Applicable age group: 14 years+ Main material: ABS (plastic) Color: Blue<\/p>\n
The equipment for the electrophysics laboratory is made of durable ABS plastic. It is packed in a storage box measuring 23 x 16 x 3 cm and weighs approximately 0.50 kg. Please note that 2 AA batteries are required for its operation (batteries are not provided). Live English manual for daily use.<\/div>\n
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\n![\"1](\"https:\/\/img.kwcdn.com\/product\/fancy\/5fc31f5e-a1d0-4ab1-a106-967310882f2f.jpg?imageView2\/2\/w\/800\/q\/70\/format\/webp\")
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\n![\"1](\"https:\/\/img.kwcdn.com\/product\/fancy\/781ebdd0-bea5-4fa0-89d1-626fb8b606e4.jpg?imageView2\/2\/w\/800\/q\/70\/format\/webp\")
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<\/div>\nPhysical Electricity Experiment Box
\nExperiment 1: Simple Circuits
\nLearning Objectives
\n1, master the basic components of the circuit and the role of the components of what parts.
\n2, master the three states of the electric circuit: broken, through, short circuit.
\n3, to understand the hazards of short circuits and the application of local short circuits.Equipment: battery box, batteries, switches, small lamp base, wire, small electric beadsOur families are often faced with a lot of electrical appliances, they are connected to a circuit inorder
\nto work, then how to form a circuit? What are the elements of a circuit? Let us use a small
\nlightbulb as an electrical appliance, do-it-yourself composition of the simplest circuit.Experimental design.
\n1, such as Fiqure 1-1 and Figure 1-2 to form a circuit, and close the switch to make the circuitwork, to understand what is through? What is a broken circuit? Think: the recent circuit hasthose parts of the composition, the role of each part is what?
\nFigure 1-1 Figure<\/div>\n
\nExperiment 1: Simple Circuits
\nLearning Objectives
\n1, master the basic components of the circuit and the role of the components of what parts.
\n2, master the three states of the electric circuit: broken, through, short circuit.
\n3, to understand the hazards of short circuits and the application of local short circuits.Equipment: battery box, batteries, switches, small lamp base, wire, small electric beadsOur families are often faced with a lot of electrical appliances, they are connected to a circuit inorder
\nto work, then how to form a circuit? What are the elements of a circuit? Let us use a small
\nlightbulb as an electrical appliance, do-it-yourself composition of the simplest circuit.Experimental design.
\n1, such as Fiqure 1-1 and Figure 1-2 to form a circuit, and close the switch to make the circuitwork, to understand what is through? What is a broken circuit? Think: the recent circuit hasthose parts of the composition, the role of each part is what?
\nFigure 1-1 Figure<\/div>\n
Experiment 2: Series and Parallel CircuitsLearning Objectives.
\n1\u3001 Know what a series circuit is and can connect series circuits.
\n2, understand the basic characteristics of series circuits (path of current, switch position on
\nthecircuit)
\n3, know what is a parallel circuit, can connect the basic parallel circuit
\n4, understand the characteristics of parallel circuits, can distinguish between dry circuit,
\nbranchcircuit, know the role of dry circuit switch and branch switch.Equipment: battery box,
\nbatteries, switch, small electric beads, wire, small lamp base.We put a small electric bead
\ninto the circuit to form a most basic simple circuit, but in real lifewe all have a lot of electrical
\nappliances into the agreed circuit, so how do we use electricalappliances into the same
\ncircuit, then how can we access more than one electrical applianceinto the same circuit?
\nWhat are the connection methods?Below also let us use multiple small electric beads on
\nbehalf of multiple electrical appliancesconnected to the circuit, see some of the connection.<\/div>\n
\n1\u3001 Know what a series circuit is and can connect series circuits.
\n2, understand the basic characteristics of series circuits (path of current, switch position on
\nthecircuit)
\n3, know what is a parallel circuit, can connect the basic parallel circuit
\n4, understand the characteristics of parallel circuits, can distinguish between dry circuit,
\nbranchcircuit, know the role of dry circuit switch and branch switch.Equipment: battery box,
\nbatteries, switch, small electric beads, wire, small lamp base.We put a small electric bead
\ninto the circuit to form a most basic simple circuit, but in real lifewe all have a lot of electrical
\nappliances into the agreed circuit, so how do we use electricalappliances into the same
\ncircuit, then how can we access more than one electrical applianceinto the same circuit?
\nWhat are the connection methods?Below also let us use multiple small electric beads on
\nbehalf of multiple electrical appliancesconnected to the circuit, see some of the connection.<\/div>\n
Experiment 3:Electromagnet ExperimentLearning Objectives.
\n1, know the structure and principle of electromagnet
\n2, know the size of the magnetism of the electromagnet andthose
\nfactors.
\n3, to understand the application of electromagnets in a varietyof
\noccasions, solenoids energized after the remaining magneticfeld,
\nwhich is similar to the bar magnet, but the magnetic islimited, so
\nhow to increase the solenoid’s magnetism? Let’sexplore the
\nfollowing hands Experimental equipment: solenoid, battery box,
\nbatteries, wire,nail<\/div>\n
\n1, know the structure and principle of electromagnet
\n2, know the size of the magnetism of the electromagnet andthose
\nfactors.
\n3, to understand the application of electromagnets in a varietyof
\noccasions, solenoids energized after the remaining magneticfeld,
\nwhich is similar to the bar magnet, but the magnetic islimited, so
\nhow to increase the solenoid’s magnetism? Let’sexplore the
\nfollowing hands Experimental equipment: solenoid, battery box,
\nbatteries, wire,nail<\/div>\n
Experiment 4:The Oster Experiment Learning Objectives.
\n1,know the Oster experiment and its signifcance.
\n2,know the current magnetic feld direction factors.
\nExperimental equipment: battery box, batteries, compass, switch
\nAs shown in Figure 4-1 put the wire along the small magneticneedle
\nN,S pole direction on the small magnetic needleabove and then
\nquickly close the switch quickly disconnect,observe the reaction of
\nthe small magnetic needle in themoment of energization, and then
\nchange the direction ofthe current through the wire, in the observation of the small magnetic needle reaction.
\nFigure 4-1
\nExperiment 5: traffc light experiment
\nLED is the English abbreviation for light-emitting diode, is a
\nnewtype of translucent conductor lighting source, it has asin<\/div>\n
\n1,know the Oster experiment and its signifcance.
\n2,know the current magnetic feld direction factors.
\nExperimental equipment: battery box, batteries, compass, switch
\nAs shown in Figure 4-1 put the wire along the small magneticneedle
\nN,S pole direction on the small magnetic needleabove and then
\nquickly close the switch quickly disconnect,observe the reaction of
\nthe small magnetic needle in themoment of energization, and then
\nchange the direction ofthe current through the wire, in the observation of the small magnetic needle reaction.
\nFigure 4-1
\nExperiment 5: traffc light experiment
\nLED is the English abbreviation for light-emitting diode, is a
\nnewtype of translucent conductor lighting source, it has asin<\/div>\n
gle-phase conductivity, we should pay attention when wiring,as
\nshown in the fgure, you can use a switch to control twodifferent
\ncolors of LED.
\nLED lights are divided into positive and negative poles. Positiveand negative poles connected to the reverse will not be
\nbright,you can switch the positive and negative wiring,
\nExperiment 6: Recognizing Simple Magnetic Phenomena
\nFigure 5-1
\n1.magnetic poles: with a bar maqnet or horseshoe magnet near the iron box, observe that
\npart of themagnet to attract the most magnetic debris? Attract more iron chips of the ground
\nthat is stron g, themagnet magnetism of the strongest ground called magnetic, bar magnet
\ndistributed at both ends, horseshoe magnet can be seen as a complete bar magnet.
\n2, magnet north and south poles: any magnet has 2 poles, a magnet can rotate freely in the
\ngeomagneticfeld in the geomagnetic feld after the magnet is stationary quide the end called
\nmagnet south pole (spole), pointing to the north of the end called magnet north pole (N pole)
\n3, the law of magnetic pole interaction: Figure 6-1 magnetic levitation and Fiqure 6-2, Fiqure
\n6-3 maqnetictrolley with bar magnets, ring magnets, etc, respectively, so that they 3, the
\nmagnetic poles close to eachother, to see what phenomenon will happen? Through the experi<\/div>\n
\nshown in the fgure, you can use a switch to control twodifferent
\ncolors of LED.
\nLED lights are divided into positive and negative poles. Positiveand negative poles connected to the reverse will not be
\nbright,you can switch the positive and negative wiring,
\nExperiment 6: Recognizing Simple Magnetic Phenomena
\nFigure 5-1
\n1.magnetic poles: with a bar maqnet or horseshoe magnet near the iron box, observe that
\npart of themagnet to attract the most magnetic debris? Attract more iron chips of the ground
\nthat is stron g, themagnet magnetism of the strongest ground called magnetic, bar magnet
\ndistributed at both ends, horseshoe magnet can be seen as a complete bar magnet.
\n2, magnet north and south poles: any magnet has 2 poles, a magnet can rotate freely in the
\ngeomagneticfeld in the geomagnetic feld after the magnet is stationary quide the end called
\nmagnet south pole (spole), pointing to the north of the end called magnet north pole (N pole)
\n3, the law of magnetic pole interaction: Figure 6-1 magnetic levitation and Fiqure 6-2, Fiqure
\n6-3 maqnetictrolley with bar magnets, ring magnets, etc, respectively, so that they 3, the
\nmagnetic poles close to eachother, to see what phenomenon will happen? Through the experi<\/div>\n
ment can be obtained: the same name ofthe magnetic poles repel each other, the name of the
\nmagnet type attraction.
\n4, magnetization: with your stationery box inside the knife, near the big pin, see will attract?
\nThen use themagnet to rub your knife, and then close to the pin, will find: the original
\nnon-magnetic knife with amagnetic, this phenomenon is called magnetization.5, magnetic
\nfeld: magnets do not contact can be attracted or repelled, this is because there is a specialsubstance around the magnet, called the maanetic feld (Fiqure 6-4, Fiqure 6-5); maanet interaction iscarried out through the magnetic feld., Magnetic felds cannot be seen or touched, but
\nthey do exist.<\/div>\n
\nmagnet type attraction.
\n4, magnetization: with your stationery box inside the knife, near the big pin, see will attract?
\nThen use themagnet to rub your knife, and then close to the pin, will find: the original
\nnon-magnetic knife with amagnetic, this phenomenon is called magnetization.5, magnetic
\nfeld: magnets do not contact can be attracted or repelled, this is because there is a specialsubstance around the magnet, called the maanetic feld (Fiqure 6-4, Fiqure 6-5); maanet interaction iscarried out through the magnetic feld., Magnetic felds cannot be seen or touched, but
\nthey do exist.<\/div>\n
Experiment 7: solenoid
\n1, solenoids: Oster experiment caused a stir among scientists, followed by scientists to make
\ntheconductor into different shapes did not come to study, which the conductor into a circle
\naround a circlecalled solenoids, this is the most representative, solenoids energized around
\nthe magnetic feld will behow?
\nAs Figure 7-1.Use a magnetic needle to explore it!As Fiqure 7-2.The magnetic feld of the solenoid is similar to that of a bar magnet,As Figure 7-3.is the solenoid magnetic feld direction of
\njudgment.<\/div>\n
\n1, solenoids: Oster experiment caused a stir among scientists, followed by scientists to make
\ntheconductor into different shapes did not come to study, which the conductor into a circle
\naround a circlecalled solenoids, this is the most representative, solenoids energized around
\nthe magnetic feld will behow?
\nAs Figure 7-1.Use a magnetic needle to explore it!As Fiqure 7-2.The magnetic feld of the solenoid is similar to that of a bar magnet,As Figure 7-3.is the solenoid magnetic feld direction of
\njudgment.<\/div>\n
Experiment 8: Hand Crank Generator
\nThe phenomenon of electromaqnetic induction shows that magnetism qenerates electricity! Using thisprinciple, people have built
\ngenerators. How does a generator produce electricity? What are
\nthe charac.teristics of the points it sends out? Let’s briefly explore
\nit!
\n1, such as Figure 8-1, respectively, with different speeds, shaking
\nin different directions, the brightness oithe small light bulb changes;
\n2, such as Fiqure 8-2, with different speeds, shaking in different
\ndirectionsthe brightness of the small light bulb changes.2, as
\nFigure 8-2, respectively, with different speeds, shaking in different
\ndirections, “the brightness of thetube changes; through the above
\nexperiments we can draw what conclusion?
\nExperiment 9:Fuse experiment
\nIf the circuit is short-circuited, we know that the current will
\nFigure 8-1
\nFigure 8-2
\nbevery high, according to the thermal effect of current andJoule’s
\nlaw, we will know that the higher the current, the moreheat will<\/div>\n
\nThe phenomenon of electromaqnetic induction shows that magnetism qenerates electricity! Using thisprinciple, people have built
\ngenerators. How does a generator produce electricity? What are
\nthe charac.teristics of the points it sends out? Let’s briefly explore
\nit!
\n1, such as Figure 8-1, respectively, with different speeds, shaking
\nin different directions, the brightness oithe small light bulb changes;
\n2, such as Fiqure 8-2, with different speeds, shaking in different
\ndirectionsthe brightness of the small light bulb changes.2, as
\nFigure 8-2, respectively, with different speeds, shaking in different
\ndirections, “the brightness of thetube changes; through the above
\nexperiments we can draw what conclusion?
\nExperiment 9:Fuse experiment
\nIf the circuit is short-circuited, we know that the current will
\nFigure 8-1
\nFigure 8-2
\nbevery high, according to the thermal effect of current andJoule’s
\nlaw, we will know that the higher the current, the moreheat will<\/div>\n
be generated, the circuit of our experiment, thebattery will be
\nburned out, and if the home circuit, theindustrial circuit, it will
\ncause a fre. How to avoid this problem?
\nThe following experiments to observe the circuit as 9-1; theswitch
\nin the fgure is closed, the small bulb is bright, the wireout of a
\nsmall bulb connected to the right end of a colleagueto observe
\nthe fuse and the small bulb, there will be whatphenomenon, and
\nthen the wire out of the remaining end oftheopen, the small bulb
\nFigure 9-1
\nis still bright? Why?
\nExperiment 10: Wind Trolley
\nUse your hands and your brain to assemble a wind-poweredcar that can run by yourself, Note the different effects ofcircuit connection.Two batteries must be connected inseries, the
\nseries circuit voltage increases, the higher thevoltage
\nincreases the speed.<\/div>\n
\nburned out, and if the home circuit, theindustrial circuit, it will
\ncause a fre. How to avoid this problem?
\nThe following experiments to observe the circuit as 9-1; theswitch
\nin the fgure is closed, the small bulb is bright, the wireout of a
\nsmall bulb connected to the right end of a colleagueto observe
\nthe fuse and the small bulb, there will be whatphenomenon, and
\nthen the wire out of the remaining end oftheopen, the small bulb
\nFigure 9-1
\nis still bright? Why?
\nExperiment 10: Wind Trolley
\nUse your hands and your brain to assemble a wind-poweredcar that can run by yourself, Note the different effects ofcircuit connection.Two batteries must be connected inseries, the
\nseries circuit voltage increases, the higher thevoltage
\nincreases the speed.<\/div>\n
<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"STEM Physics Experiment Kit Set for Teachers - Classroom Demonstration Set with LED Board, Motor, Fan, Compass - Educational Science Lab Supplies for School and Home - Includes English Guide - Blue - roboticaplus<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/roboticaplus.com\/he\/product\/stem-physics-experiment-kit-set-for-teachers-classroom-demonstration-set-with-led-board-motor-fan-compass-educational-science-lab-supplies-for-school-and-home-includes-english-guide-blue\/\" \/>\n<meta property=\"og:locale\" content=\"he_IL\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"STEM Physics Experiment Kit Set for Teachers - Classroom Demonstration Set with LED Board, Motor, Fan, Compass - Educational Science Lab Supplies for School and Home - Includes English Guide - Blue - roboticaplus\" \/>\n<meta property=\"og:description\" content=\"STEM Physics Experiment Kit Set for Teachers – Classroom Demonstration Set with LED Board, Motor, Fan, Compass – Educational Science Lab Supplies for School and Home – Includes English Guide – Blue https:\/\/goods-vod.kwcdn.com\/goods-video\/77354bca1acc06be5a1db1c50731872e75db3c38.f30.mp4 Applicable age group: 14 years+ Main material: ABS (plastic) Color: Blue The equipment for the electrophysics laboratory is made of durable ABS […]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/roboticaplus.com\/he\/product\/stem-physics-experiment-kit-set-for-teachers-classroom-demonstration-set-with-led-board-motor-fan-compass-educational-science-lab-supplies-for-school-and-home-includes-english-guide-blue\/\" \/>\n<meta property=\"og:site_name\" content=\"roboticaplus\" \/>\n<meta property=\"og:image\" 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