JPS62151879A - Wind ran for teaching aid - Google Patents

Abstract

(57) [Summary] This bulletin contains application data before electronic filing, so abstract data is not recorded.

Description

[Detailed Description of the Invention] <Industrial Application Field> The disclosed technology belongs to the field of structural technology for windmill sets for educational materials used as appendices to monthly learning magazines and the like.

<Summary of the gist> The invention of this application is a windmill set that can be assembled freely and is used as a supplement to learning magazines for school children, etc., in which a shaft is horizontally installed in the upper part of a stand so as to be rotatable, and a windmill is mounted on one side of the set. This invention relates to a windmill set for teaching materials that can be assembled freely, in which the rotational force of the windmill is outputted through gears, etc., which are provided with a variable pitch on the other hand and which can freely mesh with each other. An arm is inserted into the slit and held in place, and is locked with an adjustment knob pivoted on the stand, and the tip of the arm holds one of a pair of rings supported on the shaft. , the pitch angle of each blade provided at an eccentric position of the disk connected between the pair of wheels defines the eccentric support shaft of the disk.

This invention relates to a windmill set for teaching materials that can be freely controlled by the operation of an adjustment knob of a supported blade bearing shaft and can perform rotational transmission motion in response to wind power.

<Prior Art> As is well known, modern civilization is largely dependent on mechanical devices, and as a result, the importance of basic learning in science and technology, which forms the basis of education, has been attracting a great deal of attention.

In particular, learning guidance for children in the lower grades of elementary school forms the basis of education and is linked to increased motivation for learning and research.

However, in general, in school education for lower grades, due to time and financial constraints during this important period of basic education, students often simply rely on textbooks and reference books as the basis for learning. Learning in this field has a lot of theoretical aspects and has very little practical value in the real world, so to compensate for this, for example, there are teaching materials that aim to provide teaching materials with content that cannot be obtained from the Gakubi Yushi. There is a desire for something that will stimulate school children's interest in learning and that is also suitable for their environment, but until now there have been very few products that meet their needs.

By the way, practical technology owes a lot to academia,
Among them, wind power utilization technology is used not only in power transmission mechanisms, but also in
Conversion mechanisms that utilize the natural phenomenon of wind to convert power transmission from wind power into power generation and supply electricity are essential in modern social life from the standpoint of resource and energy conservation, and in particular, Learning about wind power transmission in science education is extremely important.

Since power transmission and motion conversion mechanisms that utilize the natural phenomenon of wind are widely used in the real world, learning their basic structures and power transmission is extremely important.

<Problems to be solved by the invention> However, conventional teaching materials for learning wind power devices are simply about learning about power transmission, etc., and for example, it is difficult to visually grasp the meshing of gears, which is a means of transmission. In addition, there are many resin molded products that are used as simple learning tools, but for example, there are windmills with multiple blades fixed to the shaft in advance and assembled as a finished product. Because of the large number of books, they lacked the ability to learn the essential aspects of windmill functions and fluid mechanics, and were not able to fully demonstrate their functions as teaching materials.

In addition, traditionally windmills were generally thought to be used only for the purpose of pumping water or crushing powder, but in modern society, wind turbines are being used to generate electricity, for example by using natural wind. In particular, the number of rotations of windmill blades has been attracting attention, and on days when the wind blows strongly, the amount of work a windmill has to do increases, and conversely, on days when there is no wind, windmills There are days when children hardly move and are unable to work, so they are greatly affected by the weather, and it is important that schoolchildren understand the size and strength of wind power. The problem was that it was hardly understood.

<Purpose of the Invention> The purpose of the proposed invention is to solve the problems of windmills for teaching materials based on the above-mentioned prior art, and to solve the problems of windmills for teaching materials based on the above-mentioned prior art. Understand the ability to adjust the wind by freely changing the pitch angle of each blade so that it can be used to reduce the influence of natural phenomena, or use it to your advantage.
The purpose is to make it easier to understand that the amount of work changes depending on wind power, and to provide an excellent windmill set for teaching materials that will benefit the field of model technology application in the educational industry.

<Means/effects for solving the problem> In order to solve the above-mentioned problem, the structure of the invention of this application, which is summarized in the above-mentioned claims in accordance with the above-mentioned purpose, is to be published as an appendix of Gaku II magazine for school children. For the multiple installations that combine with resin blades to form various mechanisms in the cardboard box of the learning set used for Depending on the selection, each part is combined with the base plate in a predetermined manner to form a unit in an exclusive manner and stored in a cardboard box, and each part is combined with the base plate according to the instructions to ensure that various wind turbine mechanisms are assembled. It is now possible to operate wind power or wind-powered machines, and when assembled, wheels are interposed on both sides through the blades and shafts, and an arm is used to adjust the wheels back and forth. is supported on a stand, and the pitch angle of each blade can be changed by adjusting the arm, so that even when the wind is strong,
Technical measures have been taken to ensure that when learning, students will understand that they can perform the specified work even when the wind is weak, and that they can basically control the size of the work depending on the strength and weakness of the wind. It is.

<Embodiments - Configuration> Next, embodiments of the invention of this application will be described below based on the drawings.

In the embodiment shown in FIGS. 2 to 6, a study set, which constitutes the gist of the invention of this application, is set as one unit in a cardboard box, which is also not shown, and which is shown in the appendix of a learning magazine for lower grades of elementary school (not shown). The installations shown in Figure 2.3 are roughly divided into piece sets 1.2 and 1.
, the installation shown in Figure 4 is work set 3 and work set 5.
The set 4 of base plates shown in the figure is divided into two sets, and as described above, they are housed as one unit inside a cardboard box.

Note that the cardboard box contains a chip for double-sided tape.

To explain each of the above-mentioned sets in detail, the installation shown in Figure 2.3 is similar to that of a general so-called plastic model kit, in which piece set 1.2 is installed via runner resin 5.5 during molding. Each part includes a rotary table 6, a wheel 7 with three holes, a wheel with three upper and lower bolts, a wheel 7'' with three holes, and each blade bearing shaft. 8. Rotating shaft 9. Arm 10. Knob 1
2. The impeller 15 with a large number of integrally molded blades, the stand 16, each panel 17, the gear 18 of the bevel gear, the blade bearing shaft 19, the stand 20, etc. are integrally and continuously molded with a predetermined resin material, so that they can be easily cut by nail clippers, etc. Each part is cut and separated and then assembled.

Thus, the blade bearing 8 is attached to the disk 8'.
' and a support shaft 8'' are eccentrically provided on both sides of the disc 8'.

Further, the work set 3 shown in FIG. 4 includes a paper stroboscope 21, 21, a propeller rotating plate 22 made of a coos piece made of resin, long and short metal shafts 23, 23', etc., and a sheet 24. Each blade 25...
・It consists of an assembly of parts that are integrally formed through a removable half-cut part, and is stored in a plastic bag or the like.

The base plate 4 made of resin shown in FIG. 5 is formed into a rectangular dish shape as shown in the figure, and each pin at the base of the stand 16 and 16' of the piece set 2 is inserted into the bottom surface of the base plate 4. Holes 27 . . . of a size that allows this are bored at predetermined locations.

In addition, all of the kits in the set shown in Figures 2 to 5 above can be assembled by means such as loose insertion, press-fitting, and fitting after each piece is removed using nail clippers or the like. It does not use any glue or the like, and is designed so that schoolchildren, regardless of their dexterity or gender, can learn windmill mechanisms that are more scientific than clumsy craft techniques.

<71 Actual Color Examples - Effects> In the above configuration, first, as shown in Figure 1.6, the work of the windmill is basically determined by the strength and weakness of the wind, which is a natural phenomenon, as is commonly known even to schoolchildren. To explain an example in which the structure in which ω increases and decreases can be reproduced and reviewed to fully deepen the understanding, as mentioned earlier, the installation shown in Fig. 2.3.4 is for piece set 1.2, workpiece To install each set 3, cut and separate the piece sets 6 to 20 from the runner resin 5 using a nail clipper or the like, and also attach each blade 25 from the sheet 24 of the work set 3 to the sheet 24 as shown in FIG. Remove from the connecting part of the semi-annual joint, and
Take out each shaft 23.23' and place both ends of each panel 17 on the surface of the stand 16.16 as shown in FIG.
XH, and the upper and lower panels are fitted into holes (not shown) in the stand 16.

Further, on the other side of the stand 16, each blade 25 is adhered to one side of the blade holder 8'' of each blade bearing shaft 8 with double-sided tape of a kit part (not shown), and the support shaft 8 at the tip of each blade bearing shaft 8 is attached.
1 to the upper and lower bearings 19.19, fit them into the holes on the mating surfaces, and then fit the three attached wheels 7' to the vane bearing 19.
Press fit through the three holes drilled in the bearing 19.19.
The transponders 7 and 7' are calibrated by inserting three pillars into their three holes on both sides of the body, and the shaft 23 is inserted into the center hole of the bearing 19 and 19 interposed between the wheels. The rotating shaft 9 loosely inserted into the shaft 23 is inserted, and the stopper 13 is fitted onto the tip of the shaft 23 to stop handling.

Furthermore, each ring 11 is fitted into the forked portion at the tip of one arm 10, and then inserted into the substantially square hole 28 of the stand 16. At the center of the hole 28, the knob 12 is inserted into the stand 16.16.
The outer ends of the arms 10, which are fitted into the slits 12' and held by the rings 11 on the outer periphery of the transponder 7', are held by the slits 12', and each block is assembled in this way. Once the installation is complete, as shown in Figure 1, the base plate 4 can be installed by aligning the stand 16.16 with respect to the hole 27.
The respective pins 29' protruding from the four corners of the lower surface are fitted and attached.

Then, the shaft 23' having the gear 18 of the bevel gear press-fitted therein is inserted into the panel 17, and a rotary table is press-fitted into the upper end thereof, and the gears 18 and 18 of the bevel gear are engaged with each other.

Therefore, as shown in FIG. 9.10, the transponders 7 and 7' are integrated by press-fitting three columns, or the bearings 19.
A support shaft 81 is loosely inserted into the collar 19' of No. 19, so that it can slide freely back and forth in the axial direction of the case 19'.
The outer circumferential edge of the disk 8' of the vane bearing lN13, in which the support shaft 81 is freely supported by the bearing 19, is inscribed in the transponder 7.7', so that the transponder 7.7' is integrally attached to the collar 19'. As shown in FIG. 9.10, each blade 25 is controlled so that its pitch can be varied by sliding the blade 25.

This variable pitch is achieved by rotating the knob 12 so that the arm 10 moves forward and connects the ring body 7' to the collar 19 through the rings 11 and 11.
′ by sliding back and forth.

In this way, as shown in FIG. 6, the wind turbine mechanism 30 is rotated by '+q', and each blade 25 is strongly affected by the wind, so that it is locked to the shaft 23,23' via the rotation l11119. The gears 18 of each bevel gear are rotated, and the rotary table 6 is also rotated, but if the number of rotations and amount of work of each blade 25 changes due to the wind, which is a natural phenomenon, As shown in the figure, the arm 10 is moved left and right and back and forth via the knob 12 so that each blade 25 is in the position A when the wind is strong, and the wheels 7.7,' slide onto the bearing 9. The disk 8' rotates around the spindle 8'',
Therefore, each blade 25 is at position B, and the support shaft 81, which is integrally provided on the back side of the disk 8' of the blade bearing shaft 8, is placed on the bearing 19.
By being rotated around the hole drilled in the blade, the pitch of each blade 25 is changed, and the amount of work can be changed correspondingly to the wind caused by a natural phenomenon. The mechanism is learned.

By adjusting the rotation angle of the knob 12, the workings of these mechanisms can be more fully understood, and when viewed from above,
The mechanism of motion conversion of a wind turbine can be understood by visually observing it from a side view or other posture.

In addition, as shown in FIG. 6, the stroboscope 21 is placed on the rotary table 6, the stopper 14 is fitted to the central protrusion, and the stroboscope 21 is illuminated with a fluorescent light (not shown). The number of revolutions per minute was observed as 1 hakama,
Students will learn how to increase and decrease the rotation speed by changing the wind turbine's variable pitch and by changing the strength of the wind.

Next, in the embodiment shown in FIG. 7.8, the visual effect due to the difference in rotational speed due to the propeller 22 as a coos piece is achieved by horizontal rotation around the vertical axis of the rotary motion using the impeller 15 via the gear 18. This is an aspect of the mechanism for converting horizontal rotation around a vertical axis.First, cut out from runner 5 and set
Stand 20 with its legs fitted into holes 21, 27...
By holding the base of the hose 26 press-fitted in the mouth and blowing, the rotary actuator acts, and the breath injected from the nozzle at the end of the hose 26 exerts dynamic pressure on each blade of the impeller 15. The wind pressure rotates the rotating shaft 9, the impeller 15 rotates, and the propeller 22 flies up and down according to its rotation speed, which also makes it easy to understand the principle of the above-mentioned motion conversion. .

It should be noted that each block piece etc. can be easily assembled to the base plate 4 by school children according to the installation manual.

It goes without saying that the embodiments of the invention of this application are not limited to the above-mentioned embodiments, and the design may be changed by changing the angle of the blades of the propeller 22 in the embodiment shown in FIG. 8 above. By bending it in the direction of the arrow and supporting it on the tip of the rotary table 6, the hose 26 sends wind, converts horizontal rotation to vertical rotation to the propeller 22, and rotates the propeller 22.
For example, it is possible to make it possible for the user to learn the function of adjusting the height of the flight.

<Effects of the Invention> As described above, according to the invention of this application, gears are the core of the motion conversion that plays an extremely important role in the mechanical devices that basically support modern civilization from its foundations. The mechanism has the excellent effect of allowing school children to learn the rotational transmission motion of windmills in various forms.

Moreover, since all the block pieces etc. are not assembled through adhesive bonding, but through fitting engagement, it is possible to make the rotation of each blade by a windmill appear, so it is not just a simple assembly process. The educational effect of being able to learn the windmill mechanism itself is fully incorporated, and the excellent effect of allowing school children to learn it regardless of their dexterity or clumsiness is achieved.

In this way, students can learn the basic work transmission and motion conversion of wind turbine mechanisms, such as speeding up and decelerating the rotational motion of each blade stored in the set, and converting rotational motion from vertical rotation to horizontal rotation. In addition, not only does the amount of work change greatly due to speeding up or deceleration of the rotational motion depending on the strength of the wind, but the speedup or deceleration of the rotational motion of each blade is a transformation of the rotational motion that is greatly influenced by the wind force due to natural phenomena. As opposed to the basic wind turbine mechanism, the rotational movement of each blade can be controlled by changing the angle of each blade in a variable pitch manner. Even on days with weak wind, it is possible to master the specified work and power transmission motion by controlling the wind force that hits each blade, and if the mutual adjustment and alignment of each blade in a wind turbine device is not done correctly, its original function will be lost. There is also an educational effect in that students can automatically remember that they are unable to demonstrate their abilities.

Furthermore, the school kit allows school children to learn how the pitch change of a propeller installed on an airplane, etc., affects the increase or decrease of rotational motion, an important mechanical function that is familiar to them. It has the excellent effect of greatly promoting learning.

Furthermore, the eraser set of the invention of this application can be used as an appendix for learning magazines and reference materials, and since it is made of resin, it can be mass-produced accurately, thereby reducing costs. This also has the advantage of not placing a heavy financial burden on students.

[Brief explanation of drawings]

The drawings are detailed explanatory views of the invention of this application, and Fig. 1 is a perspective view showing the overall assembly of each part in one embodiment, and Fig. 2 is a plan view of one injection molded part of the assembly block for installation in the kit. Fig. 3 is a plan view of the two injection molded parts of the assembly block for installation in the kit, Fig. 4 is a plan view of the parts of the workpiece, Fig. 5 is a perspective view of the base plate, Fig. 6 is Fig. 1 Fig. 7 shows the hose attachment, Fig. 8 shows a perspective view of the example of the mechanism that converts rotational movement into vertical movement of the propeller, and Fig. 9 shows changes in the blades. FIG. 10 is a partially enlarged view of the blade, and FIG. 11 is a perspective view of each blade.

Claims (6)

[Claims] (1) In a mechanical windmill set in which a windmill is mounted on a shaft supported by a stand via a variable pitch mechanism, a knob that can be set freely in the slit of the stand is linked to the variable pitch mechanism via an arm. be made free,
The arm is freely engaged with one of a pair of regularly spaced rings that are slidable in the axial direction of the shaft, and a disk inscribed in the pair of rings is mounted on the shaft. A windmill set for teaching materials, characterized in that it is supported on a rotating shaft via an eccentric support shaft and has blades eccentrically located on the opposite side of the support shaft. (2) The windmill set for teaching materials according to claim 1, wherein the pair of wheels rotatably support the eccentric support shaft. (3) The windmill set for teaching materials as set forth in claim 1, wherein the blades are attached to flanges provided on an eccentric device of the disk. (4) In a mechanical windmill set in which a windmill is mounted on a shaft supported by a stand via a variable pitch mechanism, a knob that can be set freely in the slit of the stand is linked to the variable pitch mechanism via an arm. be made free,
The arm is freely engaged with one of a pair of regularly spaced rings that are slidable in the axial direction of the shaft, and a disk inscribed in the pair of rings is mounted on the shaft. It is supported on the rotating shaft via an eccentric support shaft and has a blade eccentrically located on the opposite side of the support shaft, while another shaft is provided perpendicularly through a gear mechanism provided on the shaft. A windmill set for teaching materials, characterized in that the vertical shaft is provided with another rotating body. (5) The windmill set for teaching materials according to claim 4, wherein the other rotating body is a stroboscope. (6) The windmill set for teaching materials according to claim 4, wherein the other rotating body is a coos piece.