CN201084297Y

CN201084297Y - A planar figure experimental device for junior high school

Info

Publication number: CN201084297Y
Application number: CNU2007200910619U
Authority: CN
Inventors: 孟东风; 孙迎红; 乔景兰; 曹峰; 张艳红; 孟庆炎
Original assignee: Individual
Current assignee: Individual
Priority date: 2007-07-17
Filing date: 2007-07-17
Publication date: 2008-07-09
Anticipated expiration: 2017-07-17

Abstract

The utility model discloses a junior middle school planar graphics experiment apparatus, which belongs to teaching experiment appliance technical field. The utility model comprises an experiment plate with scale, a geometric picture which can attract with the experiment plate by magnetism, a geometric figure which can attract with the experiment plate by magnetism and is spliced by straight lines. Hanging nails can be positioned on the experiment plate or the contact point of the geometric figure spliced by straight lines. An elastic rope can be hung on the hanging nail. By the utility model, the teacher can process junior middle school planar graphics demonstration and experiment, which change traditional cramming teaching way to interaction teaching. Both of the teacher and students can participate in the teaching, which makes boring mathematics teaching become funny, enhances the innovation consciousness and practice ability of the students.

Description

Junior middle school's planar graph tester

Technical field

The utility model belongs to the teaching aid technical field, relates to a kind of junior middle school's planar graph tester that can be used for junior middle school's teaching.

Background technology

Most junior middle school students feel that mathematical studying is uninteresting, and are all the more so for the student who does not have geometrical concept.Existing mathematical education apparatus mostly is fixed sturcture greatly, can only demonstrate, and every teaching aid can only carry out single planar graph demonstration, can not satisfy the experimental teaching requirement of quality-oriented education requirement.

The utility model content

The purpose of this utility model provides a kind of junior middle school's planar graph tester that satisfies the experimental teaching needs.

The utility model is realized above-mentioned purpose by the following technical solutions: junior middle school's planar graph tester, comprise the brassboard of being with scale, and brassboard is provided with the clothes-hook hole.

Also comprise how much pictures inhaling mutually with brassboard magnetic, how much picture length of sides are brassboard scale unit head or its integral multiple.

Brassboard is provided with movable clothes-hook, hangs bungee on it.

Also comprise the vertical element that has with long scales of unit such as brassboards, vertical element is spliced into various geometric figures by screw, and the geometric figure that vertical element is spliced into is inhaled mutually with brassboard magnetic.

Vertical element is connected with two nuts up and down by screw, leaves the gap between screw cap and the top nut.

Between the vertical element or/and be provided with pad between vertical element and the nut.

Geometric figure is an isosceles triangle, and triangle two waist mid points are end to end by the long vertical element of two and half waists, right waist of long vertical element contact of half waist and triangle and base overlap joint.

By means of the utility model, can utilize how much pictures (triangle) on brassboard, to carry out figure congruent transformation and figure similarity transformation experiment; The quadrilateral that can utilize the vertical element of band scale to be combined into triangle, quadrilateral, quadrilateral four limit mid points that various rectilinear geometry figures such as angle, intersecting lens, three-way anise, triangle, Atria limit mid point be linked to be to be linked to be, polygon, polygonal in the exterior angle and etc., test the character and the Changing Pattern of various figures; Can carry out the proof of Pythagorean theorem etc.

The utility model becomes the interactive experimental teaching of traditional "Duck-stuffing" type of teaching of being lectured by teacher merely into the teacher and student fellowship, makes the mathematical education dry as dust vivid and interesting that becomes, and teaches through lively activities; Make the student in playing an active part in, both firmly grasp knowledge, cultivated manipulative ability again, help to cultivate student's creativity consciousness, raising student's the ability of practice.

Description of drawings

Fig. 1 is the brassboard structure and utilizes brassboard presentation site, line, circle to concern synoptic diagram;

Fig. 2 is that the vertical element splicing concerns synoptic diagram;

Fig. 3 is that the triangle that vertical element is spliced into is demonstrated synoptic diagram on brassboard;

Fig. 4 utilizes how much pictures to carry out Pythagorean theorem proof lecture experiment synoptic diagram on brassboard.

Embodiment

Embodiment 1, as shown in Figure 1, utilize brassboard, bungee, clothes-hook presentation site, line, circle relation: brassboard 1 is for dull and stereotyped, be decorated with scale mark 2 on it, scale mark 2 is provided with the clothes-hook screw, Kong Zhongke is provided with clothes-hook 4, is provided with bungee and can forms straight line 5, triangle 6 on clothes-hook 4, but utilize present embodiment presentation site, line, circle (comprise straight line and circle tangent, crossing etc.) to concern.

Embodiment 2, as shown in Figure 2, cooperate with two

nuts

30,32 up and down by screw 34 with two vertical elements 31 of the long scales of unit such as brassboard and to be assembled together, leave the gap between screw cap and the top nut 32, between two vertical elements 31, be provided with pad 33 between vertical element 31 and the

nut

30,32, vertical element 31 is spliced into various geometric figures by screw 34,

nut

30,32, and the geometric figure that vertical element 31 is spliced into is inhaled mutually with brassboard 1 magnetic.

Embodiment 3, as shown in Figure 3, the triangle that utilizes vertical element to be spliced into is demonstrated triangular nature on brassboard 1: utilize vertical element to be spliced into isosceles triangle by screw, triangle two waists 7,8 mid points are by the long vertical element 9 of two and half waists, 10 is end to end, vertical element 11 connects two waist contacts 12 and the long vertical element 9 of half waist, 10 contact 13, right waist 8 bottoms of contact 13 and triangle and base 14 overlap joints, the contact 12 of isosceles triangle left side waist 7 and right waist 8, left side waist 7 and base contact 15, two

waist mid points

16,17, contact 13, right waist 8 bottoms, base 14 right-hand members and brassboard 1 magnetic are joined.The right waist of contact 13 and triangle 8 bottoms can horizontally slip on base 14, can hang bungee on two waist mid points, 16, the 17 set screws.Utilize present embodiment can demonstrate the various character of triangle.

Embodiment 4, as shown in Figure 4, utilize brassboard and how much pictures demonstration Pythagorean theorem: the magnetic adsorption area is that right-angle triangle picture 21, the area of 1/2ab is respectively a on brassboard 1 ², b ², c ²Square picture 22,23,24, square picture 24 length of side c equal the hypotenuse of triangle picture 21, the peripheral brassboard scale mark of the picture at square picture 24 4 summit A, B, C, D place is linked to each other, and to form area be (a+b) ²Square EFGH, this area is that the area of square picture 24 areas and four right-angle triangle pictures 21 is c ²+ 4 * 1/2ab.Therefore, (a+b) ²=c ²+ 4 * 1/2ab=c ²+ 2ab.And through picture mosaic as can be known, the area that square EFGH area equals the area of square picture 22 (corresponding to square AIJH) and 23 (corresponding to square KCJG) and rectangle AEBI and BFCK again and, promptly square EFGH area=a ²+ b ²+ 2ab.So, thereby, c ²+ 2ab=a ²+ b ²+ 2ab, thereby, c ²=a ²+ b ²

Claims

1. junior middle school's planar graph tester is characterized in that, comprises the brassboard of being with scale, and brassboard is provided with the clothes-hook hole.

2. junior middle school as claimed in claim 1 planar graph tester is characterized in that, also comprises how much pictures inhaling mutually with brassboard magnetic, and how much picture length of sides are brassboard scale unit head or its integral multiple.

3. junior middle school as claimed in claim 1 planar graph tester is characterized in that brassboard is provided with movable clothes-hook, hangs bungee on it.

4. junior middle school as claimed in claim 1 planar graph tester, it is characterized in that, also comprise the vertical element that has with long scales of unit such as brassboards, vertical element is spliced into various geometric figures by screw, and the geometric figure that vertical element is spliced into is inhaled mutually with brassboard magnetic.

5. junior middle school as claimed in claim 4 planar graph tester is characterized in that, vertical element is connected with two nuts up and down by screw, leaves the gap between screw cap and the top nut.

6. as claim 4 or 5 planar graph testers of described junior middle school, it is characterized in that, between the vertical element or/and be provided with pad between vertical element and the nut.

7. as claim 4 or 5 planar graph testers of described junior middle school, it is characterized in that geometric figure is an isosceles triangle, triangle two waist mid points are end to end by the long vertical element of two and half waists, right waist of long vertical element contact of half waist and triangle and base overlap joint.

8. junior middle school as claimed in claim 6 planar graph tester is characterized in that geometric figure is an isosceles triangle, and triangle two waist mid points are end to end by the long vertical element of two and half waists, right waist of long vertical element contact of half waist and triangle and base overlap joint.