RU103957U1 - DEMONSTRATION SYSTEM FOR THE STUDY OF PHYSICAL PHENOMENA "UNIVERSAL" - Google Patents

Abstract

 1. A demonstration system for studying physical phenomena, comprising a base module including a power panel, a control panel and a magnetic board, characterized in that the base module contains power sources for the demonstration modules, an audio frequency generator, an audio frequency amplifier, speakers, a voltage multiplier, the system contains at least two demonstration modules, made with the possibility of docking with the base module by means of a plug-socket connection, namely by means of sockets on power supply plugs and plugs on the demonstration modules, and the demonstration modules are pre-configured in accordance with current tasks and are completely ready to carry out an experiment or a series of experiments. ! 2. The system according to claim 1, characterized in that the base module is mounted in a polystyrene case in the form of a case with dimensions of 400 × 270 × 120 mm with a hinged lid, in which a magnetic board is integrated. ! 3. The system according to claim 1, characterized in that the magnetic board is intended for mounting demonstration modules, made of thin aluminum and is “magnetically active” due to magnets evenly placed on the back of the aluminum sheet. ! 4. The system according to claim 1, characterized in that the control panel includes: latched switches for the network, audio amplifier, audio generator and voltage multiplier switch, also provides switches for the input of the audio amplifier to the output of the generator and to an external signal source, and also a generator output switch to the amplifier and to the demonstration modules; push button switch

Description

The claimed utility model relates to textbooks in the field of educational equipment and is intended to perform demonstrational physical experiments in physics lessons.

A device is known consisting of a set of modules, in each of which there is an electronic element, an electronic circuit or an electronic device, the electrical connection between which is through contacts located on the side faces of the modules, in each of which there is a device for indicating the status of the element located in the module, electronic circuit or electronic device, while the modules are equipped with protrusions or depressions for mechanical connection with each other (see application for invention of the Russian Federation No. 94020058 , 6 IPC A61F 9/24). The known device is used only for the assembly of electronic circuits or devices, in connection with which it has limited functional capabilities, since it cannot be used to study other physical phenomena.

A textbook is known for studying the laws of mechanics, containing a treadmill made in the form of an I-beam with a transparent front wall and a measuring scale fixed to it and longitudinal magnetic strips on the outer surface of the rear wall, and a moving carriage with flags rotating laterally mounted on the jumper clamps and magnetic strips at its base, a cable thrown over the pulley with a load at the end, carriage position sensors, starting device, buffer, pointer, conveyor shooting range, while the manual is additionally equipped with a digital command and measuring unit, a set of goods, a bar with holes and a hook (see patent for invention RU No. 2314571, class G09B 23/06). This tutorial is quite complex and is intended only to study the physical laws of statics and dynamics.

A teaching aid is known, including an installation table made of a magnetically conductive sheet, a set of boards equipped with magnetic strips on the base and having electric sockets on the front side, while the corresponding boards are equipped with a current source, an electric key, resistors of constant and variable resistance, a cuvette with electrodes , electric lamps, and the manual is equipped with electric wires, which serve to ensure the assembly of the elements of the manual into a specific electrical circuit and are made with the possibility of the fixing capacity in the electrical sockets by means of plugs provided at the ends, characterized in that each board is made in the form of a box, the internal cavity of which is divided into extreme, central and middle sections, equipped with cylindrical pipes made with through holes and rows located inside the sections of the box, and in the middle sections of the box are provided with partitions - stiffeners, some of which are truncated by one third of the height of the box, while the nozzles of the middle sections are located between truncated partitions and also made truncated by one third of the box, and the magnetic strips are made in the form of inserts fixed in a niche formed by truncated partitions and truncated pipes, the pipes of the extreme and central sections are made larger than the pipes of the middle sections, and between the pipes of the central section there are nozzles with a diameter equal to the diameter of the truncated nozzles, while the manual is additionally equipped with a compass, a coil made in the form of a reel with a wire helically wound around the casing, and the output ends of the coil wires are equipped with contact terminals, and each electric lamp is equipped with a cap made in the form of a spherical segment located above it and fixed in the board’s pipe nozzle, while the cell electrodes are made in the form of plates with curved ζ-shaped spring ends designed for fixing on the cuvette, and the current source is made in the form of an electric motor with an output shaft, on which the gear is mounted by means of a hub, the outer shape of which is made crosswise and on which is equipped with a drive wheel equipped with a flange by means of a collet hub with an internal cruciform landing hole and a longitudinal diametrical groove cut. (see Patent for invention RU No. 2293374, cl. G09B 23/18). This tutorial is intended to study electrical phenomena, in addition, it takes a long time to assemble the elements of the manual.

A textbook is known equipped with elements necessary for performing various experiments in physics, mechanics, dynamics, including a treadmill in the form of a trench with walls and a linear scale and a longitudinal magnetic strip, a carriage with holes, pulleys, a stopwatch, magnetic sensors, a collapsible tripod in the form of a vertical rod and base with hole for rod, cruciform coupling, loads with hanging hooks, dynamometer with scale, measuring spring and hanging hook, coil spring with hooks at the ends, ry arg with longitudinally spaced holes, a contact-sensitive screen, a steel ball (see. patent RU №2376647, Cl. G09B 23/06). This tutorial requires a significant amount of time for the assembly process. The distribution of devices between students can lead to the loss of individual components.

A multifunctional training aid is known for teaching mechanics, optics, etc., and containing a rail casing of a transverse profile, adjustable in at least two directions in length (see CN Utility Model Patent No.201035786, class G09B 23 / 06, G09B 23/00). The manual has limited functionality and unjustified design complexity.

The closest technical solution to the claimed invention is an educational and visual aid containing removable modular units that are mounted on stands and provided with electrical contacts made on the fixing protrusions and / or on the side walls. Each stand is equipped with U-shaped brackets with grooves located on their sides, in which the fixing protrusions of the removable modular blocks are fixed. A stand is mounted on the mounting panel and a plate interacting with it via a slider with a longitudinal groove for the test element, a scale and connecting sockets located along the longitudinal groove on the side surface of the plate. The slider is pivotally mounted on the end of the plate and mounted to move around the rack. Stands for installing items of equipment made of rectangular and T-shaped. The pins are wedged. Connecting sockets are additionally located on the side faces of the mounting plate. Optical, electrical, radio engineering and mechanical elements are used as equipment elements (see patent for invention RU No. 2287861, class G09B 23/06). However, the assembly process for the experiment takes a long time.

Thus, the analysis of known devices shows that none of them solves the problem that arose in the context of the modern physics lesson: austerity of time in the process of preparing and conducting a demonstration physical experiment in a comprehensive school.

No universal support (chassis) during element-wise assembly can provide high experimental functionality, i.e. high speed of preparation of the experiment and the transition from one demonstration to another, even within the same topic (i.e., one area of physical phenomena).

The claimed invention "Demonstration system" Universal "is the result of the continuation and development of searches in the field of improving the implementation of the demonstration physical experiment.

The technical result of the claimed invention is to increase the functionality of the device, while simplifying the process of assembly and debugging of experiments, which leads to the maximum possible efficiency of experiments.

This result is achieved by a more perfect type of block-modular construction of the demonstration system, presented in the form of the following set of features:

A demonstration system for studying physical phenomena, containing a basic module including a power panel, a control panel and a magnetic board, while the basic module contains power sources for the demonstration modules, an audio frequency generator, an audio frequency amplifier, speakers, a voltage multiplier, while the system contains at least two demonstration modules, made with the possibility of docking with the base module through a plug-socket connection, namely, through sockets on the electrical panel Itani and plugs on demonstration units, wherein the display modules are pre-configured in accordance with current tasks and completely ready to perform a series of tests or experience.

The basic module is mounted in a polystyrene case in the form of a case with dimensions of 400 × 270 × 120 mm with a hinged lid, in which a magnetic board is built-in.

The magnetic board is designed for mounting demonstration modules and is made of thin aluminum and is “magnetically active” due to magnets evenly placed on the back of the aluminum sheet.

On the control panel are: fixed switches for the network, audio amplifier, audio generator and voltage multiplier switch, there are also switches for the input of the audio amplifier to the generator output and to an external signal source, as well as a generator output switch to the amplifier and demonstration modules; push-button switch of ranges of the generator, knobs for smooth adjustment of frequency and signal level; audio amplifier volume knob and 0-12 volt voltage regulator knob.

The following voltages are output to the power panel sockets: constant stabilized adjustable 0-12 V (0.8 A); permanent unregulated and unstabilized 5.6 V (2 A); AC voltages of 7 and 15 Volts; AC mains voltage of 220 Volts for operation of the Geiger counter and some other demonstration modules.

The power panel has sockets for outputting a constant voltage of 5000 V and 10000 V from the voltage multiplier built into the base module, as well as at least two sockets for transmitting weak signals, to the input of an audio frequency amplifier, as well as at least two sockets for transmitting signals from a generator audio frequency to some demo modules.

The device power switches are provided with light-on indicators.

The level of adjustable constant voltage is controlled using a small-sized pointer voltmeter with a scale of 12 volts.

Using the block construction accepted in the system

"UNIVERSAL", unlike prototypes, consists in the rejection of element-wise assembly of experiments on a prepared chassis. It is based on the use of already assembled in the factory and debugged demonstration modules, ready for demonstrations.

Structurally, the UNIVERSAL demonstration system consists of a BASIC MODULE (or BASE) and DEMONSTRATION MODULES that perform demonstration experiments after docking with the BASE.

The BASIC MODULE includes:

1) FUNCTIONAL ASSEMBLIES, ensuring the operation of demonstration modules assembled on a modern elemental base and having small dimensions (power sources for demonstration modules, sound frequency generator, sound frequency amplifier, speakers, high-voltage source of 5000 and 10000 Volts;

2) POWER PANEL for placement of contact sockets with which demonstration modules are connected with the help of plugs;

3) CONTROL PANEL on which the controls for BASES devices are located that determine the operation of the DEMO MODULES;

4) MAGNETIC BOARD, serving as a mechanical support, for some demonstration modules.

The power supply of the demonstration modules converts the mains voltage of 220 volts into the following voltages:

1) 15 Volt and 7 Volt variables to provide experiments on topics related to the study of alternating currents (resonance of currents and voltages, the principle of the transformer, the phenomenon of self-induction, electric power transmission, etc.

2) a constant 5.6 Volts not stabilized for demonstrations under the section "Direct Current" or when two independent direct current sources are required (for example, to power a laser and an incandescent bulb in experiments in optics or mechanics); can be used simultaneously with a constant regulated voltage of 0-12 volts.

3) constant stabilized and adjustable 0-12 Volts to provide demonstrations throughout the "DC" section (laws of direct current, action of electric current, the phenomenon of electromagnetic induction, electromagnetism, work and current power, etc.)

The indicated voltages are connected to the corresponding sockets on the POWER PANEL (PANEL). One pair of sockets is provided for an alternating 220 V network voltage supplying demonstration modules requiring the conversion of this voltage (for example, a Geiger counter) or devices consuming 220 Volt current simultaneously with the need to connect to other voltages ("Parallel and serial connection of conductors" module).

To carry out experiments on the "Electrostatics" section, a source of high DC voltage of 5-10 kilovolts is located in the BASE base.

High DC voltage in school demonstration equipment is preferable to high AC voltage and is an innovative element in the UNIVERSAL system, since the school equipment consists exclusively of AC high voltage inductors, which are much more bulky and expensive than voltage multiplier diode-capacitor elements known in electronics. Later, when the diodes and capacitors of the parameters needed for the multiplier were large, the voltage multipliers could not be small. At present, the compactness of diodes and capacitors is such that a 10-20 thousand volt multiplier is an order of magnitude smaller and cheaper than induction converters of the same parameters as used in the UNIVERSAL demonstration system.

Voltages of 5 kilovolts and 10 kilovolts are connected to the sockets to which only demonstration modules that use these voltages and no others can be connected.

The low-frequency amplifier, assembled on a microcircuit and placed in the BASE base case, has not only the accepted in school practice application - together with the detector receiver circuit and the Geiger counter circuit, but also a new application - for studying electrical resonance in circuits with capacitance and inductance on different sound frequencies, and not just at a frequency of a network voltage of 50 Hz, as is now customary in the school physics course. To ensure this function of the audio frequency amplifier, a sound frequency generator with stepwise and stepless frequency adjustment from 20 Hz to 20,000 Hz is mounted in the BASE. The signal output from this generator is fed to the input of the audio frequency amplifier through a switching switch that separates the signals from the detector receiver, Geiger counter and sound frequency generator. Amplified signals from these sources through a separate switch are either sent to the speakers on the front wall of the BASIC MODULE, or to a special pair of sockets on the ELECTRICAL PANEL, and from these sockets to the corresponding demonstration module connected to them, using these signals (for example, the AC Circuit module ").

Thus, the use of well-known devices, but made on a modern element base or in an unusual way as applied to the features of the demonstration system (rectifiers, sound frequency generator, sound frequency amplifier, voltage multiplier), assembled into a single functional system in a small volume of the BASIC MODULE, has led to a new the result - to the possibility of creating a functional time-saving demo system.

The BASIC MODULE (see Fig.) Is mounted in a polystyrene case (1) in the form of a case with a format of 400 × 270 × 120 mm with a hinged lid (2) into which a MAGNET BOARD (3) is integrated. The mass of the BASIC MODULE is about 5 kg.

POWER PANEL (PANEL) (5) - the functional part of the BASIC MODULE. Sockets (6) are placed on it, to which the necessary voltages from power and signal sources are connected and with which the DEMONSTRATION MODULES are connected when performing experiments:

- sockets "0", "5000 V" and "10000 V" of a constant voltage;

- 15 V AC sockets;

- 7 V AC sockets;

- sockets 5, 6 V of a constant unstabilized voltage;

- nests 0-12 V constant stabilized regulated voltage;

- sockets for transmitting audio frequency voltage to demonstration modules

- sockets for transmitting weak signals from demonstration modules to a low-frequency amplifier.

To increase the functionality of the demonstration modules, two mutually symmetric groups of contact sockets (Fig. 2) with a symmetric scheme for their connection to the BASIC MODULE devices were made on the power panel.

At the same time, it became possible to execute some demonstration modules bilaterally, which rationalizes both the operation and storage of the demonstration modules, which again distinguishes the UNIVERSAL system from all prototypes.

A MAGNET BOARD is mounted on the cover of the BASIC MODULE case and is made of thin sheet aluminum and this distinguishes it from all existing prototypes of "magnetic boards" made of ferromagnetic materials (usually this is tin). In our case, the board is “magnetically active” only at nine points due to nine magnetic “tablets” placed on the back of the aluminum sheet. As a result of this innovation, there is no need to supply each demonstration module that needs a magnetic board with its own magnets, as is now done in industrial products designed for hanging on iron-coated boards.

In the UNIVERSAL Demonstration System, modules that need to be mounted on a magnetic board are supplied with a small plate of any common ferromagnetic material (radio steel, sheet metal, galvanized iron, etc.). The technology from the preparation of such modules is simplified, and savings on magnets are obtained. For mounting cards and mini tables on a magnetic board, two magnetic “tablets” are used, on the outside of the board.

The CONTROL PANEL (4) contains the controls for the devices of the BASIC MODULE and determining the operation of the DEMO MODULES.

The following principles have been adopted for governing bodies:

1) controls should be as small as possible; simplicity of device management is important for the teacher; it promotes efficiency, faultlessness and comfort during work;

2) at least the simplest measures must be taken to neutralize the factor of scattering and carelessness of the teacher; for this purpose, the switches on the control panel and on the demonstration modules are adopted, if possible, push-button, self-resetting (without locking). The phenomena shown are usually short-lived; observations last no more than a minute, i.e. it’s easy for the teacher to hold his finger on the button. Only the switches that ensure long-term operation of the devices (mains switch, audio amplifier switch, which can have a long standby or operation, for example, in a Geiger counter or as part of a radio receiver) remain fixed.

On the control panel are installed: mains fuse, mains switch with light indication; voltage multiplier switch with light indication; generator and low-frequency amplifier switches also with light indication; generator frequency range switch and smooth frequency control knob, volume control of the low-frequency amplifier; a switch of the input of the low-frequency amplifier to the output of the generator and to the signal sockets of the electric panel, as well as a switch of the output of the low-frequency amplifier to the speakers and to the sockets of the electric panel, designed for demonstration modules using amplified sound signals of different frequencies.

Finally, there is a graduated regulator for the output of a constant stabilized voltage of 0-12 Volts and a dial indicator of this voltage (voltmeter), which allows applying constant voltage to the demonstration modules with an accuracy of 0.2 Volts; this is quite accurate for a school demonstration experiment.

The controls are systematized according to the selected groups: power supply group, amplifier group, generator group, high-voltage source group. This facilitates the work of the teacher, speeds up the process of mastering the control panel.

DEMO MODULES in the UNIVERSAL system are functionally complete devices manufactured and debugged at the factory, ready to perform experiments immediately after installation on the BASIC MODULE (i.e. on a magnetic board or on an electrical panel).

During the development and manufacture of the current set of demonstration modules, the following principles were assumed and implemented:

1) the main task of the demonstration modules in the conditions of time pressure is to show the physical phenomenon or physical situation, and not the process or technology for obtaining this phenomenon;

2) experiments performed by demonstration modules should be well observed;

3) demonstration modules must be electrically safe;

4) the module design should not be externally overloaded with parts that distract the viewer's attention from observing the main phenomenon. All demonstration modules are distinguishable externally and easily recognizable; confusion when using them by a physics teacher is impossible. However, their taxonomy is useful within each section (mechanics, electrostatics, etc.). It is also necessary for intelligible targeting in the preparation of instructions and guidelines for use.

The author has adopted alphanumeric indexing, where letters or their combinations symbolize sections and subsections, and numbers represent topics within sections, for example: K1, K2 ... (kinematics), D1, D2 (dynamics), ES1, ES2. (Electrostatics), etc. .d.

The efficiency and functionality of the UNIVERSAL Demonstration System can be traced on the examples of the use of some demonstration modules.

1. Demonstration module ES1 (electrostatics). Electrostatic pendulum, electrometer, electrostatic induction.

As part of this module:

a) an electrostatic pendulum showing charge divisibility;

b) two electrometers, which allow detecting the presence of a charge and estimating the potentials on the Bourne electrometer relative to the Earth when applying charges to the Bourne or redistributing charges between them;

c) a flat capacitor and a “charging chamber", which allow electrostatic induction in metals with the subsequent separation of induced charges, as well as demonstrate the energy of a pre-charged capacitor.

Experiments a) and c) today are not performed in schools (and have never been performed) due to the inadequacy of these experiments with physical equipment. The experience "Electrostatic pendulum" was recommended for teachers to provide and perform on their own.

Naturally, not every teacher can do it. Structurally, it was recommended in the form of a light metal cylinder placed on a horizontal non-conductive surface between two plates to which wires from an electrophore machine are connected. The cylinder, if it is light enough, and the electrophore machine is serviceable, began to scurry between the plates, charging alternately from one of them and transferring the charge to the other and vice versa. The instability of such a free system is very large and, having made several oscillations, the cylinder flies out of the limits of the plates or stops working due to the skew of the cylinder. Currently, the industry produces the Electrostatic Track device, where a conductive ball rolls between two plates along two guides, transferring charge from one plate to another. However, the loose ball leads to a constant exit of the ball beyond the guides.

In the ES-1 demonstration module, the electrostatic pendulum is made just like a light conductive pendulum (an aluminum cylinder with a light rod suspension) between the plates to which a voltage of 5-10 kilovolts from the voltage multiplier is applied.

The latter compares favorably with the electrophore machine that is common in school practice in that it is not afraid of air humidity and does not wear out over time from the friction of moving parts. The voltage multiplier is competitive with the electrophore machine in everything: it is ten times smaller in volume, more reliable and at the same time cheaper to manufacture. Its design makes it possible to obtain a stepwise series of voltages (for example, through 500 or 2000 Volts), which is very convenient for experiments with different electrostatic systems, as well as for “ignition” of spectral tubes.

No taps are possible from an electrophore machine. Thus, the application of the well-known circuit of the voltage multiplier, made on a modern elemental base, allowed the creation of functional demonstration modules for electrostatics.

Experience c) on electrostatic induction in metals with charge separation is also not performed in high school due to the lack of instrumentation, but is described and recommended in the educational literature. The experience is effective and instructive, but the teachers do not demonstrate it, because it needs to be prepared for a long time and carefully from improvised means for the minute display in dangerous conditions in an electric field of high tension.

In the ES1 module, the experience is reliably and safely organized and is carried out immediately after installing the module on the power panel. A simple and safe way to charge a capacitor through electrostatic induction and then conserve charge is an innovation in school instrumentation. The demonstration capacitor itself is also KNOW-HOW, since it was created using an extremely simple and affordable technology, but unknown in school instrumentation: it is made of a double-sided foiled fiberglass plate. This material is used in modern electronics and radio engineering for "printed" installation.

In general, the ES1 demonstration module can have a different structure: it can include one electrometer, and not two; may not have a charging chamber, but its optimal structure is an electrostatic pendulum, two electrometers and a charging chamber.

The bearing support of the module is plastic (polystyrene) sectioned, in the lower part of which are three plugs for mechanical and electrical connection with sockets "0-5000-10000 V" of the BASIC MODULE.

From plugs, three well-insulated wires with special (female) lugs distribute high voltages, at the request of the experimenter, to the boric of an electrostatic pendulum or electroscopes. A flat capacitor from a double-sided foil-coated fiberglass plate equipped with a holder from an insulator is inserted into the guide grooves of the charging chamber until it stops and is removed already charged thanks to a special jumper that closes and then opens the foil on both sides of the plate. Closing allows charges to move from one plate to another in the electric field of the chamber, and opening - does not allow induced charges to reunite.

The capacitor is charged. Now it can be used for various experiments; connect to the electrostatic pendulum, demonstrating the presence of electric energy in a charged capacitor, or to the electroscope boars, which allow to evaluate the potential difference on the capacitor plates.

The demonstration capabilities of the ES1 module are significantly expanded by completing it with various functional attachments to the electroscope and electrostatic pendulum boron. With any expansions of the demonstration capabilities of the module, with external structural changes to the module, the main quality of the "BASE - MODULE" system remains unchanged: its high functionality and, as a result, the claimed result: high efficiency in operation and constant readiness for action due to the extreme simplicity of connecting the demonstration module with a basic module equipped with everything necessary for the operation of the demo module.

Demonstration module P1 (Radioactivity). Geiger counter.

Assembling this experience from traditional equipment takes half the lesson, and the assembled circuit takes half the demonstration table: a 450 Volt power supply, a panel with an STS recording tube, an audio frequency amplifier, a loudspeaker, and all this must be correctly connected with conductors. The experience itself lasts one to two minutes. As part of the UNIVERSAL Demonstration System, experience in recording background radiation is prepared within a few seconds. The Geiger counter demonstration module is assembled in a plastic case (polystyrene), contains a 450 Volt voltage multiplier, working from 220 Volt sockets on an electric panel, an STS counting tube, capacitors and resistors necessary for the circuit to operate. There are 2 pairs of fixed plugs at the base of the module: one pair connects the voltage multiplier to the 220 Volt sockets on the power panel, and the other pair connects the counting tube to the signal sockets for transmitting pulses from the tube to the audio frequency amplifier, the output switch of which is set to "Speaker " The intensity of the clicks in the dynamics corresponds to the intensity of the background radiation. Signal clicks are heard quite loudly and clearly.

Demonstration module GO1. (Geometric Optics). The laws of reflection and refraction of light. The refractive effect of a prism. Focus lens. Lens focal length measurement. Building images in a collecting lens. Fiber model

The module is double-sided. On one side, the laws of refraction and reflection of light, the refraction of rays in a prism, the presence of the main focus of the collecting lens, the total internal reflection and the fiber model are demonstrated. On the other - measuring the focal length of the lens and building images using a collecting lens.

To move from one group of demonstrations to another, it is enough to remove the module from the sockets of one line, turn 180 and insert it into the sockets of another line. It only takes a few seconds.

The demonstration of experiments on reflection and refraction of light traditionally requires preparation and debugging within 20-30 minutes with a full set of equipment on the table. Required: a sufficiently strong light source with the ability to focus and with a crevice nozzle; a set of lens and prism profiles that need to be fixed in any holders (usually in the legs of tripods or on special racks); screen mounted in the holder. All this optical line (the light source - a mirror or a prism-screen) must be carefully aligned and adjusted and not knocked down during the experiment. To move from experiments on reflection and refraction of light to any other experiment in geometric optics, you need to collect another line and adjust it again.

The demonstration module GO1 contains everything you need to perform these experiments in an assembled and debugged state. Instead of an incandescent lamp that requires focusing the beam, a laser is used that gives a light line (unlike lasers that give a light point). The trajectory of the light segment against the background of the demonstration plane is technically easier to obtain than the trajectory of a point, which is very sensitive to the quality of the surface along which the point beam glides. On the demonstration plane of the module, a rotary profile of a split plano-convex lens is provided. The demonstrator turns the lens, changing the angle of incidence of the beam and on the demonstration plane, you can observe the lines of the incident, reflected and refracted rays. At the base of the housing of the GO1 module, a pair of plugs are provided that are mated with 5.6 V DC sockets on the power panel. This is how the laser is connected to a power source in the BASE. Of course, the laser and other demonstrating elements that require power could be powered by separate batteries and accumulators, which is done in most homemade visual aids. But this cannot be done in highly functional devices, as extraneous sources require constant attention - they need to be checked regularly, changed, which is expensive and troublesome and deprives demonstration equipment of functionality, and teachers - of promptness, confidence and comfort in working with this equipment. All the necessary electrical sources must be long-term in operation, assembled in one place and ready for quick and error-free connection, which is done in the UNIVERSAL demonstration system.

To increase the functionality of the GO1 module, it is possible to translate the laser along the guides. In this case, the laser beam slides along the demonstration plane parallel to itself and parallel to the main optical axis of the plane-convex lens. At the exit from the lens, the refracted beam, sliding along the demonstration plane, intersects the main optical axis at about one point — the focus of the lens. This demonstrates the presence of the main focus of a plano-convex lens — the point where rays are collected that are parallel to the main optical axis of the lens.

Moving the laser further along the guides, the teacher sends the laser beam to the trihedral prism, passing through which the beam is refracted to the base of the prism.

This experience explains the focusing effect of the collecting lens. Prism is made rotary. Turning the prism base up, the teacher demonstrates the scattering effect of concave lenses.

The preparation and debugging of these experiments on traditional equipment and even on the next patent prototypes would take the whole lesson. The rational design of the module, focused on high functionality, allows almost completely eliminating the time spent on the preparation of experiments. On the reverse side of the module, experiments have been collected to determine the focal length of the collecting lens and constructing an image using the collecting lenses. It was possible to tightly compose the necessary elements within one demonstration module by replacing traditional incandescent bulbs of considerable power (which also require special masks, which complicates the device and increases the dimensions of the light source) with compact and bright LEDs that give a ready-made light line without a special mask.

Demonstration module BO1 (Wave optics). Observation of diffraction and interference of transmitted and reflected light waves. Determining the wavelength of a laser light source.

The traditional set of elements for performing this experiment is a separate light source, a separate training grating, mounted on a rack, a separate ruler-screen, mounted on a rack. The assembly and debugging of the experience takes at least 10-15 minutes; it is quite a lot for such a simple and short experience.

In the demonstration module BO1, a semiconductor laser from a laser pointer is used as a coherent light source, which is rigidly mounted on the module casing and gives a beam-point. A diffraction grating with a constant of 1: 100 (100 lines per millimeter) and a ruler screen are also installed. The module is brought into operation by installing a 5.6 Volt in the socket on an electrical panel using a pair of plugs electrically connected to the laser through a resistor that quenches the excess voltage. The power button is not needed, because the power consumption of the laser is negligible and in normal operation, the laser is very durable. It turns on immediately when the module is installed on power panels. On the ruler screen, interference points are clearly displayed up to FIVE orders of magnitude inclusive, which is almost inaccessible to incandescent bulbs. Almost the fifth order for calculations is no longer needed, but the effect itself is impressive. This is an interference pattern in transmitted light.

In the middle of the ruler (at the point of ZERO order) a small (5 × 5 mm) fragment of the DVD is placed. The “zero” beam incident on it from the diffraction grating is reflected from the surface of the disk, undergoing diffraction, and creates its interference pattern (interference in reflected light) on another, opposite screen. From the distances between the interference points in the first and second experiments, we can conclude that the number of lines per 1 mm on the disk is approximately 6 times larger than that of the diffraction grating.

Demonstration module EMV1 (Electromagnetic waves). Detector receiver with low frequency amplifier.

The educational and visual aid “Detector Receiver”, issued by industry in previous years, intended to demonstrate the basic elements providing radio reception, did not justify itself. It required a long and high outdoor antenna and ground. But in most cases, with the schools far from the powerful broadcasting stations, the outdoor antenna did not help, and in urban schools it was too troublesome to install an outdoor antenna for the detector receiver. Therefore, gradually the production of this allowance ceased.

However, even in our time of portable communications and radio reception, the principles of radio transmission and radio reception remained the same. Therefore, a demonstration of the operation of the simplest input devices of a radio receiver as an example of a detector has not lost its relevance. In addition, the detector receiver is interesting in itself as a rare object of material culture in the first half of the 20th century. To ensure the operability of this receiver without an external antenna, the so-called "active antenna" is used in the EMV1 module - a well-known electronic device for television image reception on a room antenna. As applied to the detector receiver, this is made in the form of a combination of a known magnetic antenna on a ferrite core with a preliminary broadband high-frequency amplifier on a single transistor. A broadband amplifier is connected between the magnetic antenna and the input circuit of the receiver and, therefore, refers not to the receiver, but to the antenna, which gives the right to call this preliminary system an “active antenna”.

A broadband amplifier is able to enhance the receiving properties of a magnetic antenna by a factor of 5-7, but it creates some intrinsic noise that degrades reception.

An amplified mixture of high-frequency signals is fed to the input of a typical detector receiver circuit, which tunes the signals to the desired radio station, and from the detector output to the low-frequency amplifier.

The detector detector receiver module with the base module connects two pairs of contacts: one pair - power supply = 12 V from the current source to the broadband amplifier, and the second pair - the supply of a weak sound signal from the detector to the input of the low-frequency amplifier in the BASE. When installing the module on the power panel, it remains to set the tuning knob to the radio station (usually it is “Mayak” or “Russia” in the medium-wave range).

The best results are obtained if instead of a broadband amplifier between the input circuit and the detector, turn on the high-frequency amplifier, already selected by the oscillatory circuit. Then the receiver actually ceases to be a detector, but the principle of operation of the input circuits and the detector remains the same.

The radio is quite loud.

Demonstration module PT1 (DC). Current-voltage characteristic of the conductor. Ohm's law. Determination of EMF and internal resistance of a current source.

All the positions indicated above are performed using this demonstration module in the laboratory mode with taking readings of devices, building data tables, calculating results and formulating conclusions. The module contains the necessary chain of resistors, the resistances of which are known; control points for measuring voltages and breaks in the circuit for measuring the current strength in the branches of the circuit are provided. Measurements are performed using a small-sized electronic voltmeter and ammeter with sufficiently large numbers of red light. These devices (whose circuits are known) are taken ready and are standard for the module PT1, i.e. are installed permanently on the module panel and, in the process, are connected to the desired points in the circuit using flexible probes. All three works in total are performed during one lesson, since they do not require preliminary assembly and debugging. In order not to use extraneous sources of current (this introduces inconvenience in organizing the experiment), in the work "Determination of EMF current sources" as an experimental one uses its own current source of 12 V, which is part of the BASE. Internal resistance is measured for the same source. The PT1 module is ready to work immediately after installing it on the ELECTRIC PANEL for connection to a current source = 12 V.

Demonstration module PT2 (DC). Parallel and serial connection of conductors.

This module is two-sided: on one side the demonstration laboratory work "Serial connection of conductors" is mounted, on the other - "Parallel connection of conductors". It is impossible to mount both works on one side due to lack of space with the accepted dimensions of the demonstration modules, which are interfaced with the dimensions of the ELECTRIC PANEL. In principle, it is possible to upgrade the entire UNIVERSAL system to large dimensions, respectively, with the enlargement of demonstration modules, but such enlargement, apparently, has completely limited limits. The dimensions of the BASIC MODULE of the existing sample force in some cases to make bilateral demonstration modules. However, the double-sided execution of the modules for any size is rational, since it allows to save the material of the module case, to store finished modules more compactly and simplifies the change of one demonstration to another.

A parallel connection of conductors is demonstrated by the example of two parallel-connected resistors with breaks in the circuit for measuring the current strength in various parts of the circuit, as well as for directly measuring the resistance of these sections with the module turned off. Reference points for measuring voltages are also provided. As measuring instruments, ready-made small-sized electronic voltmeter, ammeter and ohmmeter with a digital red scale and sufficient for observing dimensions are used. To service both halves of the module, these instruments are made rotatable around the vertical axes.

The series connection of conductors is also studied by the example of two

series-connected resistors with gaps in the sections of the circuit and test points for measuring the voltages, current strengths and resistances of these resistors (although these resistances were originally known). The module is inserted into the 12 V DC sockets on the electrical panel and is ready for operation.

It takes 20-25 minutes to perform two laboratory works in demonstration mode, the rest of the time until the end of the lesson is used for calculations and execution of works.

Demonstration module PT-3 (DC). Parallel and sequential inclusion of incandescent bulbs. Wheatstone bridge.

The module is single-sided. Light bulbs selected low-power and small-sized (for refrigerators and sewing machines). Two bulbs are connected in series, the other two in parallel. Each circuit is equipped with its own non-fixed power button. Differences in the nature of the glow of light bulbs to the audience are obvious. Since the bulbs are low-power, they almost do not heat up and you can turn out one bulb from each switched on circuit and observe different results.

Wheatstone bridge is made of three DC resistors and

one variable. A milliammeter with a zero point in the middle, stationary on the module, is included in the diagonal of the bridge. By turning the handle of the variable resistor, the teacher achieves the necessary voltage balance in the diagonal of the bridge and the arrow of the device is set to "zero".

The PT-3 module is installed on the electrical panel in the 12-volt DC jacks and in the 220-volt mains jacks.

Demonstration module PT-4 (DC). Magnetic current action.

The PT-4 module has four demonstrations:

1) the effect of the magnetic field of the frame with current on the magnetic needle and testing the magnetic field using a magnetic field indicator - a magnetic arrow;

2) demonstration of the magnetic action of the coil with current on iron objects, the strengthening of this action by the introduction of a magnetic core;

3) the action of a conductor with current on another conductor with current (Ampere force);

4) model of the electromagnetic gun.

The module is double-sided. On one side, only one experience is collected - the appearance of the interaction force between two linear conductors with current - the Ampere force. In schools, this experience is traditionally bypassed, because the corresponding equipment is not produced, and it is very troublesome to create this experience from improvised means. Ampere's forces are very small. To make two linear conductors 0.5 m long magnetically interact at a distance of 0.5-1 cm from each other, it is necessary to pass currents of about 30 amperes through them. These are very large and even dangerous currents for the school physics cabinet. They can only be obtained from a car battery, which is not found in almost any school. In addition, the conductors must be light and therefore thin. But a thin conductor will simply burn out from such a current. Therefore, experiments are not conducted in this form.

To obtain some effect, use aluminum foil - tape

from a paper capacitor, which is becoming increasingly difficult to find, because a paper capacitor is a product of the last century. Two such tapes are hung close to each other (0.5-1 cm), making sure that they do not become closed and at the same time do not stretch (otherwise the magnetic forces will be neutralized by the tension forces) and pass a current of up to 5 amperes for a short time on them not melted. But in the education system there can be no reliance on self-made and troublesome experiments.

Results should be achieved with minimal means, should be sustainable and easily reproducible. This result is achieved in the design of the PT-4 module; This is an innovation in school instrumentation technology. The linear conductor is replaced by its reinforced equivalent - the long side of the wire frame, containing 50 turns of wire with a diameter of 0.5 mm. When a current of 1 A is passed through the frame, a magnetic field is created around either side of the frame, like around a conductor with a current of 50 amperes, respectively. The magnetic field of such a frame interacts quite effectively with the side of another of the same frame along which the same current is passed.

Thus, the experiment on the magnetic interaction of two conductors with high currents reduces to the experiment on the interaction of two parallel long sides of two frames, one of which is fixed, and the second is suspended on the axis along the second long side.

As a result of magnetic interaction, the movable frame 1 deviates from or moves closer to it 2, turning around the axis of the suspension while passing currents through the frames in one or opposite directions.

Further, by turning the module 180, it is possible to demonstrate the magnetic field of the frame with current. The rectangular frame contains 50 turns of 0.5 mm wire. Passing a current of 0.5 A through it, we get the magnetic field of the frame is the same as from a single wire with a current of about 25 amperes. Such a field noticeably acts on the magnetic needle in the form of a specially made magnetic probe. It is also a useful innovative model in school instrumentation. Physics classrooms are equipped with sets of demonstration magnetic arrows with needle stands. But such kits can only work with the horizontal position of the arrow, like conventional magnetic compasses. Such a probe cannot be freely manipulated in the space of a magnetic field. A special magnetic probe was designed and manufactured for the PT-4 module. It consists of a non-magnetic handle (plastic, brass, aluminum and its alloys), having a cut at one end that is wide enough to accommodate the hub of an arrow mounted on an axis perpendicular to the longitudinal axis of the handle. The magnetic needle, thus, can freely rotate around a fixed axis and is the simplest probe of a magnetic field. He, unlike the arrow on the needle support, can be given any position in space.

The action of the magnetic field of the current on ferromagnetic materials is demonstrated using a coil containing 2000 turns of wire with a diameter of 0.3 mm. When a current of about 0.5 A is passed through it, the rod attracts a fairly noticeable iron anchor suspended near one of the ends of the coil. If you insert a small anchor into the coil (segment of the M5 screw), then a significant increase in the attraction of the anchor is noticeable.

When the direction of the current in the coil changes, the armature is still attracted, not repelled. This fact is very important.

Finally, the PT-4 module has an entertaining and informative model of an electromagnetic gun, which is not included in the physical equipment configuration.

A magnetic core in a defined, pre-marked polarity is inserted into a coil containing 4000 turns of 0.3 mm wire. When you turn on (by button) the coil in the power circuit = 12 Volts, the magnetic core-projectile flies out of the coil, falling into the magnet catcher. From experience to experience, the point of impact is reproduced with constant accuracy, so the magnet catcher operates flawlessly.

The PT-4 module is connected to the power panel with one pair of contacts for voltage = 12 V.

Demonstration module PT-5 (DC). A conductor with current in a magnetic field. Frame with current in a magnetic field. DC motor model.

In contrast to the PT-4 module, which demonstrates the behavior of surrounding bodies in the magnetic field of a current conductor, the PT-5 module demonstrates the behavior of a current conductor in a field of permanent magnets. Key experiences here are:

1) a conductor with a current in a magnetic field;

2) a frame with current in a magnetic field.

Like all other experiments in electrodynamics, these experiments on the basis of the manufactured equipment are prepared quite primitively. The wires are stretched, magnets are placed, the circuit is checked for short circuits, a ballast resistor is connected (precisely to avoid short circuits), and finally, the circuit is connected to a current source for 1-2 seconds and a conductor is deflected with current in a magnetic field. Fifteen to twenty minutes of preparation and one to two seconds of observation — such is the price of an experiment according to a standard design.

With a frame in a magnetic field, things are better. This is one of the very few devices that are practically ready for operation, although it is required to connect it to a current source.

In the PT-5 module, a linear conductor with current is simulated by the bottom side of a rectangular frame swinging around a horizontal axis, as in the PT-4 module. Under this bottom side of the frame is a magnetic “tablet”, which creates a sufficiently strong and uniform magnetic field near its surface. With a short-term passage of current through the frame from (the button), the lower side of the frame behaves like a linear conductor sharply and with a noticeable amplitude deviates from the vertical position perpendicular to the magnetic field lines of the tablet. When switching the direction of the current in the frame using a switching toggle switch, the direction of the deflection of the frame is reversed.

The rotation of the frame with the current in a uniform magnetic field is also an indicator of the presence of this magnetic field. A frame containing 50 turns of 0.5 wire is supported by conductive spikes on conductive bearings, to which conductors (through a push-button self-resetting switch) are connected from the docking plugs of the module. The ends of the frame winding are soldered to these brass spikes, i.e. current is supplied to the frame through the supports, which makes it possible to abandon a special current-carrying collector or from flexible supply conductors, as was done in the industrial version.

Symmetrically on both sides of the frame, near its lateral sides, magnetic "tablets" are placed on the holders, the magnetic lines of force of which at the surfaces are oriented parallel to the plane of the frame. When current is included in the circuit of the frame, it is affected by the torque of the interaction forces of the magnetic fields of the sides of the frame with the magnetic fields of the "tablets" and the frame rotates.

In addition to these two experiments, the third one, which is the logical development of the second, was assembled on the PT-5 demonstration module. This is a DC motor model.

To make the frame with the current not only rotate through a certain angle, but rotate continuously, it is necessary to switch the direction of the current when the frame is rotated by an angle slightly larger than 90. For this purpose, a collector is usually used - two divided half rings to which the frame windings are connected and the spring-loaded ones touch "brushes" connected to a current source. However, the experiments conducted by the author showed that a pair of HERCONS (sealed magnetic contacts) copes well with the role of the collector. This is another innovation in the UNIVERSAL system. Reed switches are triggered by a magnetic field of a certain induction. Two reed switches are oriented parallel to the sides of the frame and pass current when the sides cross the magnetic field of the “tablets”. One or two pairs of reed switches provide reliable rotation of the frame.

Demonstration module PT-6 (DC). Determination of the electrochemical equivalent of copper.

Traditionally, the preparation and conduct of this experience takes the whole lesson. It is necessary to weigh the copper electrode before the experiment, bring the wires to the terminals of the electrodes, immerse the electrodes in a glass with copper sulfate, connect the wires to the current source and wait 10-15 minutes until enough copper has settled on the electrode so that it can be weighed. Then turn off the current source, wipe the cathode on which copper is deposited, dry it over an alcohol stove or electric stove (to speed up the drying process), then weigh it again 2-3 times to obtain the average mass of the deposited copper and, finally, calculate the electrochemical equivalent of copper.

With the PT-6 module, this experiment is conducted from the beginning to the electrochemical equivalent in 10 minutes thanks to an innovation in the technology of experience.

A small container (about 100 ml) is arranged in the module case into which copper sulfate is poured. The tank is equipped with two crocodile grippers for attaching electrodes. A constant voltage = 5.6 V from the plugs in the module housing is supplied to the terminals via a push-button (with locking) switch. An ammeter with a scale of 1 ampere is included in the circuit break (for more accurate current measurements on the one hand, and at the same time, a current of 0.5-0.7 is sufficient for a high copper electrolysis rate).

The innovation lies in the fact that not copper plates are clamped in the electrode holders, but small segments of one-sided foil fiberglass used in electronics and radio engineering for the manufacture of printed circuits (or "boards").

The thickness of the copper coating (foil) is standard and equal to 0.05 mm, the electrolysis area (the left area of the foil, the rest is removed) is 1 sq.cm. According to these data and the density of copper, the coating mass is calculated once and forever. It is equal to 0.00004 kg. When the power button is turned on, the electrolysis current will flow along the circuit, which will fix the ammeter. The distance between the cathode and anode is selected so that with a 20% solution of copper sulfate, the complete dissolution of the foil lasts about 2 minutes.

The current strength of the electrolysis decreases, since the area of the dissolving foil decreases, and soon the current stops, since the circuit breaks when completely dissolved. On a pre-prepared graph paper, where time is plotted horizontally every 15-20 seconds, and vertical is the amperage, the graph of the current versus time is plotted. This is done in the process of observing the dissolution.

Upon the termination of the current, it remains to calculate (approximately) the area between the graph of the current strength and the time axis, it is equal to the amount of charge passing through the solution.

The electrochemical equivalent of copper is immediately determined from the known mass of copper and the magnitude of the charge.

The experiment will also take place if the fiberglass is foiled not with copper, but with brass (which is more likely). The standard for the thickness of the coating is the same, the density is about the same as that of copper. The school experiment does not claim to be highly accurate. The orders of magnitude and general laws are important. In any case, the accuracy of the method proposed in the PT-6 module is not lower than the accuracy of the traditional one.

The functionality of the PT-6 module is ensured by the innovation introduced into it and the speed of putting the module on an electric panel in sockets = 5.6 V.

Demonstration module EMI-1 (electromagnetic induction). The phenomenon of electromagnetic induction. Induction current. Toki Foucault.

As usual, the traditional implementation of these demonstrations involves preparing and debugging a system of coils, wires, magnets, a galvanometer, a collapsible transformer and a current source on the demonstration table.

By structurally changing these components of the experiment, it was possible to assemble a demonstration module, ready for demonstrations immediately after docking with the power panel (socket = 5.6 Volts).

To demonstrate the phenomenon of electromagnetic induction, two coils of 2000 turns of 0.2 mm wire each were manufactured and installed coaxially on the case of the EMI-1 module. One coil is closed to a microammeter (galvanometer) installed on the module, and the other is connected via plug-in reset button to plugs = 5.6 V.

Sliding a magnetic core into the indicator coil, which is closed to the galvanometer, we observe a deviation of the galvanometer arrow - a sign of the appearance of an induction current. By supplying current through the return button to another coil located coaxially with the indicator and right next to it, we again notice the deviation of the arrow. When inserting an unmagnetized iron rod into coaxially located coils, we notice a significant increase in the effect (arrow rejection). The conclusion follows: for every change in the magnetic flux crossing a closed circuit, the latter induces an induction current detected by a galvanometer.

Foucault currents, (induction eddy currents) using the EMR module are demonstrated in various ways, among which there are innovative ones. Traditionally, an aluminum pendulum is launched between two removable lugs on the magnetic core of a demonstration transformer. This system is rather cumbersome and troublesome with external simplicity. It is necessary not only to install and fix the tips on the transformer, but also to fix the axis of the pendulum itself and adjust the system so that the pendulum does not cling to the tips. In the process of swinging, the pendulum crosses the tip magnetic field in the gap at high speed and slows down due to the interaction of the magnetic fields of the induced eddy currents (Foucault currents) with an alternating magnetic field of the tips (the transformer is connected to the alternating current network).

In the EMI-1 module, unlike the traditional version, the pendulum itself carries a magnet (magnetic “tablet”) is hung on the BASE magnetic board using a steel plate, swings parallel to the aluminum plane of the board and brakes to a complete stop within two to three vibrations .

Other methods of demonstrating eddy currents - the slow drop of a magnetic tablet in an aluminum tube, the slow rolling or sliding of a magnetic tablet on an aluminum plane also do not require power and are very effective.

The EMR module also includes experience that is not provided with educational and visual equipment in schools. A coil is wound on a plastic tube (3000 turns of 0.1 mm wire), closed to a LED fixed here. When the magnetic tablet falls inside the tube and the magnetic field of the tablet crosses the coil turns in the latter, the induction emf is created and the LED flashes red.

By the example of the considered demonstration modules, the high functionality and efficiency of the UNIVERSAL Demonstration System is evident due to the rational innovative design of each demonstration module and the simplicity of its installation on the electric panel or on the BASE MODULE magnetic board. In turn, the BASIC MODULE, containing all the necessary elements for the demonstration modules (generator, power supplies, amplifier, high-voltage source, speakers), connected into a single working scheme, is a universal basis for which you can develop any new demonstration modules and reconstruct existing ones.

The main features that distinguish the UNIVERSAL demonstration system are the complete compilation of each demonstration module, its debugging and readiness to carry out demonstrations and laboratory work; the basic module is equipped with the necessary elements to ensure the operation of the demonstration modules; simple, reliable and quick plug-socket connection of the demonstration modules with the base, and it is essential that the method of the plug-socket connection is docking when installing the demonstration module on the power panel. In this case, a simultaneous and error-free connection of two or three pairs of plugs and sockets occurs. It is not enough to create a functional demonstration module on the one hand and some unit (BASIS) containing everything necessary for the operation of the demonstration modules on the other hand. It is necessary to quickly, reliably and accurately connect them into a workable system. This can not be done with a wired connection system, where the wires with the plugs are from the modules, and the sockets are on the BASE housing. Only a wireless connection by docking method provides an operational and error-free training experience.

Claims (8)

1. A demonstration system for studying physical phenomena, comprising a base module including a power panel, a control panel and a magnetic board, characterized in that the base module contains power sources for the demonstration modules, an audio frequency generator, an audio frequency amplifier, speakers, a voltage multiplier, the system contains at least two demonstration modules, made with the possibility of docking with the base module by means of a plug-socket connection, namely by means of sockets on power supply plugs and plugs on the demonstration modules, and the demonstration modules are pre-configured in accordance with current tasks and are completely ready to carry out an experiment or a series of experiments. 2. The system according to claim 1, characterized in that the base module is mounted in a polystyrene case in the form of a case with dimensions of 400 × 270 × 120 mm with a hinged lid, in which a magnetic board is integrated. 3. The system according to claim 1, characterized in that the magnetic board is intended for mounting demonstration modules, made of thin aluminum and is “magnetically active” due to magnets evenly placed on the back of the aluminum sheet. 4. The system according to claim 1, characterized in that the control panel includes: latched switches for the network, audio amplifier, audio generator and voltage multiplier switch, also provides switches for the input of the audio amplifier to the output of the generator and to an external signal source, and also a generator output switch to the amplifier and to the demonstration modules; push-button switch of ranges of the generator, knobs for smooth adjustment of frequency and signal level; audio amplifier volume knob and voltage regulator knob 0-12 V. 5. The system according to claim 1, characterized in that the voltage is output to the sockets of the power supply panel: constant stabilized adjustable 0-12 V (0.8 A); permanent unregulated and unstabilized 5.6 V (2 A); AC voltages of 7 and 15 V; AC alternating voltage of 220 V for operation of a Geiger counter and some other demonstration modules. 6. The system according to claim 1, characterized in that the power panel has sockets for outputting a constant voltage of 5000 V and 10000 V from a voltage multiplier built into the base module, as well as at least two sockets for transmitting weak signals to the input of an audio frequency amplifier, as well as at least two sockets for transmitting signals from the audio frequency generator to some demonstration modules. 7. The system according to claim 4, characterized in that the power switches of the devices are provided with light indicators of inclusion. 8. The system according to PP.1 and 6, characterized in that the level of adjustable constant voltage is controlled using a small arrow voltmeter with a scale of 12 V.