JPH087412Y2 - Parabolic movement experimental observation tool - Google Patents

Description

【考案の詳細な説明】[Detailed description of the device]

【０００１】[0001]

【産業上の利用分野】本考案は高等学校等の物理の授業
において使用される放物運動実験観測具に関するもので
ある。BACKGROUND OF THE INVENTION The present invention relates to a parabolic movement experimental observation tool used in physics classes such as high school.

【０００２】[0002]

【従来の枝術】放物運動を観測する装置としてはストロ
ボ撮影装置があるが、高等学校等の物理の教科書では放
物運動はストロボ写真によって説明され、教師はこれを
補説する形で授業を行ない、実際にストロボ撮影装置に
よる実験撮影を行なうことはほとんどない。[Conventional branch surgery] There is a stroboscopic device as a device for observing parabolic movements, but in textbooks of physics such as high school, parabolic movements are explained by stroboscopic photographs, and teachers teach them in a form to supplement this. It is rare to actually perform experimental shooting with a stroboscopic shooting device.

【０００３】[0003]

【考案が解決しようとする課題】ストロボ撮影装置を授
業に使用する場合、設備や費用の点で問題がある。ま
た、ストロボ撮影装置を使用して授業を行なっても、実
験操作は主として教師によって行なわれるから、生徒は
「求めようとする」気持がないのに間接経験を強いら
れ、また、「求めずとも与えられる」から学習に対する
主体性を失うおそれがある。理科授業においては生徒に
よる各種実験の直接経験が重要であるが、ストロボ撮影
装置では生徒に実験を直接経験させることが極めて困難
である。[Problems to be Solved by the Invention] When a stroboscopic photographing device is used in a class, there is a problem in terms of equipment and cost. Moreover, even if a lesson is performed using a stroboscopic imaging device, the experiment operation is mainly performed by the teacher, so the student is forced to have an indirect experience even if he / she does not want to "seek", and also "without requesting". Given, there is a risk of losing the independence of learning. In science lessons, direct experience of various experiments by students is important, but it is extremely difficult for the stroboscopic imaging device to make the students directly experience the experiments.

【０００４】[0004]

【課題を解決するための手段】本考案は上記課題を解決
するために、わん曲内面に案内溝を刻設され外面に磁気
吸着力を有する複数個の支持片を付設したわん曲レール
と、前記レール上を前記案内溝に沿って転動降下する球
体と、磁気吸着力を有する複数本の棒状または紐状の長
尺体と、前記わん曲レールおよび長尺体が離脱可能に設
置される磁性体製黒板とからなることを特徴とする放物
運動実験観測具を提供するものである。黒板には、磁気
吸着力を有する着脱自在な複数個の矢印片と、球体が通
過可能な開口を備え磁気吸着力を有する着脱自在な複数
のゲートを設けることもできる。SUMMARY OF THE INVENTION In order to solve the above problems, the present invention provides a curved rail having a guide groove formed on the curved inner surface and a plurality of support pieces having magnetic attraction on the outer surface. A spherical body that rolls down along the guide groove along the rail, a plurality of rod-shaped or string-shaped elongated bodies having a magnetic attraction force, and the curved rail and the elongated body are detachably installed. The present invention provides a parabolic movement experimental observation tool characterized by comprising a blackboard made of a magnetic material. The blackboard may be provided with a plurality of detachable arrow pieces having a magnetic attraction force and a plurality of detachable gates having a magnetic attraction force with an opening through which a sphere can pass.

【０００５】[0005]

【作用】黒板を床上に直立設置し、その鉛直前面にわん
曲レールをその一半部分が水平に延長し他半部分が斜め
上方に延長するように付設するとともに、水平延長部分
の自由端から所定の等間隔をおいて長尺体を前記自由端
の高さ位置から鉛直方向下方に延長するように黒板前面
に付設し、球体をレール上端からレールの案内溝に沿わ
せて転動降下させると、球体はレールの水平延長部分の
自由端から放出され放物線を描いて落下し、その放物線
は黒板前面から観察すると鉛直長尺体と交差する。複数
の生徒に予め矢印片をもたせておき各長尺体の前面に立
たせて球体の落下を観察させ、その放物線と各長尺体の
交差点に矢印片で印を付けさせる。さらに、同一条件で
球体の落下を反復して上記交差点の位置を訂正させた
後、上記交差点を結ぶ放物線をチョーク等で黒板上に描
き、この放物線をまたいでゲートを各交差点において黒
板上に付設し、球体を落下させ球体が各ゲートの開口を
支障なく通過するかどうかによって放物線が正確に描か
れたか否かを検証する。[Operation] A blackboard is installed upright on the floor, and a bent rail is attached to the surface immediately before the lead so that one half of the rail extends horizontally and the other half extends diagonally upward. Attaching a long body at equal intervals to the front of the blackboard so as to extend vertically downward from the height position of the free end, and rolling down the sphere along the guide groove of the rail from the upper end of the rail , The sphere is emitted from the free end of the horizontal extension of the rail and falls in a parabola, and the parabola intersects the vertical elongated body when observed from the front of the blackboard. Have a plurality of students hold arrow pieces in advance and make them stand in front of each elongated body to observe the falling of a sphere, and mark the intersection of the parabola and each elongated body with an arrow piece. Furthermore, after repeating the falling of the sphere under the same condition to correct the position of the intersection, draw a parabola connecting the intersections on the blackboard with chalk etc., and attach a gate at each intersection on the blackboard across the parabola. Then, it is verified whether or not the parabola is accurately drawn by dropping the sphere and whether the sphere passes through the openings of the gates without any hindrance.

【０００６】[0006]

【実施例】図示実施例を詳細に説明すると、１は弓型の
わん曲レール、４はこのレール１の下面に適当な間隔を
おいて付設された複数、例えば３個の支持片である。レ
ール１は例えばアルミニュウムで作られ、直線短腕部１
ａと直線長腕部１ｂと、これら両腕を一体に連結するわ
ん曲部１ｃとからなり、レールのわん曲内側の面（上
面）に沿って案内溝１ｄが刻設されている。支持片４は
レール１の案内溝１ｄとは反対側の面（下面）に適当な
間隔で付設されている。各支持片４は図２に示すように
レールの同じ一方側の側面から若干突出し、突出端に付
設した磁石片４ａを鉄製黒板５に吸着させることにより
レール１を黒板５の表面から若干浮かせた状態で保持で
きるようになっている。支持片４自体を磁石で構成して
もよい。３はレール１の一端において案内溝１ｄの刻設
上面に直立付設された規制棒である。２は適当な重量お
よび直径の球体で、レール１上を案内溝１ｄに沿って転
動する。Ｈ_１、Ｈ_２・・・Ｈ_５は磁気吸着力を有する棒
状または紐状の長尺体で、例えば硬質プラスチック長尺
体の裏面にゴム磁石を貼着したものであっても、また、
ゴム磁石を紐状に形成したものであってもよい。Ａ_１、
Ａ_２・・・Ａ_５は磁気吸着力を有する矢印片で例えばゴ
ム磁石板で作られる。Ｇ_１、Ｇ_２．・・Ｇ_５はレール１
の自由端から飛出して落下する球体の軌跡を観察して黒
板上に描いた放物線Ｌの判定ゲートで、図示例では中央
に球体２が通過できる開口７ｃを有する例えばプラスチ
ックまたはアルミニュウム製の薄板７の両脚７ａ、７ｂ
の自由端を直角に折り曲げて両折曲端部７ｄ、７ｅおよ
び本体部の外面（折り曲げた側とは反対側の面）にゴム
磁石板８ａ、８ｂ、８ｃを貼着して形成される。DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS The illustrated embodiment will be described in detail. Reference numeral 1 is a bow-shaped curved rail, and 4 is a plurality of, for example, three support pieces attached to the lower surface of the rail 1 at appropriate intervals. The rail 1 is made of aluminum, for example, and the straight short arm 1
a, a linear long arm portion 1b, and a curved portion 1c that integrally connects these arms, and a guide groove 1d is formed along the curved inner surface (upper surface) of the rail. The support pieces 4 are attached to the surface (lower surface) of the rail 1 opposite to the guide groove 1d at appropriate intervals. As shown in FIG. 2, each supporting piece 4 slightly protrudes from the same side surface of the rail, and the magnetic piece 4a attached to the protruding end is attracted to the iron blackboard 5 to slightly lift the rail 1 from the surface of the blackboard 5. It can be held in a state. The support piece 4 itself may be composed of a magnet. Reference numeral 3 denotes a restriction rod that is vertically provided on one side of the rail 1 on the engraved upper surface of the guide groove 1d. Reference numeral 2 denotes a sphere having an appropriate weight and diameter, which rolls on the rail 1 along the guide groove 1d. H ₁ , H ₂ ... H ₅ are rod-shaped or string-shaped elongated bodies having a magnetic attraction force. For example, even if a rubber magnet is attached to the back surface of a rigid plastic elongated body,
The rubber magnet may be formed in a string shape. A ₁ ,
A ₂ ... A ₅ are arrow pieces having a magnetic attraction force and are made of, for example, a rubber magnet plate. G ₁ , G ₂ . ·· _{G 5} rail 1
A parabola L decision gate drawn on a blackboard by observing the trajectory of a sphere that jumps out from the free end of the sphere, and has an opening 7c through which the sphere 2 can pass in the center in the illustrated example, for example, a thin plate 7 made of plastic or aluminum. Both legs 7a, 7b
It is formed by bending the free end of the plate at a right angle and attaching the rubber magnet plates 8a, 8b, 8c to both the bent ends 7d, 7e and the outer surface (the surface opposite to the bent side) of the main body.

【０００７】以上の各構成部品からなる実験観測具を使
用する際には、レール１を鉄製黒板５上に、短腕部１ａ
を水平に、かつ、長腕部１ｂを斜め上方に延長させて磁
石片４により固定設置し、水平短腕部１ａの自由端（球
体放出端）から適当な等間隔をおいて複数本（図例では
５本）の長尺体Ｈ_１、Ｈ_２・・・Ｈ_５を黒板５の表面上
に垂直に設置する。球体２をレール１の長腕部１ｂの上
方自由端の規制棒３に当て、レール１の案内溝１ｄに沿
わせて転動落下させる。転動落下した球体２はレール１
の放出端から放物線の軌跡Ｌを描いて落下し、その過程
で各鉛直長尺体Ｈ_１、Ｈ_２・・・Ｈ_５の前面を横切る。
生徒には各鉛直長尺体ごとに観察者を予め指名しておい
て各人に矢印片Ａ_１，Ａ_２・・・Ａ_５をもたせておく。
先ず一人の生徒を自己の担当する鉛直長尺体Ｈ_１の正面
に立たせて球体２をレール１上を転動落下させ、放出端
から飛び出した球体２が長尺体Ｈ_１前面を通過するとき
の交差点Ｐ_１を肉眼で観測させ、その点Ｐ_１に矢印片Ａ
_１で印しを付けさせる。続いて、球体２を先と同一条件
で再び転動落下させその放物線軌道を同一生徒に観測さ
せて先に設けた矢印片Ａ_１の位置を修正させ、必要に応
じてこの操作を繰り返えし点Ｐ_１の一層正確な位置を決
定させる。他の生徒についても同じ条件で同様の作業を
繰り返えして各自の担当する垂直長尺体と球体の放物線
軌跡との交差点Ｐ_２〜Ｐ_５に矢印片で印しを付けさせ
る。それから鉛直長尺体Ｈ_１〜Ｈ_５を黒板５上から取り
外して黒板上にチョークで点Ｐ_１〜Ｐ_５を結んで曲線を
描くと放物線Ｌとなる。When using the experimental observation tool consisting of the above-mentioned components, the rail 1 is mounted on the iron blackboard 5 and the short arm portion 1a.
Is horizontally installed, and the long arm portion 1b is extended obliquely upward and fixedly installed by the magnet piece 4, and a plurality of horizontal short arm portions 1a are spaced at appropriate equal intervals from the free end (sphere discharge end) (Fig. (5 in the example), the long bodies H ₁ , H ₂ ... H ₅ are vertically installed on the surface of the blackboard 5. The sphere 2 is applied to the restriction rod 3 at the upper free end of the long arm portion 1b of the rail 1, and is rolled and dropped along the guide groove 1d of the rail 1. Rolled sphere 2 is rail 1
Falls along the trajectory L of the parabola from the discharge end of the object and crosses the front surface of each of the vertical elongated bodies H ₁ , H ₂ ... H _{5 in} the process.
An observer is designated in advance for each vertical elongated body, and each student is given an arrow piece A ₁ , A ₂ ... A ₅ to each student.
First, when one student stands upright in front of the vertical elongated body H _{1 in} charge of him, the sphere 2 rolls and falls on the rail 1, and when the sphere 2 jumping out from the discharge end passes the front of the elongated body H _1. Observe the intersection P ₁ of the eye with the naked eye, and at the point P ₁ the arrow piece A
Mark with ₁ . Then, the sphere 2 rolls and falls again under the same conditions as before, and the same parabolic trajectory is observed by the same student to correct the position of the arrow piece A ₁ previously provided, and this operation may be repeated as necessary. Then, the more accurate position of the point P ₁ is determined. Causing marked with arrows piece intersection P ₂ to P ₅ of the vertical long body and sphere parabolic trajectories also their representatives to Kaee repeated the same operation under the same conditions for other students. Then, when the vertical elongated bodies H _{1 to} H ₅ are removed from the blackboard 5 and the points P _{1 to} P ₅ are connected with chalk on the blackboard to draw a curve, a parabola L is formed.

【０００８】上記のようにして黒板５上に描いた放物線
を検証するために判定用ゲートＧ_１〜Ｇ_５を例えば点Ｐ
_１〜Ｐ_５において放物線をまたいで黒板上に設置する。
このとき、矢印Ｈ_１〜Ｈ_５がゲートＧ_１〜Ｇ_５の設置の
邪魔にならないように考慮して矢印を設置させるか、あ
るいは点Ｐ_１〜Ｐ_５に色違いのチョーク印を付け矢印Ｈ
_１〜Ｈ_５を取除いてからゲートＧ_１〜Ｇ_５設置する。そ
れから、再び球体２をレール１上で先と同一条件で転動
落下させる。球体２が各ゲートＧ_１〜Ｇ_５の開口７ｃを
支障なく通過すれば、描かれた放物線Ｌが正しく生徒の
観察が正確であったことが確認される。描かれた放物線
が正確でないと、球体２はゲートの開口を通過できずに
ゲートに衝突し、ゲートは図６に示すようにして黒板上
で倒れるが、ゲート本体部の裏面の磁石板８ｃによって
黒板上に吸着保持され床上に落下散乱することはない。
描かれた放物線が正確でなかった場合は、何故正確でな
たったかを生徒に考えさせて前記実験を繰り返して行な
う。In order to verify the parabola drawn on the blackboard 5 as described above, the judgment gates G _{1 to} G ₅ are connected to, for example, the point P.
_{In 1 to} P ₅ , install on the blackboard across the parabola.
At this time, the arrows are installed so that the arrows H _{1 to} H ₅ do not interfere with the installation of the gates G _{1 to} G ₅ , or the points P _{1 to} P ₅ are marked with different colored chalks to indicate the arrows H.
_After removing _{1 to} H ₅ , the gates G _{1 to} G _{5 are} installed. Then, the sphere 2 is again rolled and dropped on the rail 1 under the same conditions as before. If spheres 2 pass without hindrance the opening 7c of the gate G ₁ ~G _5, depicted parabolic L that were correct correctly pupils of the observation is confirmed. If the drawn parabola is not accurate, the sphere 2 cannot pass through the opening of the gate and collides with the gate, and the gate falls on the blackboard as shown in FIG. It is absorbed and held on the blackboard and does not fall and scatter on the floor.
If the drawn parabola is not accurate, let the students think why it was incorrect and repeat the experiment.

【０００９】[0009]

【考案の効果】以上のように本考案によれば、従来困難
であった肉眼による放物落下運動の観測を可能ならしめ
るとともに、多数生徒の実験参加による直接体験をも可
能にし、ストロボ撮影などによる間接体験を受け入れる
素地を育成し、理科教育の効果を高めることができる。[Effects of the Invention] As described above, according to the present invention, it is possible to observe the parabolic drop motion with the naked eye, which was difficult in the past, and it is also possible to have a direct experience through the participation of a large number of students in experiments such as stroboscopic photography. It is possible to improve the effect of science education by cultivating the foundation for accepting indirect experiences by students.

【図面の簡単な説明】[Brief description of drawings]

【図１】本考案の一実施例におけるレールを黒板に貼着
設置した状態の側面図。FIG. 1 is a side view showing a state in which a rail according to an embodiment of the present invention is attached and installed on a blackboard.

【図２】図１のＩＩ−ＩＩ線断面図。FIG. 2 is a sectional view taken along line II-II of FIG.

【図３】本考案の観測具の使用時の一態様を示す説明
図。FIG. 3 is an explanatory view showing one mode when the observation tool of the present invention is used.

【図４】本考案の観測具の使用時の他の態様を示す説明
図。FIG. 4 is an explanatory view showing another mode when the observation tool of the present invention is used.

【図５】本考案の判定ゲートの斜視図。FIG. 5 is a perspective view of a determination gate of the present invention.

【図６】判定ゲートを黒板に取付けた状態から球体の衝
突によって黒板上で倒れる状態を示す側面図。FIG. 6 is a side view showing a state in which the judgment gate is attached to the blackboard and falls over the blackboard due to a collision of a sphere.

【符号の説明】[Explanation of symbols]

１ レール ２ 球体 ３ 規制棒 ４ 支持体 ５ 黒板 ７ 薄板 ８ａ、８ｂ、８ｃ 磁石板 Ａ_１〜Ａ_５ 矢印片 Ｈ_１〜Ｈ_５ 長尺体 Ｇ_１〜Ｇ_５ 判定ゲート1 Rail 2 Sphere 3 Control Rod 4 Support 5 Blackboard 7 Thin Plate 8a, 8b, 8c Magnet Plate A _{1 to} A ₅ Arrow Piece H _{1 to} H ₅ Long Body G _{1 to} G ₅ Judgment Gate

Claims (2)

【実用新案登録請求の範囲】[Scope of utility model registration request] 【請求項１】床上に直立設置される磁性体製平坦前面を
有する黒板と、 前半平面部と後半平面部と両半平面部間に介在された中
間わん曲面部とによって一体に形成され、内面に案内溝
が刻設されたわん曲レールと、 このわん曲レールの外面に付設され、前記わん曲レール
を、その内面が前記黒板前面に垂直に、かつ、前記前半
平面部が斜面をなし前記後半平面部が水平面となるよう
に、前記黒板前面に離脱可能に保持する磁気吸着力を有
する複数個の支持片と、 前記黒板前面に設置されたわん曲レール上を前記案内溝
に沿って転動降下し前記水平後半平面部の末端から放出
され前記黒板前面に沿って放物線を描いて落下する球体
と、前記黒板前面において前記落下球体の通過域に鉛直に、
かつ、互いに平行隔離して離脱可能に設置される 磁気吸
着力を有する複数本の長尺体とからなる放物運動実験観
測具。1. A flat front surface made of a magnetic material, which is installed upright on the floor.
It has a blackboard and the middle part between the first half plane part and the second half plane part and both half plane parts
It is integrally formed with the curved surface part and has a guide groove on the inner surface.
A curved rail engraved with the curved rail and the curved rail attached to the outer surface of the curved rail.
The inner surface is perpendicular to the front surface of the blackboard, and the first half
The flat part should be a slope and the latter half flat part should be horizontal.
In addition, it has a magnetic attracting force that detachably holds it on the front surface of the blackboard.
A plurality of supporting pieces and a curved rail installed on the front surface of the blackboard are rolled down along the guide groove and discharged from the end of the horizontal rear half plane portion.
And a sphere that falls by drawing a parabola along the front surface of the blackboard, and vertically in the pass area of the falling sphere on the front surface of the blackboard,
And, a plurality of elongate body Toka Ranaru parabolic motion experimental observation instrument having a magnetic attraction force which is installed detachably in parallel separated from each other. 【請求項２】 前記黒板が磁気吸着力を有する着脱自在
な矢印片と、前記球体が通過可能な開口を備え磁気吸着
力を有する着脱自在な複数のゲートとを備えた請求項１
に記載の放物運動実験観測具。2. The blackboard is provided with a detachable arrow piece having a magnetic attraction force, and a plurality of detachable gates having a magnetic attraction force having an opening through which the sphere can pass.
Parabolic movement experimental observation tool described in.