TWI511100B - Waterflow teaching tool for demonstrating concepts of electricity - Google Patents

Description

Water flow model aids that can be used to simulate electrical concepts

The present invention relates to a teaching aid, and more particularly to a water flow model teaching aid that can be used to simulate an electrical concept.

Many domestic and foreign research reports on electricity show that science teachers generally believe that electricity is difficult to teach, while students generally believe that electricity is difficult to learn. Many research reports on electrical learning point out that after learning electricity, students' understanding of electricity is still very low, and the concept of myth is also very common.

According to the observation of the scholar Shipstone, many adults dare to openly admit that they have never read the electricity, but they will openly admit that there are fewer people who do not understand mechanics; in other words, they at least believe that they have understood the mechanics, and I believe that there are not many people who know how to read electricity.

Why is it so difficult to learn and difficult to teach? We can analyze and explore from the perspectives of macro and micro.

From a macro perspective, the concepts of electricity such as voltage and current are abstract for the average middle school student. When students begin to learn electricity, it is difficult to accept or learn these abstract concepts, and it is difficult to reason, think or solve problems with abstract concepts such as current and voltage. Although some teachers try to use different models, such as the water level model to help students learn, but the results are not good, sometimes due to misuse of analogies or models, but also increase the students' myth.

From a microscopic point of view, current and voltage are a large fundamental mode, that is, voltage, Current is the main concept in the electrical concept architecture, but most teachers teach or explain the operational definition of current and voltage from the most basic position (for example, the current is equal to the amount of electricity flow divided by time). Rarely from the electrical architecture to explain the properties of current and voltage and the relationship between them. Taking current as an example, for various reasons, very few middle school physics teachers will discuss the microscopic mechanism of current with students, such as why electrons flow in the wire, how electrons move in the wire, and how does the resistance release the energy? If the teacher does not make the necessary explanations for these micro-mechanisms based on the student's prior knowledge, the students will certainly fill these vacancies according to their own experience, because these micro-mechanisms are an integral part of the students' formation of their personal conceptual structure, and the students Understanding the results of electricity based on his personal experience eventually led to the formation of a variety of electrical myths.

Herron et al. have divided scientific concepts into three categories: (1) concepts with perceptible attributes and perceptible examples; (2) concepts with perceptible examples but no perceptible attributes; and (3) neither The identifiable attributes do not have the concept of sensible examples. Examples of sensible perceptions can be observed directly and are more specific than examples of imperceptibility.

Many scientific concepts have no sensible examples at all, such as atoms, ions, molecules, genes, etc., because they are too small to be perceived. For some learners, these things can be difficult to understand because they are not directly conscious. These concepts must be illustrated using models or graphics so that students can visually understand the attributes of this concept.

Therefore, many teachers use the teaching aids that can aid in the simulation of electrical concepts when teaching the concept of electrical conductivity. The applicant found that the water flow, water pressure and current, voltage performance have similarities, but in practice, the flow model teaching aids are used in electrical teaching, but the current water flow model teaching aids are not suitable. Used to illustrate the abstraction of voltage, current, and resistance concept.

For example, in TW M352740, the teaching aid for water kinetic energy generation, it mainly describes the dynamic and potential energy conversion of water, and the dynamic and electrical energy conversion between the turbine and the generator, but the teaching aid cannot be used to simulate The performance of voltage and current.

In the TW M363041 "Tiltable Connecting Pipe Teaching Tool" patent case, it mainly uses the connecting pipe to explain the concept of water pressure, but the teaching aid cannot be used to simulate the performance of current.

In addition, CN 2146754Y "Multi-function Demonstration Sink" patent case uses the water tank and several carcasses to simulate the performance of hydraulics, but such teaching aids are also not suitable for teaching basic electrical concepts such as voltage, current and resistance.

In view of the above, one of the main objects of the present invention is to provide a water flow model teaching tool that can be used to simulate electrical concepts such as voltage, current, and resistance.

In order to achieve the foregoing and other objects, the present invention provides a water flow model teaching aid that can be used to simulate an electrical concept, comprising a main line and a plurality of columns having a starting end, an ending end, and a plurality of starting and ending ends. An inter-node and a plurality of connection segments connected between the plurality of nodes, the start end being connected to a water pressure supply source, the main line defining a first-class track for guiding a flow of water from the start end to the end point. The plurality of columns are respectively inserted into the nodes of the main line, each of the columns has at least one opening communicating with the outside, and each of the columns defines a water pressure reaction chamber communicating with the opening and the flow path The water pressure reaction chamber is injected with a water supply flow, and the water level of the water pressure reaction chamber corresponds to the water pressure of the associated node.

The invention provides the water flow model teaching aid, the water flow inside the main road can be analogized to electric current, the water pressure can be analogized to electric potential, the water pressure difference can be analogous to the electric potential difference, and the water flow resistance can be classified. The ratio is the resistance, and the water supply is analogous to the battery, thereby simulating the concept or law of the DC circuit.

10‧‧‧main road

11‧‧‧Starting end

12‧‧‧ Terminal

131, 132, 133, 134, 135, 136, 137, 138‧‧‧ nodes

141, 142, 143, 144, 145, 146‧‧ ‧ connection segments

15‧‧‧ adjustable water valve

21, 22, 23, 24, 25, 26, 27, 28‧ ‧ column

29‧‧‧ openings

30‧‧‧Sink

40‧‧‧Pressure pump

41‧‧‧ Inlet

42‧‧‧Water outlet

50‧‧‧Water tap

60‧‧‧ solid particles

70‧‧‧Waterwheel

H1, H2, H3, H4, H5, H6, H7‧‧‧ water height

Fig. 1 is a perspective view showing a first embodiment of the present invention.

Fig. 2 is a perspective view showing a second embodiment of the present invention.

Figure 3 is a perspective view of a third embodiment of the present invention.

Figure 4 is a side elevational view of the first paragraph of the main road of the present invention.

Figure 5 is a side elevational view of the second paragraph of the main road of the present invention.

Figure 6 is a side elevational view of two parallel columns of the main road of the present invention.

Figure 7 is a side elevational view of the third paragraph of the main road of the present invention.

First, please refer to FIG. 1 , which is a water flow model teaching aid according to a first embodiment of the present invention. The water flow model teaching aid includes a main pipe 10 and a plurality of pipe strings 21-28.

The main line 10 has a starting end 11, a destination end 12, a plurality of nodes 131-138 between the starting end 11 and the ending end 12, and a plurality of connecting sections 141-146 connected between the plurality of nodes 131-138. The starting end 11 is for connection to a water pressure supply source, and the main line 10 defines a substantially closed flow path for guiding a flow of water from the starting end 11 to the end point 12. The substantially closed flow passage means that the conduit between the starting end 11 and the end end 12 is not in direct communication with the outside, that is, the flow passage of the present invention is not an open trench above. By making the flow passage substantially closed, it is possible to maintain a certain water pressure in the flow of water flowing in the flow passage.

The columns 21-28 are respectively inserted into the nodes 131-138 of the main line 10, and each of the columns 21-28 has at least one opening 29 communicating with the outside, and each of the columns 21-28 Internally defining a water pressure reaction chamber communicating with the opening 29 and the flow path of the main line 10, the water pressure reaction chamber is a water supply flow injection, and the water surface height of the water pressure reaction chamber corresponds to the node 131-138 Water pressure. In this embodiment, the top ends of the columns 21-28 are all open, so the openings 29 are located at the top ends of the columns 21-28. It can be understood that since the purpose of opening the openings 29 is mainly for the water pressure reaction chamber to communicate with the outside, the position of the opening 29 is not necessarily located at the top of the column 21-28, for example, the opening 29 can also be opened in the column. The side of 21-28, in order to avoid leakage of water, the height of the opening 29 should still be higher than the water level of the water pressure reaction chamber.

In order to store the water to be used, the water flow model teaching aid of the embodiment further includes a water tank 30, and the water pressure supply source is a pressure pump 40 provided in the water tank 30, and the water outlet 42 and the main pipe of the pressure pump 40. The starting end 11 of the 10 is connected to pressurize the water in the water tank 30 to the flow path of the main pipe 10, and after the water flows through the respective connecting sections 141-146, the end end 12 of the autonomous pipe 10 is returned to the water tank 30.

The water flow model teaching device of the foregoing embodiment uses the water tank 30 to accommodate the water flowing out from the end point 12, but as shown in Fig. 2, in the second embodiment of the present invention, the water tank 30 can also be omitted. The end end 12 of the main line 10 is connected to the water inlet 41 of the pressurizing pump 40, and the starting end 11 is connected to the water outlet of the pressurizing pump 40. This design makes it easier for the student to understand that the water flow model teaching aid can be analogized as a closed type. DC circuit.

The water flow model teaching aid of the foregoing embodiment uses the pressure pump 40 as the water pressure supply source, but the specific embodiment of the water pressure supply source is not limited thereto, and other sources for forming the water flow in the main line 10 are also feasible. In the third embodiment shown in FIG. 3, the water pressure supply source is a faucet 50 connected to a water source such as a water pipe. Since the water flowing out of the faucet 50 usually has a certain water pressure, the faucet is directly used. 50 as a water pressure supply source is also specific The way of the line. It is additionally noted that although the water flow model teaching aid of the third embodiment is not a closed water flow circuit in appearance, the water flow model teaching aid can still be analogized to one of the small circuit circuits in the direct current circuit.

To facilitate viewing of the water level within the column 20, a colorant can be added to the water. On the other hand, in order to facilitate the observation of the flow velocity in the flow channel, a plurality of solid particles 60 (such as FIG. 4), such as sesame having a density close to that of water, may be added to the water, so that the flow of water in the main pipe 10 can be easily observed. These solid particles 60 can also symbolize the electrons flowing in the wires.

In order to be able to adjust the water pressure conveniently, the main line 10 can further have an adjustable water valve 15 between the starting end 11 and the first node 131 through which the water flows (ie, the node 13 in which the column 21 is inserted) .

Referring to FIG. 4, when the water flow sequentially flows through the connecting section 141 between the tubular strings 21-23, the water pressure at the node 131 where the tubular string 21 is located is high, so that the water surface height H1 is also in all the tubular strings 21-28. At the highest point, the connecting section 141 between the columns 21, 22 creates a flow resistance, so that the water pressure at the node 132 where the column 22 is located is slightly lowered, and the water level H2 is slightly lower than the water level H1. Moreover, the diameter of the connecting section 142 is smaller than the diameter of the connecting section 141, so that the flow resistance is higher, so that the water pressure of the node 133 where the column 23 is located is more obviously reduced, and the water surface height H3 is smaller than the water surface height H2. That is, the difference in water level between the columns 22, 23 is greater than the difference in level between the columns 21, 22. The connecting sections 141, 142 in series relationship can be used to compare the characteristics of the series circuit, that is, the current (water flow) of the series circuit is equal, and the total voltage of the series circuit is equal to the partial voltage (water pressure difference); The larger the resistance (for example, the flow resistance of the connecting section 142 is large), the potential difference (surface height difference) is also large. In addition, since the cross-sectional area of the connecting section 142 is small, the flow velocity of the solid particles 60 becomes faster, which is analogous to the faster drift of electrons.

It can be understood that if a circuit with a large resistance is to be simulated, a connection section having a small diameter and/or an uneven inner wall of the pipeline can be used; if it is to simulate a circuit having a small resistance, it can be used. A connecting section having a large diameter and/or a smooth, linear inner wall.

Referring to FIG. 5, a connecting portion 143 between the columns 23 and 24 is further provided with a water tank 70. The water tank 70 can be analogized to a load in a DC circuit. When the water flows through the water tank 70, the water tank 70 is rotated. Therefore, the water level H4 of the column 24 is significantly smaller than the water level H3.

Referring to Figures 1, 6, and 7, the connecting section 145 between the tubular strings 25, 27 and the connecting sections 146 between the tubular strings 26, 28 are arranged in parallel, and the water surface heights H5, H6 of the tubular strings 25, 26 are shown. The height is less than half the height of the water surface height H4, and the water level H7 of the column 27 is smaller than the water surface height H5, and the water level of the column 28 is the same as the column 27. These parallel relationships can be used to simulate the performance of parallel circuits, that is, the voltages of the parallel circuits (water surface height) are equal, and the total current of the parallel circuits is equal to the sum of the divided currents (water flows). In this embodiment, only two connecting segments 145, 146 are arranged in parallel, but in fact, more connecting segments are arranged in parallel to simulate the performance of the parallel circuit.

The connecting sections 141-146 may be transparent hoses, and the user can observe that the flow rate of the whole and the connecting sections and the water pressure of the column are changed by kneading a certain connecting section.

Specifically, the positions of the respective columns 21-28 inserted in the main line 10 are defined as the nodes 131-138, and the shapes of the nodes 131-138 are not particularly limited, for example, the nodes 131-138 are not It must have a thicker pipe diameter. In a preferred embodiment, the node may be a three-way pipe or a multi-way pipe of three or more. The pipe string may be inserted into one of the through holes of the three-way pipe/multi-pass pipe by means of a cork stopper or the like, and connected The segment and the nodes can be in a detachable connection relationship, and the user can The point and the connection segment are arbitrarily combined to simulate different DC circuits. In addition, the shape of the tubular strings 21-28 is not necessarily a straight-type tubular string, but it may also have a curved, wavy or other irregular shape, and the thickness of each of the tubular strings 21-28 need not be identical. In a possible embodiment, the tubular string and the node may be integrally formed; in other possible embodiments, the tubular string, the node and the connecting segment may be integrally formed.

With the water flow model teaching aid provided by the invention, the water flow inside the main road can be analogized to current, the water pressure can be analogized to potential, the water pressure difference can be analogized to potential difference, the water flow resistance can be analogized to resistance, and the water pressure supply can be analogized. For the battery, this simulates the concept or law of DC circuits, assists teachers in teaching electrical concepts, and allows students to learn electrical concepts faster and more accurately, while reducing the possibility of creating myths.

Finally, it should be noted that the constituent elements disclosed in the foregoing embodiments are merely illustrative and are not intended to limit the scope of the present invention. Alternatives or variations of other equivalent elements should also be applied for in this case. Covered by the scope.

10‧‧‧main road

11‧‧‧Starting end

12‧‧‧ Terminal

131, 132, 133, 134, 135, 136, 137, 138‧‧‧ nodes

141, 142, 143, 144, 145, 146‧‧ ‧ connection segments

15‧‧‧ adjustable water valve

21, 22, 23, 24, 25, 26, 27, 28‧ ‧ column

29‧‧‧ openings

30‧‧‧Sink

40‧‧‧Pressure pump

42‧‧‧Water outlet

Claims (10)

A water flow model teaching aid that can be used to simulate an electrical concept, comprising: a main line having a starting end, an ending end, a plurality of nodes between the starting end and the ending end, and a plurality of connecting segments connected between the plurality of nodes, the The beginning end is connected to a water pressure supply source, and the main line defines a substantially closed flow path for guiding a water flow from the start end to the end end; and a plurality of pipe columns respectively inserted in the main pipe Each of the columns has at least one opening communicating with the outside, and each of the columns defines a water pressure reaction chamber communicating with the opening and the flow channel, and the water pressure reaction chamber is injected with a water supply flow, and The water level of the hydrostatic reaction chamber corresponds to the water pressure at the node where it is located. A water flow model teaching aid that can be used to simulate an electrical concept as described in claim 1 wherein the hydraulic supply is a pressurized pump. The water flow model teaching aid, which can be used to simulate the electrical concept, as described in claim 2, further includes a water tank for accommodating water flowing from the end point, and the pressure pump is disposed in the water tank. A water flow model teaching aid that can be used to simulate an electrical concept as described in claim 2, wherein the pressure pump has a water inlet connected to the end point and a water outlet connected to the starting end. A water flow model teaching aid that can be used to simulate an electrical concept as described in any one of claims 1 to 4, wherein the main line further has an adjustable water valve between the starting end and a first node through which the water flows. A water flow model teaching aid that can be used to simulate an electrical concept as described in any one of claims 1 to 4, wherein at least one of the connecting sections has a smaller diameter than the other connected sections. The water flow model that can be used to simulate the electrical concept can be taught as described in any one of claims 1 to 4. The utility model further comprises a water tank set in one of the connecting sections. A water flow model teaching aid that can be used to simulate an electrical concept as described in any one of claims 1 to 4, wherein at least two connecting segments are arranged in parallel. A water flow model teaching aid that can be used to simulate an electrical concept as described in any one of claims 1 to 4, wherein the water flow for introducing the flow path carries a plurality of solid particles. A water flow model teaching aid that can be used to simulate an electrical concept as described in any one of claims 1 to 4, wherein a coloring material is added to water for introducing the flow path.