CN110111654B - Transformer for teaching - Google Patents
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- CN110111654B CN110111654B CN201910325771.0A CN201910325771A CN110111654B CN 110111654 B CN110111654 B CN 110111654B CN 201910325771 A CN201910325771 A CN 201910325771A CN 110111654 B CN110111654 B CN 110111654B
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- XEEYBQQBJWHFJM-UHFFFAOYSA-N Iron Chemical group [Fe] XEEYBQQBJWHFJM-UHFFFAOYSA-N 0.000 claims abstract description 20
- 238000012360 testing method Methods 0.000 claims abstract description 3
- 238000002474 experimental method Methods 0.000 abstract description 47
- 230000000694 effects Effects 0.000 abstract description 15
- 238000013461 design Methods 0.000 abstract description 3
- 238000000034 method Methods 0.000 abstract description 3
- 230000005674 electromagnetic induction Effects 0.000 description 14
- 230000009286 beneficial effect Effects 0.000 description 3
- 230000000903 blocking effect Effects 0.000 description 3
- 239000000463 material Substances 0.000 description 3
- 239000003973 paint Substances 0.000 description 3
- 238000012795 verification Methods 0.000 description 2
- 239000011324 bead Substances 0.000 description 1
- 230000007547 defect Effects 0.000 description 1
- 230000006870 function Effects 0.000 description 1
- 238000005259 measurement Methods 0.000 description 1
- 238000011160 research Methods 0.000 description 1
- 238000006467 substitution reaction Methods 0.000 description 1
- 230000009466 transformation Effects 0.000 description 1
- XLYOFNOQVPJJNP-UHFFFAOYSA-N water Substances O XLYOFNOQVPJJNP-UHFFFAOYSA-N 0.000 description 1
- 238000004804 winding Methods 0.000 description 1
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- G—PHYSICS
- G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
- G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
- G09B23/00—Models for scientific, medical, or mathematical purposes, e.g. full-sized devices for demonstration purposes
- G09B23/06—Models for scientific, medical, or mathematical purposes, e.g. full-sized devices for demonstration purposes for physics
- G09B23/18—Models for scientific, medical, or mathematical purposes, e.g. full-sized devices for demonstration purposes for physics for electricity or magnetism
- G09B23/181—Models for scientific, medical, or mathematical purposes, e.g. full-sized devices for demonstration purposes for physics for electricity or magnetism for electric and magnetic fields; for voltages; for currents
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- Measuring Instrument Details And Bridges, And Automatic Balancing Devices (AREA)
Abstract
A transformer for teaching belongs to the technical field of teaching models and is a low-power low-voltage transformer which comprises a first coil and a second wireThe coil, the third coil, the closed iron core and the binding post; the two ends of the first coil are respectively provided with a first binding post and a second binding post; the two ends of the second coil are respectively provided with a third binding post and a fourth binding post; a fifth binding post and a sixth binding post are respectively arranged at two ends of the third coil; the turns of the first coil, the second coil and the third coil are respectively n 1 、n 2 、n 3 ，n 1 Greater than n 2 Greater than n 3 The method comprises the steps of carrying out a first treatment on the surface of the The transformer is mainly used for experimental tests, and in order to meet the needs of the experiments, the coil wire diameter design is different from that of a common transformer, and in the three coils, the coil wire diameter with more turns is thicker. The transformer and other equipment can be combined to complete more than twenty experiments related to electromagnetic phenomenon, and the effect is good.
Description
Technical Field
The invention belongs to the technical field of teaching models, and particularly relates to a teaching transformer.
Background
The experiment of "exploring the relationship between the voltage at two ends of the transformer coil and the turns" is arranged as a student experiment (student experiment matched equipment is a miniature transformer) except for a teacher demonstration experiment.
The equipment required by the five experiments is configured in a common school, and a larger inductance coil or transformer is respectively configured, so that the equipment and the expense are wasted to a certain extent. In addition, these experiments have more or less problems, or the experimental effect is poor, or the experiment is not deep enough and not comprehensive enough. For example, a 'teaching removable transformer' in a school is used for 'exploring a demonstration experiment of the relation between the voltage at two ends of a transformer coil and the number of turns', the voltage value measured by an auxiliary coil is less than 80% of a theoretical predicted value when the auxiliary coil is in idle load, and the student experiment is the same as a dummy in most schools, and the main reason is that the experimental result obtained by school equipment (miniature transformer) is too different from the theoretical predicted value.
The Faraday law of electromagnetic induction is an important law of high school physics, but in practical teaching, the Faraday law of electromagnetic induction is limited to conditions of middle school laboratories, quantitative verification is difficult to carry out, and teachers can only directly introduce the Faraday law of electromagnetic induction in combination with physical history, so that the Faraday law of electromagnetic induction is not beneficial to understanding and mastering of students.
Therefore, a special transformer is desired, the efficiency is high (no-load) when the experiment of exploring the relation between the voltage at the two ends of the transformer coil and the number of turns is performed, the coil inside can be shared by a plurality of experiments (including the experiments), and the Faraday electromagnetic induction law can be quantitatively verified. The transformer is shared to save the expense, the experimental effect is good, the research is more comprehensive (different coils are adopted to compare the effect and explain the effect and the like), and the purpose is to improve the learning effect of students and culture the experimental capability.
Disclosure of Invention
The invention aims to overcome the defects and shortcomings and provide a transformer for teaching.
The technical scheme adopted by the invention for achieving the purpose is as follows.
A transformer for teaching comprises a first coil, a second coil, a third coil, a closed iron core and a binding post; the two ends of the first coil are respectively provided with a first binding post and a second binding post; a third binding post and a fourth binding post are respectively arranged at two ends of the second coil; a fifth binding post and a sixth binding post are respectively arranged at two ends of the third coil; the turns of the first coil, the second coil and the third coil are respectively n 1 、n 2 、n 3 ，n 1 Greater than n 2 Greater than n 3 ，n 1 Generally not exceeding n 3 Ten times larger than that of the conventional one; the wire diameter of the first coil is larger than or equal to the wire diameter of the second coil, the wire diameter of the second coil is larger than or equal to the wire diameter of the third coil, and the wire diameter of the first coil is larger than the wire diameter of the third coil.
The whole shape of the closed iron core is a 'sun' shape or a 'mouth' shape; if the closed iron core is in a 'sun' shape, the first coil, the second coil and the third coil are all wound on the arm in the middle of the closed iron core; if the closed iron core is in a shape of a mouth, the first coil, the second coil and the third coil are wound on two arms of the closed iron core or one arm of the closed iron core.
The first coil, the second coil and the third coil are distinguished by functions, and can be mutually independent entities or share part of coils; for example: the wire diameter of the first coil is thicker, partial turns are separated from the second coil with smaller wire diameter to be used as a third coil, and the corresponding fourth binding post and the fifth binding post can be combined; or the third coil has a smaller wire diameter, partial turns are separated from the first coil with a thicker wire diameter to serve as a second coil, and the corresponding second binding post and third binding post can be combined.
The transformer is different from common transformers in coil wire diameter design, and the number of turns n of the first coil is different from that of the three coils 1 The coil has the largest wire diameter, namely the coil with more turns has thicker wire diameter; the coil with more turns is a high-voltage coil, and the current is small during operation, so the coil diameter is smaller.
The transformer is a low-power low-voltage transformer, one of the first coil, the second coil and the third coil can be selected as a primary coil, namely the primary coil, a power supply generally adopts a power frequency (50 Hz) low-voltage alternating current power supply, and the actual input power of the transformer is generally not more than 100W when a certain experiment is carried out by using a low-voltage direct current power supply for testing.
The transformer also comprises a framework, insulating paint and other necessary accessories.
The transformer and other equipment can be combined to complete more than twenty experiments related to electromagnetic phenomenon, faraday electromagnetic induction law can be quantitatively verified, the effect is good, and the cost is low.
Drawings
Fig. 1 is a schematic structural view of embodiment 1;
fig. 2 is a schematic structural view of embodiment 2;
in the figure: the coil comprises a first coil (1), a second coil (2), a third coil (3), a closed iron core (4), binding posts (5), a first binding post (5 a), a second binding post (5 b), a third binding post (5 c), a fourth binding post (5 d), a fifth binding post (5 e) and a sixth binding post (5 f).
Detailed Description
The present invention will be described in further detail with reference to the accompanying drawings.
A transformer for teaching comprises a first coil (1), a second coil (2), a third coil (3), a closed iron core (4) and a binding post (5); the two ends of the first coil (1) are respectively provided with a first wiringA post (5 a) and a second binding post (5 b); a third binding post (5 c) and a fourth binding post (5 d) are respectively arranged at two ends of the second coil (2); a fifth binding post (5 e) and a sixth binding post (5 f) are respectively arranged at two ends of the third coil (3); the number of turns of the first coil (1), the second coil (2) and the third coil (3) are respectively n 1 、n 2 、n 3 ，n 1 Greater than n 2 Greater than n 3 ，n 1 Generally not exceeding n 3 Ten times larger than that of the conventional one; the wire diameter of the first coil (1) is larger than or equal to the wire diameter of the second coil (2), the wire diameter of the second coil (2) is larger than or equal to the wire diameter of the third coil (3), and the wire diameter of the first coil (1) is larger than the wire diameter of the third coil (3).
Preferably, the turns ratio of the first coil (1), the second coil (2) and the third coil (3) is n 1 :n 2 :n 3 =4:2:1. Therefore, when the experiment of exploring the relation between the voltage at the two ends of the transformer coil and the number of turns is carried out, the voltage obtained by the auxiliary coil does not exceed 36V safety voltage no matter which coil is selected as the primary coil when the transformer coil is matched with a power supply with the highest alternating current output voltage of about 9V (the voltage with multiple steps can be output), and therefore the safety of students in extracurrant experiments or household experiments is ensured. In fact, the three turns ratio settings are flexible, such as n 1 :n 2 :n 3 The scheme of =3:2:1 is also good, and the requirement on the matched power supply (the student power supply in school can be adopted) of the three turns ratio setting of the transformer of the teacher version can be more flexible.
Preferably, the first coil (1) has a larger wire diameter than the second coil (2), the second coil (2) has a larger wire diameter than the third coil (3), and the three coils have direct current resistance values which are not too different. In this way, when the Faraday electromagnetic induction law is quantitatively verified, a coil and a small-range ammeter (the resistance value of the ammeter is generally several ohms to hundreds of ohms) are selected to be connected in series to form a circuit each time, and a comparison experiment is carried out, so that the total resistance of a closed circuit in the comparison experiment is considered to be approximately equal, and the ratio of the maximum readings of the ammeter reflects the ratio of the maximum induced electromotive force.
The number of turns of the first coil (1) is the largest, and the wire diameter is the thickest, so the self inductance is the largest of the three coils. The experiments such as power-off self-inductance and power-on self-inductance ensure good experimental effects, the self-inductance coefficient of one coil must be large enough, and one advantage of the first coil (1) with the largest number of turns is that the wire diameter is thickest (namely, the self-inductance coefficient is the largest), so that the transformer can be made smaller on the premise of ensuring the experimental effects, and the cost is saved.
Example 1
A transformer for teaching comprises a first coil (1), a second coil (2), a third coil (3), a closed iron core (4) and a binding post (5); a first binding post (5 a) and a second binding post (5 b) are respectively arranged at two ends of the first coil (1); a third binding post (5 c) and a fourth binding post (5 d) are respectively arranged at two ends of the second coil (2); a fifth binding post (5 e) and a sixth binding post (5 f) are respectively arranged at two ends of the third coil (3); the number of turns of the first coil (1), the second coil (2) and the third coil (3) are respectively n 1 、n 2 、n 3 ，n 1 Greater than n 2 Greater than n 3 ，n 1 Generally not exceeding n 3 Ten times larger than that of the conventional one; preferably, the turns ratio of the first coil (1), the second coil (2) and the third coil (3) is n 1 :n 2 :n 3 =4:2:1, such as: n is n 1 =600 turns, n 2 =300 turns, n 3 =150 turns; another example is: n is n 1 =320 turns, n 2 =160 turns, n 3 =80 turns.
The wire diameter of the first coil (1) is larger than that of the second coil (2), the wire diameter of the second coil (2) is larger than that of the third coil (3), and the direct current resistance values of the three coils are not too different. Note that the resistance values of the three coils are not required to be equal, because when the faraday law of electromagnetic induction is quantitatively verified, one coil is selected to be connected in series with a small-range ammeter (the ammeter is a milliamp meter or a microammeter, and the resistance value is typically several ohms to hundred ohms) to form a closed circuit, and a comparison experiment is performed. If the resistance values of the first coil (1), the second coil (2) and the third coil (3) are 3 Ω, 4 Ω and 5 Ω respectively, even if the resistances of the ammeter connected in series are only 5 Ω, the total resistance of the closed circuit is 8 Ω, 9 Ω and 10 Ω respectively, and when the experimental precision requirement is not high, the total resistance of the closed circuit can be considered to be approximately equal, and if the resistance value of the ammeter is large, the requirement that the resistance values of the three coils differ less greatly can be relaxed.
As shown in fig. 1, the overall shape of the closed iron core (4) is a "day" shape, and the first coil (1), the second coil (2) and the third coil (3) are all wound on the middle arm of the closed iron core (4).
Description: the transformer also comprises a framework, insulating paint and other necessary accessories.
Example 2
A transformer for teaching comprises a first coil (1), a second coil (2), a third coil (3), a closed iron core (4) and a binding post (5); a first binding post (5 a) and a second binding post (5 b) are respectively arranged at two ends of the first coil (1); a third binding post (5 c) and a fourth binding post (5 d) are respectively arranged at two ends of the second coil (2); a fifth binding post (5 e) and a sixth binding post (5 f) are respectively arranged at two ends of the third coil (3); the number of turns of the first coil (1), the second coil (2) and the third coil (3) are respectively n 1 、n 2 、n 3 ，n 1 Greater than n 2 Greater than n 3 ，n 1 Generally not exceeding n 3 Ten times larger than that of the conventional one; preferably, the turns ratio of the first coil (1), the second coil (2) and the third coil (3) is n 1 :n 2 :n 3 =4:2:1, such as: n is n 1 =480 turns, n 2 =240 turns, n 3 =120 turns; another example is: n is n 1 =400 turns, n 2 =200 turns, n 3 =100 turns.
The wire diameter of the first coil (1) is larger than that of the second coil (2), the wire diameter of the second coil (2) is larger than that of the third coil (3), and the direct current resistance values of the three coils are not too different.
As shown in fig. 2, the overall shape of the closed core (4) is a "mouth" shape, and the first coil (1), the second coil (2) and the third coil (3) are wound on two arms of the closed core (4) or on one arm.
Description: the transformer also comprises a framework, insulating paint and other necessary accessories.
The technical scheme has the following beneficial effects:
1. faraday's law of electromagnetic induction is an important law of high school physics, and although the scholars have proposed experimental technical schemes, the faraday's law of electromagnetic induction is high in cost and relatively complex in operation. In the physical practical teaching of high school, limited to the conditions of middle school laboratories, quantitative verification is difficult, and teachers can only directly introduce Faraday's law of electromagnetic induction in combination with physical history, which is not beneficial to understanding and mastering of students. The Faraday electromagnetic induction law can be quantitatively verified by combining the transformer with equipment such as an ammeter and the like, and the effect is good.
2. The experiment of exploring the relation between the voltage and the number of turns at the two ends of the transformer coil is arranged as a classroom exploration experiment and a student experiment by teaching materials. However, in most schools, the student experiment is similar to the dummy, and the main reason is that the experimental result obtained by using school equipment (miniature transformer) is far different from the theoretical predicted value. Even if the 'removable transformer for teaching' in schools is used, the loss is larger when no load is applied, and the voltage value measured by the auxiliary coil is less than 80% of the theoretical predicted value (the result is about 75%). When the transformer (with small loss such as magnetic leakage) is used for the experiment, the voltage value measured by the auxiliary coil in no-load state reaches about 99% of the theoretical predicted value. Thus, the transformer ratio formula of the ideal transformer is summarized to be a matter of water arrival, and the reliability is high. Preferably, the turns ratio n is used 1 ：n 2 ：n 3 =4: 2: when the transformer of 1 is matched with a power supply with the highest alternating current output voltage of about 9V (with multi-gear voltage for output), no matter which coil is selected as the primary coil, the voltage obtained by the secondary coil cannot exceed 36V safety voltage, so that the safety of students in extracurrant experiments or household experiments is ensured. The safety is higher than the equipment and experimental scheme in teaching materials.
Meanwhile, the transformer is used for exploring the voltage at two ends of a transformer coil under the condition of power supply "When (1). The output voltage of two secondary windings of the transformer under the condition of power supply is found by measurement to be more than the formulaOne cut lower than the predicted value of (c). The students can recognize the difference between the actual small transformer and the ideal transformer in the process of explaining the phenomenon, and the capability of solving the relevant actual problems is improved.
2. The power-off self-induction experiment and the power-on self-induction experiment are demonstration experiments which are necessarily carried out in a physical classroom of middle school, and the 2446 self-induction phenomenon demonstrator of a school is used for carrying out the power-off self-induction experiment, so that a school scheme (only one large coil) cannot explore factors influencing experimental effects although small electric beads can be observed to flash and extinguish. The transformer is provided with three coils, wherein the first coil has the thickest wire diameter, the most turns, the largest self-inductance (enough large) and the third coil has the thinnest wire diameter, the least turns and the smallest self-inductance. The three coils of the transformer are all tested in experiments, so that students recognize that the self-inductance coefficient of the coils is related to the thickness and the number of turns of the coils through analysis and comparison of experimental phenomena, and the thicker the coils are, the more the number of turns is, the larger the self-inductance coefficient is. These effects are not achieved by the existing experimental scheme of schools.
3. The existing experimental scheme of the school only simply demonstrates the blocking effect of one inductor on alternating current. Because the transformer is provided with three coils, a comparison experiment can be carried out, the interference effect of the three coils on alternating current in the experiment is large, three typical conditions are represented, and a perfect experiment effect is achieved. The first coil with 4n turns has a thick wire diameter and a large self-inductance coefficient, and plays a role in 'direct current and alternating current resistance' in the experiment. The third coil with n turns has a small diameter and a small self-inductance, and can allow low-frequency alternating current to pass through the coil, but has a blocking effect. The second coil of 2n turns exhibits characteristics intermediate to those of the two.
4. The transformer and other equipment can be combined to complete more than twenty experiments related to electromagnetic phenomena, including exploring the generation condition of induced current (a magnet is close to a coil), exploring the generation condition of induced current (an experiment imitating Faraday), exploring a method for judging the direction of induced current (Lenz law), quantitatively exploring Faraday's law of electromagnetic induction (one), quantitatively exploring Faraday's law of electromagnetic induction (two), exploring the phenomenon of self-induction of outage (a lighting lamp of 220V of a dry battery), exploring the phenomenon of self-induction of outage (a safe experience electric shock experiment), exploring the phenomenon of self-induction of outage (a small bulb experiment scheme), exploring factors influencing the effect of self-induction of outage, exploring the phenomenon of self-induction of energization moment, exploring the blocking effect of alternating current by an inductor (a dry battery lighting 220V lighting lamp), exploring the phenomenon of outage mutual inductance (a safe experience experiment), exploring the phenomenon of mutual inductance (jump ring experiment), exploring the relation between voltage and voltage at two ends of a coil of the transformer, exploring the number of turns of step-up power supply, exploring the situation of the voltage at two ends of the annular power supply coil, and the situation of the magnetic field around the power supply coil under the condition of the power supply, and the magnetic field of the electromagnetic coil. Most of the experiments are not arranged in the physical teaching materials of high school, and are specially designed schemes (the design scheme of the transformer is key) for helping students to grasp relevant knowledge points. Since many experiments share this transformer, the cost is greatly saved.
The invention has been described in terms of embodiments, and the device can be modified and improved without departing from the principles of the invention. It should be noted that all technical solutions obtained by equivalent substitution or equivalent transformation fall within the protection scope of the present invention.
Claims (4)
1. The transformer for teaching is characterized by comprising a first coil (1), a second coil (2), a third coil (3), a closed iron core (4) and a binding post (5); a first binding post (5 a) and a second binding post (5 b) are respectively arranged at two ends of the first coil (1); a third binding post (5 c) and a fourth binding post (5 d) are respectively arranged at two ends of the second coil (2); two ends of the third coil (3) are respectivelyA fifth binding post (5 e) and a sixth binding post (5 f) are respectively arranged; the number of turns of the first coil (1), the second coil (2) and the third coil (3) are respectively n 1 、n 2 、n 3 ，n 1 Greater than n 2 Greater than n 3 ，n 1 Not more than n 3 Ten times larger than that of the conventional one; the wire diameter of the first coil (1) is larger than that of the second coil (2), and the wire diameter of the second coil (2) is larger than that of the third coil (3).
2. A teaching transformer according to claim 1, characterized in that the closed core (4) overall shape is a "day" shape or a "mouth" shape; if the closed iron core (4) is in a 'sun' shape, the first coil (1), the second coil (2) and the third coil (3) are wound on the arm in the middle of the closed iron core (4); if the closed iron core (4) is in a shape of a mouth, the first coil (1), the second coil (2) and the third coil (3) are wound on two arms of the closed iron core (4) or one arm of the closed iron core.
3. A teaching transformer according to claim 1, characterized in that the first coil (1), the second coil (2) and the third coil (3) are functionally distinct and are mutually independent entities.
4. A teaching transformer according to claim 1, characterized in that the transformer is a low-power low-voltage transformer, one of the first coil (1), the second coil (2) and the third coil (3) can be selected as a primary coil, namely a primary coil, and the power supply adopts a power frequency low-voltage alternating current power supply or a low-voltage direct current power supply for testing.
Priority Applications (1)
| Application Number | Priority Date | Filing Date | Title |
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| CN201910325771.0A CN110111654B (en) | 2019-04-23 | 2019-04-23 | Transformer for teaching |
Applications Claiming Priority (1)
| Application Number | Priority Date | Filing Date | Title |
|---|---|---|---|
| CN201910325771.0A CN110111654B (en) | 2019-04-23 | 2019-04-23 | Transformer for teaching |
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| Publication Number | Publication Date |
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| CN110111654A CN110111654A (en) | 2019-08-09 |
| CN110111654B true CN110111654B (en) | 2024-04-05 |
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Citations (6)
| Publication number | Priority date | Publication date | Assignee | Title |
|---|---|---|---|---|
| CN2136181Y (en) * | 1992-11-21 | 1993-06-16 | 北京铁路局北京电务器材厂 | Voltag regulating assembly for asymmetric pulse signalling apparatus |
| CN1302443A (en) * | 1998-05-30 | 2001-07-04 | 普罗法克科技有限公司 | Safety isolating transformers |
| CN201266531Y (en) * | 2008-09-17 | 2009-07-01 | 西安天虹电器有限公司 | High-voltage coil of dry-type loaded thickness voltage-regulating transformer |
| CN203415370U (en) * | 2012-12-26 | 2014-01-29 | 吴文武 | Material-saving transformer |
| CN104882257A (en) * | 2015-06-04 | 2015-09-02 | 西北工业大学 | Neutral formed transformer with boosting function |
| CN209928761U (en) * | 2019-04-23 | 2020-01-10 | 周平原 | Transformer for teaching |
-
2019
- 2019-04-23 CN CN201910325771.0A patent/CN110111654B/en active Active
Patent Citations (6)
| Publication number | Priority date | Publication date | Assignee | Title |
|---|---|---|---|---|
| CN2136181Y (en) * | 1992-11-21 | 1993-06-16 | 北京铁路局北京电务器材厂 | Voltag regulating assembly for asymmetric pulse signalling apparatus |
| CN1302443A (en) * | 1998-05-30 | 2001-07-04 | 普罗法克科技有限公司 | Safety isolating transformers |
| CN201266531Y (en) * | 2008-09-17 | 2009-07-01 | 西安天虹电器有限公司 | High-voltage coil of dry-type loaded thickness voltage-regulating transformer |
| CN203415370U (en) * | 2012-12-26 | 2014-01-29 | 吴文武 | Material-saving transformer |
| CN104882257A (en) * | 2015-06-04 | 2015-09-02 | 西北工业大学 | Neutral formed transformer with boosting function |
| CN209928761U (en) * | 2019-04-23 | 2020-01-10 | 周平原 | Transformer for teaching |
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| Publication number | Publication date |
|---|---|
| CN110111654A (en) | 2019-08-09 |
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