing through the lens. Every ray of light that travels through the center of the lens,
The principle of not changing direction even after passing, and the image of candle W t-display. Note that a double-end rubber stopper 30 of a white rubber string V is used, and a model of the front side W1 and the back side W2 of the candle W image is as shown in FIG. FIG. 14(4) shows the progress of the light rays when the candle W is removed and the miniature light bulb 28 is used as the light source.

8. Effects of the invention Experimental instruments and learning models manufactured by the manufacturing method of the present invention are displayed using a blackboard used in regular classes, and are moved up and down and left and right on the blackboard for experiments, demonstrations, and explanations. This makes it easy for all students to see and ensure that the lessons are thorough. It is not only easy to explain three-dimensional phenomena in an easy-to-understand manner, but it can also be explained while assembling models, which arouses students' interest. It is extremely easy to attach and detach the main body of the model, etc., the magnet stand, the magnet stand (magnet), and the blackboard, and it is also highly effective that it can be disassembled, stored, and transported.

[Brief explanation of the drawing]

In Figure 1, A is a perspective view of a magnet, and C is a perspective view of a magnet.
A perspective view of the magnet stand fixed to the two-sided magnet stand and the screws for attaching the monument. Figure 1 is a front view of the blackboard. @2~1st
Figure 4 is a perspective view of the main body of experiment 1f) A or the learning model, and shows how to connect a miniature light bulb and a dry battery, and the experimental equipment for the brightness of the miniature light bulb. Figure 3 shows changes in the strata. Model, 4th
．． Figure 5 is a model for experimenting with the right-handed screw rule, Figures 6 and 7 are models of the moon's path, Figures 8 to 10 are experimental equipment for testing resistance and current flow, and Figures 11 to 14 are made using a toto lens. FIG. 3 is a perspective view of each main body of the model for image experimentation. 1... Magnet, 2... Magnet stand, 3... Steel 1lIjc
Blackboard, 4...Magnet mounting screws.

Claims (1)

[Claims] A magnet stand (2) to which one or several rubber rectangular parallelepiped magnets (1) are fixed, a steel blackboard (3) that attracts and adheres to the magnet (1), and a number of magnets installed on the magnet stand (2). The magnet mounting screw (4) that screws into each screw hole, and the magnet mounting screw (4)
) A method for producing a learning model, etc., which adheres closely to a steel blackboard, consisting of a main body of an experimental instrument or a main body of a learning model, which are fixed to a magnetic stand (2) by means of a magnet stand (2).