阅读说明：本技术 用于演示声音与振动之间关系的教学装置及实验方法 (Teaching device and experimental method for demonstrating relation between sound and vibration ) 是由 陈伟进 陈家才 *** 于 2020-09-07 设计创作，主要内容包括：本申请实施例提供一种用于演示声音与振动之间关系的教学装置及实验方法,其中,教学装置包括：声源部,固定于支撑平面,且声源部的至少一部分由支撑平面伸出以形成振动段,振动段适于在与支撑平面相垂直的方向上往复振动；磁性件,设于振动段；磁场传感器,包括磁感应件,磁感应件邻近振动段设置,用于检测磁性件产生的磁场强度。根据本申请实施例的教学装置具有实验结果精准、演示效果好的优点,可以更好地帮助学生理解声音的音调与物体振动频率之间的关系。(The embodiment of the application provides a teaching device and an experimental method for demonstrating the relation between sound and vibration, wherein the teaching device comprises: a sound source part fixed to the support plane and having at least a portion thereof protruded from the support plane to form a vibration section adapted to reciprocally vibrate in a direction perpendicular to the support plane; the magnetic part is arranged on the vibration section; the magnetic field sensor comprises a magnetic induction piece, wherein the magnetic induction piece is arranged adjacent to the vibration section and used for detecting the magnetic field intensity generated by the magnetic piece. The teaching device according to this application embodiment has that the experimental result is accurate, demonstration is effectual advantage, can help the student to understand the relation between the tone of sound and object vibration frequency better.)

1. A teaching device for demonstrating the relationship between sound and vibration, comprising:

the sound source part is fixed on a supporting plane, at least one part of the sound source part extends out of the supporting plane to form a vibration section, and the vibration section is suitable for reciprocating vibration;

the magnetic part is arranged on the vibration section;

magnetic field sensor for detect the magnetic field intensity that the magnetism spare produced, magnetic field sensor includes the magnetic induction spare, the magnetic induction spare is close to the setting of magnetism spare.

2. Teaching device for demonstrating the relationship between sound and vibration according to claim 1, characterized in that said vibrating section is adapted to vibrate reciprocally in a direction perpendicular to said support plane.

3. The teaching device for demonstrating the relationship between sound and vibration according to claim 1, wherein said two magnetic members are oppositely disposed in a direction perpendicular to said supporting plane, and are respectively disposed on two surfaces of said vibration section.

4. Teaching apparatus for demonstrating the relationship between sound and vibration according to claim 3, wherein the magnetic poles of the two magnetic members are oppositely oriented.

5. Instructional device for demonstrating the relationship between sound and vibrations according to claim 3, characterized in that said magnetic induction means are positioned intermediate two of said magnetic means in a direction perpendicular to said support plane.

6. Teaching apparatus for demonstrating the relationship between sound and vibration according to claim 3, wherein the ends of the two magnetic pieces are arranged flush with the side of the vibration section adjacent to the sensor.

7. Instructional device for demonstrating the relationship between sound and vibration, according to claim 1, characterized in that the length of the sound source part protruding out of the support plane is adjustable.

8. An instructional device for demonstrating the relationship between sound and vibration as claimed in claim 1 wherein two of said magnetic pieces are disposed adjacent to the ends of said vibration section.

9. An educational device for demonstrating the relationship between sound and vibration according to any of claims 1-8, further comprising:

and the display terminal is in electrical communication with the magnetic field sensor and is used for receiving the electric signal sent by the magnetic field sensor and converting the electric signal into a curve graph of the change of the magnetic field strength along with time.

10. An experimental method, characterized in that it is applied to an instructional device according to any one of claims 1 to 9, said method comprising:

fixing the sound source part to the support plane and extending a part of the sound source part out of the support plane to form the vibration section;

fixing the magnetic field sensor at one side of the vibration section, and enabling a magnetic induction piece of the magnetic field sensor to be positioned between the two magnetic pieces;

applying an external force to the vibration section to make the vibration section vibrate in a reciprocating manner;

reading a graph showing the variation of the magnetic field intensity with time displayed by a display terminal, counting the number n of zero point values in a reference time period delta t in the graph, and calculating the vibration frequency f of the vibration section in the reference time period delta t, wherein f is n/(2 delta t).

Technical Field

The application relates to the field of teaching, in particular to a teaching device and an experimental method for demonstrating the relation between sound and vibration.

Background

The "faster the object vibrates, the higher the pitch of the sound produced" is an important concept of physical acoustics in junior high school, which students are generally encouraged to understand through experiments with ruler vibrations in textbooks.

In this experiment, students only need to fix one end of the steel ruler on the table top and extend the other end of the steel ruler out of the table edge, and then stir the steel ruler by hands to enable the steel ruler to vibrate and produce sound. Then the length of the steel ruler extending out of the table edge is gradually lengthened (or shortened), and then the steel ruler is shifted to make the steel ruler generate sound. The length of the steel ruler extending out of the table edge can influence the vibration frequency of the steel ruler, so that the tone of the sound generated by the steel ruler is changed. The students visually identify the frequency of the steel ruler vibration and audibly identify the pitch of the sound, thereby obtaining the relationship between the pitch of the sound and the vibration frequency of the object.

However, when the vibration frequency of the steel rule is more than 10 hz, the students only observe the steel rule by eyes and are difficult to accurately know the vibration frequency, so that the experimental variables related to the vibration frequency change of the steel rule in the experiment are difficult to define, thereby affecting the experimental effect and failing to help the students to understand the relationship between the tone and the vibration frequency.

Disclosure of Invention

The embodiment of the application provides a teaching device and an experimental method for demonstrating the relation between sound and vibration, and aims to solve or relieve one or more technical problems in the prior art.

As one aspect of an embodiment of the present application, there is provided a teaching apparatus for demonstrating a relationship between sound and vibration, including:

the sound source part is fixed on the supporting plane, at least one part of the sound source part extends out of the supporting plane to form a vibration section, and the vibration section is suitable for reciprocating vibration;

the magnetic part is arranged on the vibration section;

the magnetic field sensor is used for detecting the magnetic field intensity generated by the magnetic piece and comprises a magnetic induction piece, and the magnetic induction piece is arranged close to the magnetic piece.

In one embodiment, the vibrating section is adapted to vibrate reciprocally in a direction perpendicular to the support plane.

In one embodiment, the number of the magnetic members is two, the two magnetic members are oppositely arranged in a direction perpendicular to the supporting plane, and the two magnetic members are respectively arranged on two surfaces of the vibration section.

In one embodiment, the magnetic poles of the two magnetic members are oppositely oriented.

In one embodiment, the magnetic induction element is located in the middle of the two magnetic elements in a direction perpendicular to the support plane.

In one embodiment, the ends of the two magnetic elements are arranged flush with the side of the vibration section adjacent to the sensor.

In one embodiment, the length of the sound source portion extending out of the support plane is adjustable.

In one embodiment, two magnetic members are disposed adjacent to the ends of the vibrating section.

In one embodiment, the teaching device further comprises:

and the display terminal is in electrical communication with the magnetic field sensor and is used for receiving the electric signal sent by the magnetic field sensor and converting the electric signal into a curve graph of the change of the magnetic field strength along with time.

As another aspect of the embodiments of the present application, an experimental method is provided in the embodiments of the present application, which is applied to a teaching apparatus according to the above embodiments of the present application, and includes:

fixing the sound source part on a supporting plane, and extending a part of the sound source part out of the supporting plane to form a vibration section;

fixing a magnetic field sensor at one side of the vibration section, and enabling a magnetic induction piece of the magnetic field sensor to be positioned between the two magnetic pieces;

applying an external force to the vibration section to make the vibration section vibrate in a reciprocating manner;

reading a graph showing the variation of the magnetic field intensity with time displayed by the terminal, counting the number n of zero point values in a reference time period delta t in the graph, and calculating the vibration frequency f of the vibration section in the reference time period delta t, wherein f is n/(2 delta t).

A teaching device for demonstrating relation between sound and vibration according to this application embodiment has that the experimental result is accurate, demonstrate effectual advantage, can help the student to understand the relation between the tone of sound and object vibration frequency better.

The foregoing summary is provided for the purpose of description only and is not intended to be limiting in any way. In addition to the illustrative aspects, embodiments, and features described above, further aspects, embodiments, and features of the present application will be readily apparent by reference to the drawings and following detailed description.

Drawings

In the drawings, like reference numerals refer to the same or similar parts or elements throughout the several views unless otherwise specified. The figures are not necessarily to scale. It is appreciated that these drawings depict only some embodiments in accordance with the disclosure and are therefore not to be considered limiting of its scope.

FIG. 1 shows a schematic structural diagram of a teaching device for demonstrating the relationship between sound and vibration according to an embodiment of the present application;

FIG. 2 shows a schematic partial structural view of a teaching device for demonstrating the relationship between sound and vibration according to an embodiment of the present application;

fig. 3 shows a schematic view of a vibration section of a sound source part of a teaching apparatus for demonstrating a relationship between sound and vibration when no vibration occurs according to an embodiment of the present application;

fig. 4 shows a schematic view of a vibration section of a sound source part of a teaching apparatus for demonstrating a relationship between sound and vibration when vibrating downward according to an embodiment of the present application;

fig. 5 shows a schematic view of a vibration section of a sound source part of a teaching apparatus for demonstrating a relationship between sound and vibration when vibrating upward according to an embodiment of the present application;

FIG. 6 shows a graph of magnetic field strength detected over time by a magnetic field sensor of a teaching device for demonstrating the relationship between sound and vibration in accordance with an embodiment of the present application;

FIG. 7 shows a graph of magnetic field strength detected over time by a magnetic field sensor of a teaching device for demonstrating the relationship between sound and vibration in accordance with an embodiment of the present application;

FIG. 8 shows a graph of magnetic field strength detected over time by a magnetic field sensor of a teaching device for demonstrating the relationship between sound and vibration in accordance with an embodiment of the present application;

FIG. 9 shows a graph of magnetic field strength detected over time by a magnetic field sensor of a teaching device for demonstrating the relationship between sound and vibration in accordance with an embodiment of the present application;

FIG. 10 shows a flow chart of an experimental method according to an embodiment of the present application.

Description of reference numerals:

a teaching device 100;

a sound source unit (10); a vibration section 11; a fixed section 12;

a magnetic member 20; a first magnetic member 21; a second magnetic member 22;

a magnetic field sensor 30; a magnetic induction member 31;

supporting the plane 200.

Detailed Description

In the following, only certain exemplary embodiments are briefly described. As those skilled in the art will recognize, the described embodiments may be modified in various different ways, all without departing from the spirit or scope of the present application. Accordingly, the drawings and description are to be regarded as illustrative in nature, and not as restrictive.

An instructional apparatus for demonstrating the relationship between sound and vibration according to an embodiment of the present application is described below with reference to fig. 1 to 9.

Fig. 1 shows a schematic structural diagram of an instructional apparatus 100 for demonstrating the relationship between sound and vibration according to an embodiment of the present application. As shown in fig. 1, the teaching device 100 includes a sound source unit 10, a magnetic member 20, and a magnetic field sensor 30.

Specifically, the sound source part 10 is fixed to the support plane 200, and at least a portion of the sound source part 10 protrudes from the support plane 200 to form the vibration section 11, and the vibration section 11 is adapted to vibrate reciprocally in a direction perpendicular to the support plane 200. The magnetic member 20 is provided to the vibration section 11. The magnetic field sensor 30 is used for detecting the intensity of the magnetic field generated by the magnetic member 20, and the magnetic field sensor 30 includes a magnetic induction member 31, and the magnetic induction member 31 is disposed adjacent to the magnetic member 20.

In a specific example, the support plane 200 may be a table top parallel to a horizontal plane, and the sound source part 10 may be a ruler. The first end of the ruler is fixed on the table top through a hand or other fasteners, and the other end of the ruler extends out of the edge of the table top and is in a suspended state. Wherein the part of the straightedge that is in contact with the table top forms a fixed section 12 and the part of the straightedge that extends from the table top forms a vibrating section 11. It is understood that, after the external force is applied to the vibration section 11 in the direction perpendicular to the horizontal plane, that is, the external force is applied to the vibration section 11 in the up-down direction, the vibration section 11 can be vibrated back and forth in the up-down direction, and the vibration section 11 can generate sound during the vibration. Meanwhile, the fixed section 12 is attached to the table top, so that the fixed section 12 cannot effectively vibrate relative to the table top.

Further, the magnetic member 20 may be a magnet. The magnets may be adhesively secured to the upper or lower surface of the vibrating section 11.

The magnetic field sensor 30 may be disposed at one side of the sound source part 10, for example, at the left or right side in the drawing, and the magnetic induction member 31 of the magnetic field sensor 30 is disposed adjacent to the magnetic member 20 on the vibration section 11. The magnetic field sensor 30 may be any type of magnetic field sensor 30 in the prior art as long as the requirement of being able to detect the magnetic field intensity at the position where the magnetic field sensor is located is met.

It is worth noting that during the reciprocating vibration of the vibration section 11, the magnetic member 20 vibrates synchronously with the vibration section 11. Further, since the position of the magnetic field sensor 30 is fixed with respect to the support plane 200, the value of the magnetic field intensity detected by the magnetic field sensor 30 changes with the change in the position of the magnetic member 20. Thus, the magnitude of the vibration frequency of the magnetic material 20 can be calculated by reading the value output from the magnetic field sensor 30.

Illustratively, during the reciprocating vibration of the vibration section 11, when the vibration section 11 is at a certain reference position, the value of the magnetic field strength measured by the sensor at that time is recorded as the reference value H₀. For example, the reference position may be a reset position, i.e. an initial position of the vibration section 11 before the vibration occurs, and two adjacent reference values H are recorded₀Time interval Δ t therebetween₀Obtained by calculationTo the vibration frequency f of the vibration section 11₀. Wherein the vibration frequency f of the vibration section 11₀＝1/(2Δt₀)。

An experimental procedure of a teaching apparatus for demonstrating a relationship between sound and vibration according to an embodiment of the present application is described below.

Specifically, the student first fixes one end of the sound source part 10 on the desk, and extends the other end of the sound source part 10 out of the desk, and then dials the other end of the sound source part 10 (i.e., the vibration section 11) by hand to vibrate the sound source part 10 and generate sound, calculates the vibration frequency of the vibration section 11 by reading the reading of the magnetic field sensor 30, and identifies the pitch of the sound by hearing. Then, the length of the sound source part 10 extending out of the table is increased (or decreased), the sound source part 10 is shifted to generate sound, the vibration frequency of the vibration section 11 at this time in the vibration process is calculated by reading the reading of the magnetic field sensor 30, and the pitch of the sound generated by the vibration section 11 at this time is identified by hearing. After a plurality of calculations and identifications, the data of the vibration frequency recorded at each time are compared, and the relationship between the pitch of the sound and the vibration frequency of the sound source unit 10 is obtained by the pitch of the identified pitch at each time.

It should be noted that, in other examples of the present application, the teaching device 100 of the embodiment of the present application may also be configured with a tone detection device to detect the level of the tone during each test.

According to the teaching apparatus 100 of the embodiment of the present application, by providing the magnetic member 20 on the vibration section 11 of the sound source part 10 and providing the magnetic field sensor 30 for detecting the intensity of the magnetic field on one side of the magnetic member 20, the vibration frequency of the vibration section 11 of the sound source part 10 can be calculated by the numerical change of the magnetic field sensor 30. Compare in the vibration frequency of through student's visual observation sound source portion 10 among the correlation technique, the teaching device 100 of the embodiment of this application can quantify the vibration frequency of sound source portion 10 to the experimental variable that has solved among the prior art steel chi vibration frequency change is difficult to the technical problem who defines. Therefore, the teaching device 100 has the advantages of accurate experimental results and good demonstration effect, and can better help students understand the relationship between the tone of sound and the vibration frequency of the object.

In one embodiment, there are two magnetic members 20, two magnetic members 20 are oppositely disposed in a direction perpendicular to the support plane 200, and the two magnetic members 20 are respectively disposed on two side surfaces of the vibration section 11. Wherein, the ends of the two magnetic members 20 are arranged flush with the side edge of the vibration section 11 adjacent to the sensor, and the two magnetic members 20 are arranged adjacent to the end of the vibration section 11 (i.e. the end of the vibration section 11 far from the fixed section 12).

Illustratively, as shown in fig. 2, the vibrating section 11 has an upper surface and a lower surface which are oppositely arranged in the up-down direction, the two magnetic members 20 are a first magnetic member 21 and a second magnetic member 22, respectively, the first magnetic member 21 is arranged on the upper surface of the vibrating section 11, the second magnetic member 22 is arranged on the lower surface of the vibrating section 11, and the first magnetic member 21 and the second magnetic member 22 are oppositely arranged in the up-down direction. The right end of first magnetic part 21 and the right end of second magnetic part 22 all set up with the right side border parallel and level of vibration section 11 to, first magnetic part 21 and second magnetic part 22 all are close to the front end setting of vibration section 11.

Alternatively, the magnetic poles of the two magnetic members 20 are oppositely arranged. For example, in the example shown in fig. 2, the N pole of the first magnetic member 21 may be disposed toward the magnetic induction member 31 of the magnetic field sensor 30, and the S pole of the second magnetic member 22 may be disposed toward the magnetic induction member 31 of the magnetic field sensor 30. Here, the magnetic field sensor 30 may be located at the right side of the sound source part 10, that is, the N pole of the first magnetic member 21 and the S pole of the second magnetic member 22 are respectively disposed toward the right side in the drawing.

Further, the magnetic induction member 31 is located in the middle of the two magnetic members 20 in the direction perpendicular to the support plane 200. For example, in the example shown in fig. 3, the magnetic induction member 31 is located at a position in the up-down direction in the middle between the first magnetic member 21 and the second magnetic member 22.

It is understood that the magnetic field intensity of the N pole adjacent to the first magnetic member 21 is a positive value, the magnetic field intensity of the S pole adjacent to the second magnetic member 22 is a negative value, and the magnetic field intensity detected by the magnetic field sensor 30 is the magnetic field intensity obtained by superimposing the magnetic fields of the first magnetic member 21 and the second magnetic member 22. Since the magnetic poles of the first magnetic member 21 and the second magnetic member 22 are opposite in direction, and the magnetic induction member 31 is located in the middle between the first magnetic member 21 and the second magnetic member 22, during the reciprocating vibration of the vibration section 11, as shown in fig. 3, when the vibration section 11 is in the reset position (i.e., the position where the vibration section 11 is at rest), the reading of the magnetic field sensor 30 is zero (or close to zero); as shown in fig. 4, when the vibrating section 11 moves down to the maximum distance, the reading of the magnetic field sensor 30 is positive and reaches the maximum value; as shown in fig. 5, when the vibrating section 11 moves up to the maximum distance, the reading of the magnetic field sensor 30 is negative and reaches a minimum value.

Alternatively, the length of the sound source part 10 protruding out of the support plane 200 may be adjusted, i.e. the length of the vibration section 11 may be adjusted. Thus, the vibration frequency and amplitude of the vibration section 11 can be adjusted for comparison in multiple sets of experiments.

In one embodiment, the instructional apparatus 100 further comprises a display terminal. The display terminal is in electrical communication with the magnetic field sensor 30 and is configured to receive the electrical signal sent by the magnetic field sensor 30 and convert the electrical signal into a graph of the change of the magnetic field strength with time.

Illustratively, the display terminal may be a display of a computer, and the magnetic field sensor 30 may be connected to the computer through a signal collector, and convert the electric signal sent by the magnetic field sensor 30 into a graph of the change of the magnetic field strength with time through corresponding software, wherein the graph is displayed through the display of the computer.

It can be understood that the process of moving the vibration section 11 from the position of fig. 4 to the position of fig. 5, and then moving from the position of fig. 5 to the position of fig. 4 is a movement period of the vibration section 11, and the inverse ratio of the time of the process is the vibration frequency of the vibration section 11.

Fig. 6 shows a graph of the intensity of the magnetic field over time in the vibration section 11 during the above-mentioned one movement period. As shown in fig. 6, in the movement period, the graph includes two zero values, and the time interval corresponding to the two zero values is half of the duration of the movement period, i.e. the movement frequency of the vibration section 11 can be calculated through the time interval between two adjacent zero values.

FIG. 10 shows a flow chart of an experimental method according to an embodiment of the present application. The experimental method according to the embodiment of the present application may be applied to the teaching apparatus 100 of the above-described embodiment to demonstrate the relationship between sound and vibration parameters to students.

As shown in fig. 10, the experimental method according to the embodiment of the present application includes:

step S101: fixing the sound source part 10 to the support plane 200 with a portion of the sound source part 10 protruding out of the support plane 200 to form the vibration section 11;

step S102: fixing the magnetic field sensor 30 at one side of the vibration section 11, and enabling the magnetic induction piece 31 of the magnetic field sensor 30 to be positioned in the middle of the two magnetic pieces 20;

step S103: applying an external force to the vibration section 11 to make the vibration section 11 vibrate reciprocally; for example, an external force may be applied to the vibration section 11 in a direction perpendicular to the support plane 200 to cause the vibration section 11 to vibrate reciprocally in the direction perpendicular to the support plane 200;

step S104: a graph showing the variation of the magnetic field intensity with time displayed by the terminal is read, the number n of zero point values in a reference time period Deltat is counted in the graph, and the vibration frequency f of the vibration section 11 in the reference time period Deltat is calculated, wherein f is n/(2 Deltat).

Step S104 of the experimental method according to the embodiment of the present application is described below as an example.

Firstly, a curve segment with a suitably large fluctuation amplitude is selected from the graph, the corresponding time duration of the curve segment is delta t (namely, the reference time period delta t), and then the number n of zero values in the curve segment is counted. Frequency f of fluctuation of magnetic field intensity₁Can be represented by the formula f₁Calculated as n/(2 Δ t). Wherein the fluctuation frequency f of the magnetic field strength₁I.e. the vibration frequency f of the vibration section 11. Wherein the fluctuation frequency f of the magnetic field strength₁I.e. the vibration frequency f of the vibration section 11.

It should be noted that, especially the actual position of the magnetic induction element 31 of the magnetic field sensor 30 is difficult to be accurately located between the two magnetic elements 20, because experimental errors cannot be avoided. For example, when the actual position of the magnetic field sensor 30 is located above the middle position of the two magnetic members 20, as shown in fig. 7, the curve is shifted upward with respect to the time axis; for another example, when the actual position of the magnetic field sensor 30 is located below the middle position of the two magnetic members 20, as shown in fig. 8, the curve is shifted downward with respect to the time axis.

According to the experimental method, the influence of experimental errors on experimental results can be eliminated. Specifically, if the sensing component is only slightly above or below the middle position of the two magnetic members 20, there are still 2 zero-reading points in the graph segment of one movement cycle of the vibration section 11, so the vibration frequency f obtained by counting the number n of zero values in the reference time period Δ t and calculating is still the actual vibration frequency of the vibration section 11.

Furthermore, if the position error of the magnetic sensing member 31 of the magnetic field sensor 30 in the up-down direction with respect to the middle position of the two magnetic members 20 is too large, so that the magnetic field readings of the magnetic field sensor 30 are both positive or negative during the vibration of the vibration section 11, the position of the magnetic sensing member 31 can be appropriately adjusted to make the magnetic sensing member 31 approach the middle position of the two magnetic members 20, so that the readings of the magnetic field sensor 30 fluctuate between the positive and negative values.

Fig. 9 shows a graph of magnetic field strength over time according to an embodiment of the application. As can be seen from fig. 9, the readings of the magnetic field sensor 30 are gradually attenuated with time, so that it can be demonstrated to the student that the amplitude of the vibration section 11 is gradually attenuated with time during the vibration of the sound source section 10, because the vibration section 11 is affected by friction and medium resistance.

The teaching device 100 for demonstrating the relation between sound and vibration has the advantages of being accurate in experimental result and good in demonstration effect by adopting the technical scheme, and can help students to understand the relation between the tone of sound and the vibration frequency of an object better.

In the description of the present specification, it is to be understood that the terms "length", "upper", "lower", "front", "rear", "left", "right", "horizontal", "inner", "outer", "axial", and the like, indicate orientations or positional relationships based on the orientations or positional relationships shown in the drawings, are merely for convenience in describing the present application and simplifying the description, and do not indicate or imply that the device or element being referred to must have a particular orientation, be constructed in a particular orientation, and be operated, and thus, should not be construed as limiting the present application.

Furthermore, the terms "first", "second" and "first" are used for descriptive purposes only and are not to be construed as indicating or implying relative importance or implicitly indicating the number of technical features indicated. Thus, a feature defined as "first" or "second" may explicitly or implicitly include one or more of that feature. In the description of the present application, "a plurality" means two or more unless specifically limited otherwise.

In this application, unless expressly stated or limited otherwise, the terms "connected," "secured," and the like are to be construed broadly and can include, for example, fixed connections, removable connections, or integral combinations thereof; the connection can be mechanical connection, electrical connection or communication; either directly or indirectly through intervening media, either internally or in any other relationship. The specific meaning of the above terms in the present application can be understood by those of ordinary skill in the art as appropriate.

In this application, unless expressly stated or limited otherwise, the first feature "on" or "under" the second feature may comprise direct contact of the first and second features, or may comprise contact of the first and second features not directly but through another feature in between. Also, the first feature being "above" the second feature includes the first feature being directly above and obliquely above the second feature, or merely indicating that the first feature is at a higher level than the second feature. A first feature "under" or "beneath" a second feature includes a first feature that is directly under and obliquely below the second feature, or simply means that the first feature is at a lesser elevation than the second feature.

The above disclosure provides many different embodiments or examples for implementing different structures of the application. The components and arrangements of specific examples are described above to simplify the present disclosure. Of course, they are merely examples and are not intended to limit the present application. Moreover, the present application may repeat reference numerals and/or letters in the various examples, such repetition is for the purpose of simplicity and clarity and does not in itself dictate a relationship between the various embodiments and/or configurations discussed.

The above description is only for the specific embodiments of the present application, but the scope of the present application is not limited thereto, and any person skilled in the art can easily conceive various changes or substitutions within the technical scope of the present application, and these should be covered by the scope of the present application. Therefore, the protection scope of the present application shall be subject to the protection scope of the claims.