MODULAR TEACHING AID FOR PHYSICAL FITNESS TRAINING

Abstract

A modular teaching aid for physical fitness training includes: a base plate whose top side is provided with a functional area; and two assembly portions each provided at one or the other of the front and rear ends of the base plate. The functional area has a functional portion protruding from the top side of the base plate. By varying the functional area of the base plate, the teaching aid can be used to switch different terrain rapidly, without having to replace the entire teaching aid. The teaching aid allows easy assembly and switching of components, and the assembly portions at the two ends of the base plate enable extension by connecting with additional components so as to increase the variability of the teaching aid and the range of content that can be taught with it.

Claims

1. A modular teaching aid for physical fitness training, comprising: at least one base plate having a top side provided with at least one functional area; and two assembly portions each provided at a front end and a rear end of the at least one base plate; wherein the at least one functional area has a functional portion, and the functional portion protrudes from the top side of the base plate.

2. The modular teaching aid of claim 1, wherein the base plate has at least one planar area.

3. The modular teaching aid of claim 2, wherein the at least one planar area and the at least one functional area are integrally formed.

4. The modular teaching aid of claim 1, wherein the base plate has at least one planar area, the planar area and the functional area are arranged along a front-to-rear direction, the planar area and the functional area have corresponding ends each provided with an assembly portion, and the planar area and the functional area are connected through the assembly portions at the corresponding ends thereof.

5. The modular teaching aid of claim 1, wherein the functional portion is formed as a corrugated block, the corrugated block has a plurality of contiguous ridges, and the corrugated block protrudes from the top side of the base plate.

6. The modular teaching aid of claim 2, wherein the functional portion is formed as a corrugated block, the corrugated block has a plurality of contiguous ridges, and the corrugated block protrudes from the top side of the base plate.

7. The modular teaching aid of claim 1, wherein the functional portion is provided thereon with an auxiliary unit, and a front end and a rear end of the auxiliary unit are pivotable up and down about a fulcrum defined by the functional portion.

8. The modular teaching aid of claim 2, wherein the functional portion is provided thereon with an auxiliary unit, and a front end and a rear end of the auxiliary unit are pivotable up and down about a fulcrum defined by the functional portion.

9. The modular teaching aid of claim 7, wherein the functional portion has a top side formed with a groove, the auxiliary unit has a pivoting block and an elongated plate, the pivoting block is provided between two opposite ends of the elongated plate, and the pivoting block is placed in the groove such that the elongated plate is pivotable on the functional portion about a fulcrum defined by the pivoting block.

10. The modular teaching aid of claim 8, wherein the functional portion has a top side formed with a groove, the auxiliary unit has a pivoting block and an elongated plate, the pivoting block is provided between two opposite ends of the elongated plate, and the pivoting block is placed in the groove such that the elongated plate is pivotable on the functional portion about a fulcrum defined by the pivoting block.

11. The modular teaching aid of claim 1, wherein the base plate is formed with an engaging component, at least one said functional area has a bottom portion provided with a mating portion corresponding to the engaging component, the mating portion is engageable with the engaging component, and the functional portion is provided on a top side of the functional area and protrudes from the top side of the base plate such that a difference in height is formed between the functional portion and the top side of the base plate.

12. The modular teaching aid of claim 11, wherein the functional area comprises a front sloping block and a rear sloping block, each of the front sloping block and the rear sloping block has a bottom side provided with a said mating portion, the front sloping block and the rear sloping block are mounted on the top side of the base plate through connection between the mating portions and the engaging component of the base plate, a front section of a top side of the front sloping block is provided with a front sloping portion, a rear section of a top side of the rear sloping block is provided with a rear sloping portion, the front sloping block and the rear sloping block have corresponding ends each provided with a recessed portion and a protruding portion, the protruding portion is engageable in the recessed portion, and the front sloping portion and the rear sloping portion are connected to form the functional portion.

13. The modular teaching aid of claim 1, wherein the modular teaching aid comprises two said base plates and two said functional areas, the two base plates are arranged along a front-to-rear direction, the two base plates are engaged with each other through corresponding said assembly portions thereof, and each said base plate is provided with a said functional area.

14. The modular teaching aid of claim 11, wherein the functional area comprises a front sloping block, a rear sloping block, and a connecting block; the front sloping block and the rear sloping block are connected to a front end and a rear end of the connecting block respectively; each of the front sloping block and the rear sloping block has a bottom side provided with a said mating portion; the connecting block has a bottom side provided with at least one said mating portion; the front sloping block, the connecting block, and the rear sloping block are put together and then have the mating portions thereof engaged with the engaging component of the base plate; a front section of a top side of the front sloping block is provided with a front sloping portion; a rear section of a top side of the rear sloping block is provided with a rear sloping portion; the connecting block has a top side formed as a flat surface; the front sloping block has an end corresponding to the connecting block and provided with a recessed portion; the rear sloping block has an end corresponding to the connecting block and provided with a protruding portion; the connecting block has a front end provided with a connecting protruding portion and a rear end provided with a connecting recessed portion; and the protruding portion is engageable with the connecting recessed portion, and the connecting protruding portion is engageable with the recessed portion, in order for the front sloping portion and the rear sloping portion to be connected to the connecting block, with the front sloping portion, the flat surface, and the rear sloping portion coupled together to form the functional portion.

15. The modular teaching aid of claim 14, wherein the modular teaching aid comprises two said base plates and one said functional area, the two base plates are engaged with each other through corresponding said assembly portions thereof, and the functional area is provided across a junction between the two base plates.

16. The modular teaching aid of claim 1, wherein the modular teaching aid comprises three said base plates; wherein a first one of the base plates has one said functional area, the functional area of the first one of the base plates has a front sloping block and a rear sloping block, a top side of the front sloping block and a top side of the rear sloping block are provided with a front sloping portion and a rear sloping portion respectively, the front sloping portion and the rear sloping portion face opposite directions, and the front sloping portion and the rear sloping portion form the functional portion of the functional area of the first one of the base plates; wherein a second one of the base plates has a said functional portion formed as a corrugated block, the corrugated block has a plurality of contiguous semicircular ridges, and the corrugated block protrudes from the top side of the second one of the base plates; wherein a third one of the base plates has a said functional portion provided thereon with an auxiliary unit, and the auxiliary unit is pivotable about a fulcrum defined by the functional portion of the third one of the base plates; and wherein the three base plates are connected through corresponding said assembly portions thereof.

17. The modular teaching aid of claim 16, wherein the functional portion of the base plate provided with the auxiliary unit has a top side formed with a groove, the auxiliary unit has a pivoting block and an elongated plate, the pivoting block is provided between two opposite ends of the elongated plate, and the pivoting block is placed in the groove such that the elongated plate is pivotable on the functional portion of the base plate provided with the auxiliary unit about a fulcrum defined by the pivoting block.

18. The modular teaching aid of claim 1, further comprising two ramp plates, wherein each said ramp plate has an end provided with a slope and an opposite end provided with a connecting portion, and the connecting portion of each said ramp plate is engaged with one of the two assembly portions of the base plate.

19. The modular teaching aid of claim 2, further comprising two ramp plates, wherein each said ramp plate has an end provided with a slope and an opposite end provided with a connecting portion, and the connecting portion of each said ramp plate is engaged with one of the two assembly portions of the base plate.

Description

BRIEF DESCRIPTION OF DRAWINGS

[0013] The objectives, features, and effects of the present invention can be better understood by referring to the following detailed description of six preferred embodiments of the invention in conjunction with the accompanying drawings, in which:

[0014] FIG. 1 is a perspective view of the first preferred embodiment of the invention;

[0015] FIG. 2 is an exploded perspective view of the first preferred embodiment of the invention;

[0016] FIG. 3 shows a state of use of the first preferred embodiment of the invention;

[0017] FIG. 4 is an exploded perspective view of the second preferred embodiment of the invention;

[0018] FIG. 5 shows a state of use of the second preferred embodiment of the invention;

[0019] FIG. 6 is a perspective view of the third preferred embodiment of the invention;

[0020] FIG. 7 is a perspective view of the fourth preferred embodiment of the invention;

[0021] FIG. 8 is an exploded perspective view of the fourth preferred embodiment of the invention;

[0022] FIG. 9 is a sectional view of the fourth preferred embodiment of the invention;

[0023] FIG. 10 shows a state of use of the fourth preferred embodiment of the invention;

[0024] FIG. 11 is a perspective view of the fourth preferred embodiment of the invention using two base plates;

[0025] FIG. 12 is a sectional view of the fourth preferred embodiment of the invention using two base plates;

[0026] FIG. 13 is a perspective view of the fifth preferred embodiment of the invention;

[0027] FIG. 14 is a sectional view of the fifth preferred embodiment of the invention;

[0028] FIG. 15 is a perspective view of the sixth preferred embodiment of the invention; and

[0029] FIG. 16 is a sectional view of the sixth preferred embodiment of the invention.

DETAILED DESCRIPTION OF THE INVENTION

[0030] Referring to FIG. 1 to FIG. 3 for the modular teaching aid 10 according to the first preferred embodiment of the present invention, the modular teaching aid 10 includes a base plate 20 and two ramp plates 30.

[0031] The base plate 20 in this embodiment is a soft plate made of ethylene-vinyl acetate (EVA). The material of the base plate 20, however, is subject to no limitation, provided that the material is soft and reusable. The base plate 20 has two planar areas 21 and a functional area 22. In this embodiment, the two planar areas 21 and the functional area 22 of the base plate 20 are each an individual soft component and are sequentially arranged along a front-to-rear direction. Each of the front and rear ends of each of the two planar areas 21 is provided with an assembly portion 211, and each assembly portion 211 is formed of a plurality of wedge blocks that are arranged at intervals. Each of the front and rear ends of the functional area 22, i.e., each portion of the functional area 22 that is configured to connect with one of the two planar areas 21, is provided with an assembly portion 221, and each of the two assembly portions 221 is also formed of a plurality of wedge blocks arranged at intervals. During assembly, the assembly portion 221 at each of the two ends of the functional area 22 and the assembly portion 211 at the corresponding end of the corresponding one of the two planar areas 21 are connected in an interlocking manner such that the two planar areas 21 are each located at the front and rear ends of the functional area 22. (It is also feasible to connect the two planar areas 21 together through two adjacent ones of their assembly portions 211 and then connect the connected planar areas 21 to one end, e.g., the front or rear end, of the functional area 22.) Once the foregoing connecting process is completed, each of the front and rear ends of the base plate 20 has an assembly portion 211 for connecting with another plate. The top side of the functional area 22 is provided with a functional portion 222, which in this embodiment is a corrugated block 223. The corrugated block 223 is formed of a plurality of contiguous semicircular strip-like protrusions, or ridges, 2231 (similar to a plurality of contiguous railway ties) that are arranged at equal spacings. The functional portions 222 of different functional areas 22 can be manufactured in such a way that they have different shapes or terrains. When it is desired to use a different functional portion 222, the user only has to replace the functional area 22 currently in use with the one having the desired terrain of functional portion 222, and the base plate 20 will make a different change to the site where the modular teaching aid 10 is used; there is no need to replace the entire base plate 20. The number of the planar areas 21 of the base plate 20 in FIG. 1 as well as the number of the functional area 22 in FIG. 1 is only illustrative but not limiting.

[0032] The two ramp plates 30 in this embodiment are soft plates made of ethylene-vinyl acetate (EVA). The material of the ramp plates 30, however, is subject to no limitation, provided that the material is soft and reusable. The top side of each ramp plate 30 is provided with a slope 31 at one end, with the slope 31 spanning the entire width of the ramp plate 30. The width of each of the two ramp plates 30 is equivalent to the width of the base plate 20. The other end of each of the two ramp plates 30 is provided with a connecting portion 32. Each of the two connecting portions 32 is formed of a plurality of wedge blocks whose size is equivalent to that of the wedge blocks of the assembly portions 211 of the two planar areas 21, the objective being for the wedge blocks of the connecting portion 32 of each of the two ramp plates 30 to be engageable with the wedge blocks of the assembly portion 211 at either the front end or the rear end of the base plate 20.

[0033] After assembly, the modular teaching aid 10 of the present invention can be used for physical fitness training with a balance bike, a kick scooter, inline skates, or other similar sports equipment. Referring to FIG. 3, when a child on a balance bike C advances from a common road surface to the modular teaching aid 10, the front wheel of the balance bike C will contact the slope 31 of one of the ramp plates 30 first, allowing the child to move up the modular teaching aid 10 easily. The inclined contact between the balance bike C and the slope 31 also prevents the modular teaching aid 10 from being displaced by the impact of the balance bike C. Once the front wheel of the balance bike C is on the ramp plate 30, the weight of the balance bike C and the child acts on the modular teaching aid 10 to keep the modular teaching aid 10 from moving and to increase the stability of the modular teaching aid 10 so that the balance bike C can move from one end to the other end of the modular teaching aid 10 successfully without slipping or falling, which could occur if the modular teaching aid 10 were to move.

[0034] When the child rides across the functional portion 222, the wheels of the balance bike C will move up and down while riding over the contiguous semicircular ridges 2231 of the corrugated block 223. To prevent the bike from deviating from the path defined by the modular teaching aid 10, the child has to grip the bike handles firmly, and this trains the childs hand muscles and concentration for better control over the bike on a bumpy road.

[0035] The base plate 20 and the ramp plates 30 of the modular teaching aid 10 are both made of EVA and are therefore lightweight, soft, easy to carry around, and not prone to damage upon impact. Even when the EVA was damaged, the material will not cause injury to a users body. Besides, with the functional area 22 and the two planar areas 21 put together in a separable manner, different terrains can be changed simply by replacing the functional area 22; the functional portion 222 of the functional area 22 provides terrain variability that helps enhance the contents of a training program. In addition, the assembly portions 211 of the planar areas 21 and the assembly portions 221 of the functional area 22 are complementary wedge blocks that allow easy connection and separation, making it possible for a plurality of planar areas 21 and a plurality of functional areas 22 to be coupled together and have different functional areas 22 changed their positions as desired. Thus, the complementary wedge-block design not only enables rapid assembly and component substitution, but also allows the relative positions of multiple functional areas 22 and multiple planar areas 21 to be varied to effect changes to a training terrain.

[0036] FIG. 4 and FIG. 5 show the teaching aid according to the second preferred embodiment of the present invention. The main structure of the second preferred embodiment is the same as that of the previous preferred embodiment. Identical elements in these two embodiments are designated by the same reference numeral and will not be described repeatedly.

[0037] The second preferred embodiment further includes an auxiliary unit 40, and the auxiliary unit 40 is provided on the functional portion 222 of the functional area 22. In this embodiment, the functional portion 222 is formed with a groove 224, and the auxiliary unit 40 has a pivoting block 41 and an elongated plate 42, wherein the pivoting block 41 is provided on the bottom side, and adjacent to the center of the elongated plate 42. The pivoting block 41 is placed in the groove 224 and can pivot freely about a fulcrum defined by the groove 224, thereby pivoting/tilting the two ends of the elongated plate 42 up and down. The elongated plate 42 is higher than the top side of the base plate 20, and the two ends, i.e., the front and rear ends, of the elongated plate 42 can be pivoted about a fulcrum defined by the pivoting block 41. That is to say, the auxiliary unit 40 has a seesaw-like structure. When a user moves from the front end toward the rear end of the elongated plate 42 of the auxiliary unit 40, a change in position of the users center of gravity takes place, which causes the elongated plate 42 of the auxiliary unit 40 to pivot/tilt about the fulcrum defined by the pivoting block 41, creating a difference in height on the auxiliary unit 40.

[0038] To use the modular teaching aid 10, the front end of the elongated plate 42 is lowered down, and the rear end tilted up. Then, a user on the balance bike C advances from the front end toward the rear end of the elongated plate 42. As the center of gravity of the balance bike C and the user gradually moves toward the rear end of the elongated plate 42, the rear end of the elongated plate 42 is pivoted downward to allow the user to continue advancing toward the rear end of the teaching aid 10. The provision of the auxiliary unit 40 helps the user learn how to control changes in the center of gravity and overcome the fear induced by changes in vertical position. A child crossing the auxiliary unit 40 lengthwise has to increase their concentration and carefully determine their changes in position. Changes in vertical position, in particular, can stimulate the prefrontal cortex and thereby enhance neural connectivity in the brain.

[0039] FIG. 6 shows the teaching aid according to the third preferred embodiment of the present invention. The main structure of the third preferred embodiment is the same as that of the first preferred embodiment. Identical elements in these two embodiments are designated by the same reference numeral and will not be described repeatedly.

[0040] In the third preferred embodiment, the planar areas 23 and the functional area 24 of the base plate 20 are integrally formed, with the two planar areas 23 each located at the front and rear ends of the functional area 24. The front end of the front planar area 23 and the rear end of the rear planar area 23 are each provided with an assembly portion 231 for connecting with the connecting portion 32 of the corresponding ramp plates 30. A functional portion 241 of the functional area 24 is provided between the two planar areas 23. To replace the functional area 24, it is necessary to replace the entire base plate 20. However, with the two planar areas 23 and the functional area 24 formed as a single unit, the bond between the areas is stronger, and the assembly process is easier than when the different areas are individual components.

[0041] FIG. 7 to FIG. 12 show the teaching aid according to the fourth preferred embodiment of the present invention. The main structure of the fourth preferred embodiment is the same as that of the third embodiment. Identical elements in these two embodiments are designated by the same reference numeral and will not be described repeatedly.

[0042] The planar area 23 of the base plate 20 is provided with an engaging component. In this embodiment, the engaging component includes two engaging portions 25 that are spaced apart, and the two engaging portions 25 are protruding blocks 251 protruding from the base plate 20.

[0043] A functional area 50 is made of a soft and reusable material such as but not limited to EVA. The functional area 50 in this embodiment is a sloping barrier block having a predetermined height, a front sloping surface, and a rear sloping surface. More specifically, the sloping barrier block includes a front sloping block 51 and a rear sloping block 52. The bottom side of the front sloping block 51 is provided with a mating portion 511 corresponding to the other engaging portion 25, and the mating portion 511 is a recess corresponding to one of the engaging portions 25. The bottom side of the rear sloping block 52 is provided with a mating portion 521 corresponding to the other engaging portion 25, and the mating portion 521 is also a recess. The mating portions 511 and 521 enable the front sloping block 51 and the rear sloping block 52 to be connected to the base plate 20. A front section of the top side of the front sloping block 51 is provided with a front sloping portion 512, and a rear section of the top side of the rear sloping block 52 is provided with a rear sloping portion 522. The rear end face of the front sloping block 51 and the front end face of the rear sloping block 52 are provided with a recessed portion 513 and a protruding portion 523 respectively. The protruding portion 523 can be fitted into the recessed portion 513 to couple the front sloping block 51 and the rear sloping block 52 together. The mating portions 511 and 521 at the bottom sides of the front sloping block 51 and rear sloping block 52 are engaged with the engaging portions 25 of the base plate 20. The front and rear sloping blocks 51 and 52 make up a raised slope protruding from the base plate 20 such that the top side of the functional area 50 forms a slope as the functional portion. In practice, the functional area 50 may form the sloping barrier block as a single piece instead, with the front and rear of the functional area 50 provided with the front sloping portion 512 and the rear sloping portion 522 respectively, and a bottom portion of the functional area 50 provided with the mating portion 511/522 so that the functional area 50 can be directly connected to the engaging portions 25 of the base plate 20.

[0044] Referring to FIG. 10, when a child on the balance bike C advances from a common road surface to the modular teaching aid 10, the front wheel of the balance bike C will contact the slope 31 of one of the ramp plates 30 first, allowing the child to move up the modular teaching aid 10 easily. The inclined contact between the balance bike C and the slope 31 also prevents the modular teaching aid 10 from being displaced by the impact of the balance bike C. Once the weight of the front wheel of the balance bike C is transferred to the ramp plate 30, the modular teaching aid 10 is held down by the front wheel and kept from moving, so that the balance bike C will not slip or fall while riding on the modular teaching aid 10. The base plate 20, the ramp plates 30, and the functional area 50 are all made of EVA and are therefore lightweight, soft, easy to carry around, and not prone to damage upon impact. Even when damaged, the material of the teaching aid will not cause injury to a users body. Besides, the separable design of the functional area 50 and the base plate 20 makes it easy to assemble the functional area 50 of the modular teaching aid 10 and to effect changes to the terrain of a riding site, the objective being to provide terrain variability of the functional area 50 that helps enhance the contents of a training program. As the assembly portions 231 at the two ends of the base plate 20 have complementary shapes, a plurality of base plates 20 can be coupled together, with the front end of one base plate 20 connected to the rear end of another. Moreover, the connected base plates 20 can be used with different functional areas 50 to effect changes to the terrain of a riding site, and this extended configuration also allows rapid assembly and component substitution. With continued reference to FIG. 10, when the balance bike C moves to the functional area 50, the uphill slope formed by the front sloping block 51 and the downhill slope formed by the rear sloping block 52 provide physical stimulations that add to the stimulus intensity and variability of training. The front sloping portion 512 can be used to train a users uphill ability and strengthen their muscles, while the modular teaching aid 10 as a whole can train the users concentration for both uphill and downhill riding, which is required to prevent deviating from a predetermined path or tipping over. Furthermore, riding downhill along the rear sloping portion 522 can stimulate the users prefrontal cortex and thereby enhance neural connectivity in their brain.

[0045] The modular teaching aid 10 shown in FIG. 11 and FIG. 12 is provided with two base plates 20. The two base plates 20 are coupled together through the adjacent assembly portions 231 to increase the length of the modular teaching aid 10. Each base plate 20 is provided with a functional area 50, so the modular teaching aid 10 has two functional portions, which are two slopes, and hence higher complexity than with only one functional portion. The two functional portions provide consecutive changes in slope within a short distance to train not only a users control, but also their explosive muscle power during the second uphill climb. A continuous uphill and downhill ride can also train a users sense of balance and ability to adapt to multiple instant changes in slope.

[0046] FIG. 13 and FIG. 14 show the teaching aid according to the fifth preferred embodiment of the present invention. The main structure of the fifth preferred embodiment is the same as that of the previous embodiment. Identical elements in these two embodiments are designated by the same reference numeral and will not be described repeatedly.

[0047] In the fifth preferred embodiment, the single functional area 50 further includes a connecting block 53. The connecting block 53 is an elongated cuboid provided between the front sloping block 51 and the rear sloping block 52. The two ends of the connecting block 53 are each provided with a connecting protruding portion 531 and a connecting recessed portion 532. The connecting protruding portion 531 is connected to the recessed portion 513 of the front sloping block 51, and the connecting recessed portion 532 is connected to the protruding portion 523 of the rear sloping block 52. The bottom side of the connecting block 53 is provided with two mating portions 533 for engaging with the engaging portions 25 of the base plate 20 separately. The top side of the connecting block 53 is a flat surface 534. Once the front sloping block 51, the connecting block 53, and the rear sloping block 52 are put together, a platform protruding from the base plate 20 is formed as the functional portion of the functional area 50. A user can move up along the front sloping block 51, then glide on the connecting block 53 for some distance, and then go down the rear sloping block 52. The single functional area 50 is relatively long and is therefore connected to two base plates 20, with the functional portion of the functional area 50 bridging the two base plates 20 to achieve the desired length of use.

[0048] A user can use the flat surface 534 to practice balancing, to train their concentration, and to develop the ability to keep them from falling off the flat surface 534. The flat surface 534 also allows the user to accelerate so that the speed at which the user moves down the rear sloping portion 522 can be increased to amplify stimulation of the users prefrontal cortex.

[0049] FIG. 15 and FIG. 16 show the teaching aid according to the sixth preferred embodiment of the present invention. The main structure of the sixth preferred embodiment is the same as that of the first preferred embodiment. Identical elements in these two embodiments are designated by the same reference numeral and will not be described repeatedly.

[0050] To enhance the variability of the teaching aid, the base plates 20 in the foregoing embodiments are used in combination to form the base plates 20 in this embodiment, which has three different functional areas. The functional portion of the functional area 50 of the front base plate 20 is a slope, and the slope has an uphill sloping surface provided by the front sloping block 51 and a downhill sloping surface provided by the rear sloping block 52. The functional portions 222 of the functional areas 22 of the middle and rear base plates 20 are the corrugated block 223 and the groove 224 respectively, with the auxiliary unit 40 placed in the groove 224. The changes in function of the sequentially connected base plates 20 increase the variability of the terrain created with the teaching aid, the use methods thereof, and hopefully users interest.

[0051] All children, including young ones, can train their core muscles, strengthen overall muscular development, and correct poor posture by riding the balance bike C or other similar sports equipment. The changes in terrain effected by the functional portion(s) of the functional area(s) can provide children with vestibular stimulation, enhance their prefrontal development, activate the reticular nervous system in their brains, and promote brain integration. By concentrating on overcoming different types of terrain, children can also learn to increase their focus, build the courage to face challenges, and boost self-confidence.

[0052] Although the invention has been disclosed as above with the embodiments, it is not intended to limit the invention. A person having ordinary skill in the art to which the invention pertains can make various changes and modifications without departing from the spirit and scope of the invention. Therefore, scope of protection of the invention shall be subject to what is defined in the pending claims.