CN209928761U - Transformer for teaching - Google Patents
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- CN209928761U CN209928761U CN201920551829.9U CN201920551829U CN209928761U CN 209928761 U CN209928761 U CN 209928761U CN 201920551829 U CN201920551829 U CN 201920551829U CN 209928761 U CN209928761 U CN 209928761U
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- 238000002474 experimental method Methods 0.000 abstract description 59
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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, a second coil, a third coil, a closed iron core and a binding post; a first binding post and a second binding post are respectively arranged at two ends of the first coil; 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 number of turns of the first coil, the second coil and the third coil is n1、n2、n3，n1Greater than n2Greater than n3(ii) a The transformer is mainly used for experimental testing, in order to meet the experimental requirement, the coil wire diameter design is different from that of a common transformer, and in the three coils, the number of turns is largeThe coil wire diameter is rather thick. The transformer can be combined with other equipment to complete more than twenty experiments related to electromagnetic phenomena, and the effect is good.
Description
Technical Field
The utility model belongs to the technical field of the model is used in the teaching, concretely relates to is a transformer is used in teaching.
Background
The experiment of power failure self-inductance, the experiment of power on self-inductance, the experiment of exploring the relation between the voltage and the number of turns at two ends of the transformer coil, the experiment of simulating faraday, the experiment of demonstrating the blocking effect of inductance on alternating current and the like are all classic experiments of high school physics, and the experiment of "exploring the relation between the voltage and the number of turns at two ends of the transformer coil" is also arranged as a student experiment by teaching materials except for a teacher demonstration experiment (the supporting equipment for the student experiment is a micro-transformer).
Generally, schools are equipped with the five devices required by the experiments, and each device is equipped with a large inductance coil or a transformer, so that waste of the devices and expenses is caused to a certain extent. In addition, the experiments have more or less problems, or the experiment effect is not good, or the experiments are not deep enough and not comprehensive enough. For example, in a demonstration experiment for researching the relation between the voltage at two ends of a transformer coil and the number of turns by using a 'detachable transformer for teaching' in schools, the voltage value measured by a secondary coil in no load is less than 80% of a theoretical predicted value, and the student experiment is similar to a nominal experiment in most of mathematic schools, and the main reason is that the experiment result obtained by using school equipment (a miniature transformer) is greatly different from the theoretical predicted value.
The Faraday's law of electromagnetic induction is an important law of physics of high school, but in practical teaching, the condition of middle school's laboratory is limited, and it is difficult to carry out quantitative verification, and the teacher can only combine physical history directly to introduce Faraday's law of electromagnetic induction, is unfavorable for student's understanding and grasp.
Therefore, a special transformer is desired, which has high efficiency (no load) in an experiment for researching the relation between the voltage at two ends of the transformer coil and the number of turns, the inner coil can be shared by a plurality of experiments (including the above experiments), and the Faraday's law of electromagnetic induction can be quantitatively verified. The device saves the expenses by sharing the transformer, has good experimental effect, is more comprehensive in research (adopts different coil comparison effects, explanation and the like), and aims to improve the learning effect of students and cultivate the experimental capability.
SUMMERY OF THE UTILITY MODEL
An object of the utility model is to overcome the defect and not enough that above-mentioned, and provide a transformer for teaching.
The utility model discloses realize the technical scheme that its purpose adopted as follows.
A transformer for teaching comprises a first coil, a second coil, a third coil, a closed iron core and a binding post; a first binding post and a second binding post are respectively arranged at two ends of the first coil; a third binding post and a fourth binding post are respectively arranged at two ends of the second coilA wire post; a fifth binding post and a sixth binding post are respectively arranged at two ends of the third coil; the number of turns of the first coil, the second coil and the third coil is n respectively1、n2、n3，n1Greater than n2Greater than n3(ii) a The wire diameter of the first coil is larger than or equal to that of the second coil, the wire diameter of the second coil is larger than or equal to that of the third coil, and the wire diameter of the first coil is larger than that of the third coil.
The whole shape of the closed iron core is a shape of a Chinese character ri or a shape of a Chinese character kou; if the closed iron core is in a shape of a Chinese character 'ri', the first coil, the second coil and the third coil are wound on the arm in the middle of the closed iron core; if the closed core is "mouth" shaped, the first, second and third coils are wound around either or both arms of the closed core.
The first coil, the second coil and the third coil are distinguished by functions, can be mutually independent entities, and can also share part of the coils; for example: the wire diameter of the first coil is thick, a part of turns of the second coil with thinner wire diameter is divided to be used as a third coil, and a corresponding fourth binding post and a corresponding fifth binding post can also be combined; or the wire diameter of the third coil is smaller, a part of turns of the first coil with the larger wire diameter are divided to be used as the second coil, and the corresponding second binding post and the corresponding third binding post can also be combined.
In order to meet the experimental requirements, the coil wire diameter design of the transformer is different from that of a common transformer, and in the three coils, the number of turns n of the first coil is n1The coil is maximum, and the wire diameter is also maximum, namely the wire diameter of the coil with more turns is thicker; the coil with more turns has a smaller wire diameter, and the coil with more turns is a high-voltage coil, so that the wire diameter is smaller when the transformer works.
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 a primary coil, a power supply generally adopts a power frequency (50Hz) low-voltage alternating current power supply, some experimental low-voltage direct current power supplies are used for testing, and the actual input power of the transformer does not exceed 100W generally during experiments.
The transformer also comprises a framework, insulating paint and other necessary accessories.
The transformer can be combined with other equipment to complete more than twenty experiments related to electromagnetic phenomena, can quantitatively verify the Faraday's law of electromagnetic induction, and has good effect and low cost.
Drawings
FIG. 1 is a schematic structural view of example 1;
FIG. 2 is a schematic structural view of example 2;
in the figure: the transformer comprises a first coil (1), a second coil (2), a third coil (3), a closed iron core (4), a binding post (5), a first binding post (5a), a second binding post (5b), a third binding post (5c), a fourth binding post (5d), a fifth binding post (5e) 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); a first binding post (5a) and a second binding post (5b) are respectively arranged at two ends of the first coil (1); a third binding post (5c) and a fourth binding post (5d) are respectively arranged at two ends of the second coil (2); a fifth binding post (5e) and a sixth binding post (5f) 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) is n1、n2、n3，n1Greater than n2Greater than n3，n1Generally not exceeding n3Ten times that of; the wire diameter of the first coil (1) is larger than or equal to that of the second coil (2), the wire diameter of the second coil (2) is larger than or equal to that of the third coil (3), and the wire diameter of the first coil (1) is larger than that of the third coil (3).
Preferably, the turn ratio of the first coil (1), the second coil (2) and the third coil (3) is n1:n2:n34:2: 1. Thus, when the experiment of 'researching the relation between the voltage at two ends of the transformer coil and the number of turns' is carried out, the voltage is about 9V (the voltage can be obtained by multiple levels)Output), no matter which coil is selected as the primary coil, the voltage obtained by the secondary coil cannot exceed 36V safe voltage, so that the safety of the student in the extracurricular experiment or the family experiment is ensured. In fact, the three coil turns ratio setup is more flexible, e.g. n1:n2:n3The scheme of 3:2:1 is good, and the setting of the three coil turns ratio of the teacher-version transformer and the requirement on a matched power supply (a student power supply in a school can be adopted) can be more flexible.
Preferably, 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 DC resistance values of the three coils are not greatly different. When the Faraday's law of electromagnetic induction is quantitatively verified', a coil is selected to be connected in series with a small-range ammeter (the resistance value of the ammeter is generally from several ohms to hundreds of ohms) to form a circuit every time, a comparison experiment is carried out, the total resistance of a closed circuit in the comparison experiment can be considered to be approximately equal, and thus the ratio of the maximum reading 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 that the self-inductance is the largest of the three coils. The self-inductance coefficient of one coil is required to be large enough, and the first coil (1) with the largest number of turns has the greatest wire diameter (namely, the largest self-inductance coefficient) so as to ensure that the experiment effect is good in the experiments of power-off self-inductance, power-on self-inductance and the like.
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 (5a) and a second binding post (5b) are respectively arranged at two ends of the first coil (1); a third binding post (5c) and a fourth binding post (5d) are respectively arranged at two ends of the second coil (2); a fifth binding post (5e) and a sixth binding post (5f) 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) is n1、n2、n3，n1Greater than n2Greater than n3，n1Generally not exceeding n3Ten times that of; preferably, the turn ratio of the first coil (1), the second coil (2) and the third coil (3) is n1:n2:n34:2:1, such as: n is1600 turns, n2300 turns, n3150 turns; for another example: n is1320 turns, n2160 turns, n380 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 different too much. Note that it is not required that the resistance values of the three coils are necessarily equal, because when "the faraday's 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 milliammeter or microammeter, and the resistance value is generally several ohms to several tens of ohms) to form a closed circuit every time, 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 respectively 3 omega, 4 omega and 5 omega, even if the resistance of the ammeter connected in series is only 5 omega, the total resistance of the closed circuit is respectively 8 omega, 9 omega and 10 omega, when the requirement on the experimental precision 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 larger, the requirement on the small difference of the resistance values of the three coils can be relaxed.
As shown in fig. 1, the overall shape of the closed iron core (4) is a "sun" 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 of the drawings: 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 (5a) and a second binding post (5b) are respectively arranged at two ends of the first coil (1); a third binding post (5c) and a fourth binding post (5d) are respectively arranged at two ends of the second coil (2); a fifth binding post (5e) and a sixth binding post (5f) 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) is divided intoIs n respectively1、n2、n3，n1Greater than n2Greater than n3，n1Generally not exceeding n3Ten times that of; preferably, the turn ratio of the first coil (1), the second coil (2) and the third coil (3) is n1:n2:n34:2:1, such as: n is1480 turns, n2240 turns, n3120 turns; for another example: n is1400 turns, n2200 turns, n3100 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 different too much.
As shown in fig. 2, the overall shape of the closed iron 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 or one arm of the closed iron core (4).
Description of the drawings: the transformer also comprises a framework, insulating paint and other necessary accessories.
The technical scheme has the following beneficial effects:
1. the Faraday's law of electromagnetic induction is an important law of high school physics, and although the scholars propose experimental technical schemes, the Faraday's law of electromagnetic induction is high in cost and relatively complex in operation. In the practical teaching of physics of high school, the condition of limiting to middle school's laboratory, it is difficult to carry out quantitative verification, and the teacher can only combine the physics history to introduce the Faraday electromagnetic induction law directly, is unfavorable for student's understanding and grasp. The Faraday's law of electromagnetic induction can be quantitatively verified by using the transformer in combination with devices such as an ammeter and the like, and the effect is good.
2. "study on the relationship between the voltage and the number of turns of the transformer coil" is arranged by the textbook as a classroom study experiment and a student experiment. However, the student experiment is similar to the nominal experiment in most mathematics schools, and the main reason is that the experimental result obtained by school equipment (micro-transformers) is greatly different from the theoretical predicted value. Even if the teaching detachable transformer in school is used, the loss is large when the transformer is in no load, and the voltage value measured by the secondary coil is less than 80 percent of the theoretical predicted value (the result is 75 percent)Left and right). When the transformer (with small loss such as magnetic leakage) is used for the experiment, the voltage value measured by the auxiliary coil during no-load reaches about 99% of the theoretical predicted value. Therefore, the transformation ratio formula of the ideal transformer is summarized and obtained in a water-to-channel manner, and the reliability is high. Preferably, a turns ratio n is used1：n2：n34:2: when the transformer of 1 is used with a power supply with the highest AC output voltage of about 9V (with multi-level voltage output), no matter which coil is selected as the primary coil, the voltage obtained by the secondary coil cannot exceed 36V safe voltage, so that the safety of the student carrying out an out-of-class experiment or a family experiment is ensured. The safety is higher than the equipment and experimental scheme in the teaching material.
Meanwhile, the transformer is used for 'exploring the voltage at two ends of a transformer coil' under the condition of power supply. The transformation ratio formula U of the transformer is found by measurement under the condition of power supply, wherein the output voltages of two secondary windings of the transformer are all higher than the output voltage of an ideal transformer1：U2＝n1：n2Is one section lower. The students can recognize the difference between the actual small-sized transformer and the ideal transformer in the process of explaining the phenomenon, and the capability of solving relevant actual problems is improved.
3. The power-off self-inductance experiment and the power-on self-inductance experiment are demonstration experiments which need to be done in a middle school physics classroom, a 2446 type self-inductance phenomenon demonstrator of a school is used for the power-off self-inductance experiment, although the phenomenon that a small bulb is turned off and blinked can be observed, factors influencing the experiment effect cannot be explored by a school scheme (only one large coil). The transformer has three coils, the first coil has the thickest wire diameter and the largest number of turns, the largest self-inductance coefficient (enough), the third coil has the thinnest wire diameter and the smallest number of turns, and the self-inductance coefficient is the smallest. Three coils of the transformer are respectively tested in the experiment, students can 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 are, the larger the self-inductance coefficient is. These effects are all that the current experimental scheme of school can't reach.
4. The existing experimental scheme of school is only to simply demonstrate the blocking effect of an inductor on alternating current. Because the transformer is provided with three coils, comparative experiments can be carried out, the three coils in the experiments have larger differences in the blocking effect on the alternating current, represent three typical conditions and achieve a perfect experimental effect. The wire diameter of the first coil with 4n turns is thick, the self-inductance coefficient is large, and the effect of conducting direct current and blocking alternating current is achieved in the experiment. The third coil with n turns has a small wire diameter and a small self-inductance coefficient, can allow low-frequency alternating current to pass through the coil, but also has an obstruction effect. The second coil of 2n turns exhibits a characteristic in between.
5. The transformer can be combined with other equipment to complete more than twenty experiments related to electromagnetic phenomena, and comprises the steps of exploring the generation condition of induced current (magnet is close to a coil), exploring the generation condition of the induced current (experiment simulating Faraday), exploring a method for judging the direction of the induced current (Lenz law), quantitatively exploring Faraday electromagnetic induction law (I), quantitatively exploring Faraday electromagnetic induction law (II), power-off self-induction phenomenon exploring (a dry battery lights a 220V illuminating lamp), power-off self-induction phenomenon exploring (safe experience electric shock experiment), power-off self-induction phenomenon exploring (small bulb experiment scheme), factors influencing the power-off self-induction effect, exploring experiment of the power-on instant self-induction phenomenon, exploring the blocking effect of an inductor on alternating current, and exploring the power-off mutual induction phenomenon (a dry battery lights a 220V illuminating lamp), The method comprises the following steps of power failure mutual inductance phenomenon exploration (safety experience electric shock experiment), power on instant mutual inductance phenomenon exploration (ring jump experiment), voltage and turn number relation of two ends of a transformer coil, boosting power supply experiment, voltage reduction power supply experiment, energy transmission incapability when the transformer is connected with a direct current power supply, voltage of two ends of the transformer coil under the power supply situation, voltage of two ends of the transformer coil under the magnetic leakage situation, magnetic induction intensity and current relation of an electrified solenoid by utilizing Hall effect, magnetic field direction around the electrified solenoid (annular current) and the like. Most of the experiments are not arranged in high school physics textbooks and are specially designed for helping students to master related knowledge points (the design scheme of the transformer is the key). Because a plurality of experiments share the transformer, the cost is greatly saved.
The present invention has been described in terms of embodiments, and a number of variations and improvements can be made without departing from the present principles. It should be noted that all the technical solutions obtained by means of equivalent substitution or equivalent transformation fall within the protection scope of the present invention.
Claims (5)
1. A 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 (5a) and a second binding post (5b) are respectively arranged at two ends of the first coil (1); a third binding post (5c) and a fourth binding post (5d) are respectively arranged at two ends of the second coil (2); a fifth binding post (5e) and a sixth binding post (5f) 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) is n1、n2、n3，n1Greater than n2Greater than n3(ii) a The wire diameter of the first coil (1) is larger than or equal to that of the second coil (2), the wire diameter of the second coil (2) is larger than or equal to that of the third coil (3), and the wire diameter of the first coil (1) is larger than that of the third coil (3).
2. An educational transformer according to claim 1, wherein the closed core (4) has an overall shape of a "ri" shape or a "kou" shape; if the closed iron core (4) is in a shape of a Chinese character 'ri', 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 mouth shape, 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 on one arm.
3. An educational transformer according to claim 1, wherein the first coil (1), the second coil (2) and the third coil (3) are functionally differentiated and may be separate entities or may share a part of the coils; for example: the wire diameter of the first coil (1) is thick, a part of turns of the second coil (2) with the thinner wire diameter are divided to be used as a third coil (3), and a corresponding fourth binding post (5d) and a corresponding fifth binding post (5e) can also be combined; or the wire diameter of the third coil is smaller, a part of turns of the first coil with the larger wire diameter are divided to be used as the second coil, and the corresponding second binding post (5b) and the corresponding third binding post (5c) can also be combined.
4. An educational transformer according to claim 1, wherein of the three coils, the first coil (1) has n turns1The coil is maximum, and the wire diameter is also maximum, namely the wire diameter of the coil with more turns is thicker; in general, the diameter of a coil wire with a large number of turns is small.
5. An educational transformer according to claim 1, wherein the transformer is a low power low voltage transformer, and any one of the first coil (1), the second coil (2) and the third coil (3) is a primary coil, and the power supply is generally a line frequency low voltage ac power supply, and some experimental low voltage dc power supplies are used for testing.
Priority Applications (1)
| Application Number | Priority Date | Filing Date | Title |
|---|---|---|---|
| CN201920551829.9U CN209928761U (en) | 2019-04-23 | 2019-04-23 | Transformer for teaching |
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| Application Number | Priority Date | Filing Date | Title |
|---|---|---|---|
| CN201920551829.9U CN209928761U (en) | 2019-04-23 | 2019-04-23 | Transformer for teaching |
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| CN209928761U true CN209928761U (en) | 2020-01-10 |
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| CN201920551829.9U Withdrawn - After Issue CN209928761U (en) | 2019-04-23 | 2019-04-23 | Transformer for teaching |
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Cited By (1)
| Publication number | Priority date | Publication date | Assignee | Title |
|---|---|---|---|---|
| CN110111654A (en) * | 2019-04-23 | 2019-08-09 | 周平原 | Transformer is used in a kind of teaching |
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2019
- 2019-04-23 CN CN201920551829.9U patent/CN209928761U/en not_active Withdrawn - After Issue
Cited By (2)
| Publication number | Priority date | Publication date | Assignee | Title |
|---|---|---|---|---|
| CN110111654A (en) * | 2019-04-23 | 2019-08-09 | 周平原 | Transformer is used in a kind of teaching |
| CN110111654B (en) * | 2019-04-23 | 2024-04-05 | 周平原 | Transformer for teaching |
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