U.S. patent application number 10/914045 was filed with the patent office on 2005-03-24 for consequence based story block learning system.
Invention is credited to Sanyal, Juli L., Sanyal, Vikash.
Application Number | 20050064379 10/914045 |
Document ID | / |
Family ID | 34135261 |
Filed Date | 2005-03-24 |
United States Patent
Application |
20050064379 |
Kind Code |
A1 |
Sanyal, Vikash ; et
al. |
March 24, 2005 |
Consequence based story block learning system
Abstract
An educational system and method, which may incorporate features
of a book, a block game, and/or a puzzle, with the purpose of
teaching various principles or lessons. The inventive system
includes a plurality of pieces of potentially different geometric
shapes. The pieces are sequential in nature and each block is
associated with a portion of the story. As part of the story, a
participant is asked various questions, allowing the participant to
test their instincts and/or knowledge. Based on the decisions that
are made, different faces of the blocks are set down. If the
correct decisions are made, the end result is a structure, which by
its textual, graphical, and/or sculptural appearance, as a whole,
communicates an idea or concept. In variations of the invention,
each piece has an instability feature, and when the participant
incorrectly answers a question, the participant is directed to
orient the piece in such a way with respect to one or more other
pieces that an unstable structure is created.
Inventors: |
Sanyal, Vikash; (Valley
Center, CA) ; Sanyal, Juli L.; (Valley Center,
CA) |
Correspondence
Address: |
COOLEY GODWARD, LLP
3000 EL CAMINO REAL
5 PALO ALTO SQUARE
PALO ALTO
CA
94306
US
|
Family ID: |
34135261 |
Appl. No.: |
10/914045 |
Filed: |
August 6, 2004 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
|
|
60493534 |
Aug 7, 2003 |
|
|
|
Current U.S.
Class: |
434/362 |
Current CPC
Class: |
A63F 9/18 20130101; A63F
9/183 20130101; A63F 9/34 20130101; G09B 1/34 20130101; A63F
2009/0491 20130101; A63F 2009/1212 20130101; A63F 9/26 20130101;
A63F 2003/00826 20130101; A63F 2003/00813 20130101; A63F 9/1204
20130101; A63F 2003/00738 20130101 |
Class at
Publication: |
434/362 |
International
Class: |
A63F 003/00 |
Claims
What is claimed is:
1. An educational system including: a plurality of geometric
pieces, each of the plurality of geometric pieces conveying a
portion of an idea, which becomes apparent when a collection of the
plurality of geometric pieces are positioned in a predetermined
manner, the plurality of geometric pieces including: at least one
geometric piece with a representation of a portion of a story; at
least one geometric piece displaying a question relating to the
portion of the story wherein the question is intended to elicit a
response from a participant; and at least one geometric piece
including directions informing the participant how to position one
of the plurality of geometric pieces as a function of the response
from the participant.
2. The system of claim 1 wherein at least one of the plurality of
geometric pieces includes an instability feature so as generate an
instability when the at least one of the plurality of geometric
pieces is not positioned in accordance with the predetermined
manner.
3. The system of claim 2 wherein the instability feature is a
mechanical instability feature.
4. The system of claim 2 wherein the instability feature is a
magnet.
5. The system of claim 1 wherein at least one of the plurality of
geometric pieces includes a electronic display for displaying one
of the portions of the idea.
6. The system of claim 1 wherein at least one of the plurality of
geometric pieces conveys one of the portions of the idea with
graphical information.
7. The system of claim 1 wherein at least one of the plurality of
geometric pieces conveys the portion of the idea with textual
information.
8. The system of claim 1 wherein at least one of the plurality of
geometric pieces conveys the portion of the idea with topological
features.
9. The system of claim 1 wherein at least one of the plurality of
geometric pieces includes both the question and the directions.
10. An instructional method utilizing a plurality of geometric
pieces, each of the plurality of geometric pieces having a
plurality of faces, the method comprising: presenting at least a
portion of a story to a participant; questioning the participant in
connection with the portion of the story so as to elicit an answer
from the participant; directing the participant to place one of the
plurality of geometric pieces on a surface with an orientation that
is a function of the answer, wherein the stability of the one of
the plurality of geometric pieces is a function of the
orientation.
11. The method of claim 10 wherein the stability of the one of the
plurality of geometric pieces is perceptible by the participant
when the one of the plurality of geometric pieces is placed on the
surface so as to provide the participant with feedback relative to
the answer.
12. The method of claim 10 wherein the surface is a surface of
another of the plurality of geometrical pieces.
13. The method of claim 10 including: using a magnetic field to
affect the stability of the positioned geometrical piece.
14. The method of claim 10 including: using a mechanical feature to
affect the stability of the positioned geometrical piece.
15. The method of claim 10 wherein the presenting includes
presenting the portion of the story with text on a surface of
another of the plurality of geometric pieces.
16. The method of claim 10 wherein the questioning includes
questioning the participant with text on a surface of the one of
the plurality of geometric pieces.
17. A method for teaching using a plurality of geometric pieces,
the geometric pieces having a plurality of faces, the method
comprising: presenting at least a portion of a story to a
participant; providing the participant with a plurality of
questions relating to the story so as to elicit a plurality of
answers from the participant; directing the participant to position
each of the plurality of geometric pieces with an orientation that
is a function of a corresponding one of the plurality of answers,
wherein the plurality of geometric pieces, after being positioned,
collectively express an idea.
18. The method of claim 17 wherein the plurality of positioned
geometric pieces textually express the idea.
19. The method of claim 17 wherein the plurality of positioned
geometric pieces sculpturally express the idea.
20. The method of claim 17 wherein the plurality of positioned
geometric pieces graphically express the idea.
21. The method of claim 17 wherein the idea is a moral for the
participant to take away from the story.
Description
CROSS-REFERENCE TO RELATED APPLICATIONS
[0001] This application claims priority under 35 U.S.C.
.sctn.119(e) to U.S. provisional application Ser. No. 60/493,534
entitled CONSEQUENCE BASED STORY BLOCK LEARNING SYSTEM, filed Aug.
7, 2003, and is related to U.S. non-provisional application Ser.
No. ______ entitled INTERCHANGEABLE SURFACE SYSTEM FOR TOY BLOCKS,
filed concurrently herewith on Aug. 6, 2004, which are herein
incorporated by reference in their entirety.
BACKGROUND OF THE INVENTION
[0002] 1. Field of the Invention
[0003] The present invention relates generally to learning systems
and methods, and more specifically to building blocks utilized in
learning systems and methods.
[0004] 2. Discussion of the Related Art
[0005] One of the most common toys enjoyed by children is building
blocks. Basic building blocks are typically cube-shaped such that
they are easily stackable. Often, the blocks include numbers,
letters or pictorial representations on the sides.
[0006] Basic building blocks have been modified for use in complex
puzzles and games. For example, games have been developed which
require a participant to place blocks together so that graphical
characters are aligned with similar graphical characters on
adjacent blocks.
[0007] Some games have been established which utilize blocks to
teach relationships, similarities and differences in a number of
subject matters. For example, each block may include at least two
sets of indicia, which bear a relationship to one another such that
manipulation of the block discloses the relationship between the
indicia or lack thereof.
[0008] Other games have been developed that require participants to
take turns placing irregularly-shaped blocks on top of each other
in a manner which permits the resulting structure to remain erect
rather than collapsing.
SUMMARY OF THE INVENTION
[0009] In one embodiment, the invention can be characterized as an
educational system including a plurality of geometric pieces. Each
of the plurality of geometric pieces conveys a portion of an idea,
and the idea is apparent from the collection of the plurality of
geometric pieces, as a whole, when each of the plurality of
geometrical pieces is positioned in accordance with a predetermined
manner. The plurality of geometric pieces include at least one
geometric piece with a portion of a story; at least one geometric
piece including a question relating to the portion of the story so
as to elicit a response from a participant; and at least one
geometric piece including directions informing a participant how to
position one of the plurality of geometric pieces as a function of
the response from the participant.
[0010] In another embodiment, the invention may be characterized as
a method for teaching using a plurality of geometric pieces, each
of the geometric pieces having a plurality of faces. The inventive
method includes presenting at least a portion of a story to a
participant; providing the participant with a plurality of
questions relating to the story so as to elicit a plurality of
answers from the participant; directing the participant to position
each of the plurality of geometric pieces with an orientation that
is a function of a corresponding one of the plurality of answers,
wherein the plurality of geometric pieces, after being positioned,
collectively express an idea.
[0011] In a further embodiment, the invention may be characterized
as a method for teaching utilizing a plurality of geometric pieces,
each of the plurality of geometric pieces having a plurality of
faces. The method including presenting at least a portion of a
story to a participant; questioning the participant in connection
with the portion of the story so as to elicit an answer from the
participant; directing the participant to place one of the
plurality of geometric pieces on a surface with an orientation that
is a function of the answer, wherein the stability of the one of
the plurality of geometric pieces is a function of the
orientation.
BRIEF DESCRIPTION OF THE DRAWINGS
[0012] The above and other aspects, features and advantages of the
present invention will be more apparent from the following more
particular description thereof, presented in conjunction with the
following drawings wherein:
[0013] FIG. 1 is a perspective view of a front side of a structure
resulting from a participant's successful answering of questions
presented in connection with a story according to one embodiment of
the present invention;
[0014] FIGS. 2A-2F are six respective faces of a piece that may be
used as one of the pieces of the structure of FIG. 1 according to
one embodiment of the present invention;
[0015] FIG. 3 is a flowchart depicting steps carried out as part of
the novel educational method according to one embodiment of the
present invention;
[0016] FIGS. 4A-4F depict respective views of each of six faces of
an exemplary content piece that may be used as one of the pieces of
the structure of FIG. 1 according to another embodiment of the
present invention;
[0017] FIGS. 5A-5F depict respective views of each of six faces of
an exemplary question piece that may be used as one of the pieces
of the structure of FIG. 1 according to an embodiment of the
present invention;
[0018] FIG. 6 is a perspective view of an "assembly side" of a
stable structure assembled from the content and question pieces of
FIGS. 4 and 5 respectively according to an exemplary
embodiment;
[0019] FIGS. 7A and 7B depict perspective views of one embodiment
of a piece with a mechanical instability feature as oriented when
an answer is correct and incorrect, respectively;
[0020] FIG. 8 is a is a perspective view of a piece with a recessed
portion to accommodate the raised portion of the piece depicted in
FIGS. 7A and 7B;
[0021] FIG. 9 is a perspective view of a piece including
instability features realized by magnets in accordance with another
embodiment;
[0022] FIG. 10 is a perspective view of a piece with a removable
outer wrap that has been detached in accordance with one embodiment
of the present invention;
[0023] FIG. 11 is a perspective view of the piece of FIG. 10 with
the removable outer wrap attached in accordance with one embodiment
of the present invention;
[0024] FIG. 12 a perspective view of a content wrap that may be
used to implement sides one through four of the content piece of
FIGS. 4A-4F;
[0025] FIG. 13 is a perspective view of a question wrap that may be
used to implement sides one through four of the question piece
depicted in FIGS. 5A through 5F;
[0026] FIG. 14 is a perspective view of a piece, which incorporates
a magnet to realize an instability feature in accordance with
another embodiment of the present invention;
[0027] FIG. 15, shown is a side view of the core of FIG. 14;
[0028] FIG. 16 is a cut-a-way view of the core taken along line
16-16 in FIG. 15;
[0029] FIG. 17 is a perspective view of another embodiment of the
core of FIG. 10 including magnets embedded therein;
[0030] FIG. 18 is a playing surface configured to support pieces
depicted in FIGS. 2, 4 and 5 in accordance with one embodiment of
the present invention;
[0031] FIG. 19 is a perspective view of an embodiment of a piece of
FIG. 1 implemented as an electronic piece; and
[0032] FIG. 20 is a cut-a-way view taken along line 20--20 in FIG.
19.
[0033] Corresponding reference characters indicate corresponding
components throughout the several views of the drawings.
DETAILED DESCRIPTION
[0034] The following description is not to be taken in a limiting
sense, but is made merely for the purpose of describing the general
principles of the invention.
[0035] The present invention contemplates a novel educational
system and method, which in various embodiments may have attributes
of a book, a block game, and/or a puzzle. According to several
embodiments, the inventive system includes a plurality of pieces,
e.g., building blocks, of potentially different geometric shapes,
which are ultimately arranged, as a result of a participant's
elicited responses, into a structure, which by its textual,
graphical, and/or sculptural appearance as a whole communicates an
image, idea and/or concept. In some embodiments for example, the
resulting structure conveys a principle to the participant.
[0036] In several embodiments, the participant's responses are
elicited by questions presented in the context of a story. The
participant, for example, is presented with a story and the
participant follows along with the story until a question, which
relates in some way to the subject matter of the story, is
presented to the participant. Based upon the participant's response
to the question, the participant is directed to orient the piece in
a particular manner and place the piece to form a portion of the
structure. In this way, the participant's answers affect the
appearance of the resulting structure.
[0037] Advantageously, the educational method according to several
embodiments of the present invention provides immediate visual, and
in some embodiments, tactile feedback to the participant about
their response, which reinforces the participant's retention of the
principles conveyed. Furthermore, the participant's interest is
more easily engaged because the participant is involved with both a
story and a gradual, yet substantially continual, building of a
structure. Thus, the education system and method according to
several embodiments of the present invention provides an effective
learning tool, which is often more entertaining than a book
intended to convey a similar concept.
[0038] Referring first to FIG. 1, shown is a perspective view of a
front side of a structure 100 resulting from a participant's
successful answering of questions during a story according to one
embodiment of the present invention. As shown, the structure 100 is
comprised of several pieces 102.sub.A-J that have been arranged, as
a result of a participant's responses to questions, to convey a
message that includes a moral for the participant to take away from
the story.
[0039] In the present embodiment, the structure presents a textual
message in connection with artistic graphics, and several pieces
include a portion of the textual message so that when arranged, the
pieces convey a principle, e.g., a moral. Although only one side of
the structure 100 is shown with a message and graphics, it should
be recognized that the front side alone or both the front and back
side of the structure 100 may include a message and/or
graphics.
[0040] As shown in the exemplary embodiment depicted in FIG. 1, the
pieces are uniformly shaped, e.g., of a general cubic shape. In
other embodiments, however, the individual pieces vary in size and
shape.
[0041] In some embodiments, the pieces are sequentially ordered and
each piece contains a portion of a story. Referring next to FIGS.
2A-2F, for example, shown are six different faces of a piece 200
that may be used to implement the structure 100 of FIG. 1 according
to one embodiment of the present invention. In the exemplary
embodiment depicted in FIGS. 2A-2F, each piece 200 includes a
portion of the story, a question, directions to place the piece and
a two faces with a portion of a picture and/or text that form a
portion of a front and back face of the structure 100.
[0042] While referring to FIGS. 2A and 2F, simultaneous reference
will be made to FIG. 3, which is a flowchart representing steps
carried out as part of the novel educational method according to
one embodiment of the present invention.
[0043] Initially, a portion of a story is provided to a participant
(Step 300). As shown in FIG. 2A, a first face of the piece 200 in
this embodiment includes a textual presentation of a portion of a
story. The portion of the story is then either read to the
participant or the participant reads the portion of the story. In
other embodiments, the portion of the story is presented to the
participant by other means as discussed further herein.
[0044] After the participant has read or has had the portion of the
story read to them, a question is presented to the participant
(Step 302). In the exemplary embodiment shown in FIG. 2B, the
question is presented on a second face of the piece, but this is
certainly not required. In variations of this embodiment, the
question relates to the subject matter of the portion of the story
presented to the participant on the first face of the piece
200.
[0045] In one embodiment, for example, the portion of the story
provided to the participant (Step 300) sets up a moral predicament
for a character in the story, and the question asks the participant
to choose among two or more potential actions that the character
should take to handle the predicament.
[0046] In another variation, the portion of the story provided to
the participant (Step 300) provides information to the participant
about a subject, and the question is directed to testing the
comprehension and/or retention of the participant.
[0047] Next, based upon the response that the participant provides,
the participant is provided with directions indicating how the
piece should be oriented with respect to other pieces (Step 304).
In the present embodiment shown with reference to FIG. 2C, a third
face of the piece includes the directions, which indicate how the
user is to orient the piece.
[0048] As shown in FIGS. 2D and 2E respectively, a fourth face and
fifth face of the piece include part of a picture and/or part of a
message. In this embodiment, if the participant answers the
question correctly, the directions indicating how the piece should
be oriented will direct the participant to place the piece so that
the part of the picture and/or message on the fourth and fifth
faces line up with respect to other portions of the picture and/or
message on adjacent pieces.
[0049] If the participant answers incorrectly, the directions
indicating how the piece should be oriented will direct the
participant to place the piece so that the part the picture and/or
message on the fourth and fifth faces do not line up with respect
to other portions of the picture and other portions of the message
on adjacent pieces.
[0050] In the present embodiment, as shown with reference to FIG.
2F, a sixth side of the piece includes an instability feature that
makes the piece unstable when oriented in a particular manner with
respect to other pieces. In the present embodiment, when the
participant answers the question incorrectly, the participant is
provided with directions that lead the participant to place the
piece so that a portion of the resulting structure will be
unstable.
[0051] In the exemplary embodiment, the resulting instability from
an incorrect answer is immediately noticeable; thus providing
immediate feedback to the participant that the answer was wrong.
This noticeable instability advantageously provides an association
between instability and the incorrect answer they provided. In
other words, the instability helps to provide reinforcement, which
merely reading alone cannot provide, that the incorrect answers
provide undesirable consequences. Conversely, when an answer is
provided correctly, the participant receives positive reinforcement
from the feeling of setting a piece down, which does not wobble,
and provides a solid foundation for other pieces.
[0052] Furthermore, it is believed that some people may learn
better when interacting, e.g., touching, rather than merely
reading, in part because of the associations discussed above, but
also because the tactile interaction may help some people learn and
retain information better.
[0053] In the present embodiment, when a question is answered
incorrectly, and hence, a piece is unstable when placed (Step 306),
the question is presented to the participant again (Step 302), and
steps 304 and 306 are carried out again until the participant
answers correctly. In this way, the participant is provided with
quick feedback while the question is still fresh in the
participant's mind.
[0054] In other embodiments, the user is able to continue receiving
portions of the story, answering questions and placing blocks, even
though there may be instabilities in the structure produced. In
these other embodiments, it is contemplated that the participant
will be able to later locate sources of the instability and related
it back to incorrect decisions and/or answers made during Steps 300
through 304.
[0055] If there are no more pieces to be placed (Step 308), then a
structure (e.g., the structure 100), which as a whole conveys a
principle, is presented to the participant (Step 310). In one
embodiment as shown with reference to FIG. 1, the principle is a
moral, but this is certainly not required. Additionally, in the
present embodiment, the pieces implemented in accordance with FIGS.
2A-2F produce a structure with a picture and/or textual content on
the side (not shown) opposite the front face of the structure
100.
[0056] In another embodiment, the pieces are functionally divided
into content pieces, which include a portion of a story, and
question pieces, which include a question relating to the portion
of the story on a corresponding content piece. For example, FIGS.
4A-4F are views of each of six faces of an exemplary content piece
400 and FIGS. 5A-5F are views of each of six faces of an exemplary
question piece 500.
[0057] As shown in FIG. 4B, a second face of the content piece 400
in this embodiment includes the portion of the story that is
provided to the participant (Step 300), and once the participant
has received the portion of the story, the participant is directed
to place the content piece 400 by an arrow on a fifth face of the
piece 400 as shown in FIG. 4E. A sixth face, as shown in FIG. 4F,
which will make up a portion of the final presentation (e.g., image
and/or message) is on a face opposite (i.e., parallel) to the fifth
face.
[0058] As shown in FIGS. 4A, 4C and 4D, the remaining faces of the
content piece 400 in this embodiment are three faces available for
textual and/or graphical information. These remaining illustrations
do not form a larger image or message based upon the participant's
answers, but instead may be complete, self-contained images or may
be portions of a larger puzzle formed with other content and/or
question pieces. In the exemplary embodiment, the fourth face of
the content piece depicted in FIG. 4D and third face of the
question piece depicted in FIG. 5C include content that makes up
the portion of a puzzle. In this way, the pieces depicted in FIGS.
4A-4F and 5A-5F may be used to implement a structure in accordance
with the method outlined with reference to FIG. 3, or may be used
as portions of a puzzle.
[0059] As shown in FIG. 5B, after the participant has positioned
the content piece 400, the participant is questioned about the
portion of the story just presented (Step 302) with a question
presented on a second face of the question piece 500. As shown in
FIGS. 5B and 5D, two potential answers are presented to the
participant, and as shown in FIG. 5E, the participant is provided
with directions to position the piece 500 based upon the answer
selected by the participant (Step 304). Specifically, FIG. 5E shows
arrows directing the participant to place the piece with the
selected answer facing up. If the piece 500, as positioned, is
stable (Step 306), and there are more pieces to be placed (Step
308), then Steps 300 through 304 are repeated. If the piece is
unstable (Step 306), the Steps 302 and 304 are repeated until the
piece is stable. Once there are no more pieces to be placed (Step
308), the final structure (e.g., structure 100) is presented to the
participant (Step 310).
[0060] Referring next to FIG. 6, shown is a perspective view from
an "assembly side" of a stable structure 600 positioned on a
playing surface 602 assembled from content and question pieces 400,
500 of FIGS. 4 and 5 according to an exemplary embodiment. As
shown, the structure 600 includes nine numbered pieces, and on the
assembly side are directional arrows on the fifth face of both the
content and question pieces 400, 500 described with reference to
FIGS. 4E and 5E respectively. In this embodiment, the first, third,
fifth, seventh and ninth pieces are content pieces 400, and the
second, fourth, sixth and eighth pieces are question pieces 500.
Also shown with dotted lines are general locations on the pieces
where instability features 610 may be implemented.
[0061] In the present embodiment, to arrive at the structure shown
in FIG. 6, the participant places the pieces 400, 500 in accordance
with the steps outlined with reference to FIG. 3 beginning with the
first piece and ending with the ninth piece. In one embodiment,
until the structure 600 is complete, the participant's view of the
pieces 400, 500 is from the perspective of the assembly side, and
when the structure 600 is complete, the participant views the
opposite side, which shows the final picture and/or message.
[0062] As shown, the first piece in this embodiment is a content
piece 400, and as such, the piece is simply placed in the
prescribed manner (as indicated by the arrow on its face) by the
participant on the playing surface 602 and there are no instability
features 610 that affect its stability. Although the first piece
includes a top instability feature 610.sub.A, the instability
feature 610.sub.A in the first piece of this embodiment is utilized
to interact with the instability features 610.sub.F-G of the fourth
piece and is not implicated in play until the fourth piece, a
question piece 500, is placed in what eventually becomes the
structure 600.
[0063] The third and fifth pieces are similar to the first piece in
that they are content pieces 400 that are simply positioned
according to their respective arrows and have respective
instability features 610.sub.E, 610.sub.H that are not implicated
until question pieces 500 (i.e., the sixth and eighth pieces) are
positioned on top of them.
[0064] As shown, the second piece is a question piece 500, which
includes top and bottom instability features 610.sub.B, 610.sub.C.
As shown, the playing board 602 also includes an instability
feature 610.sub.D, which is compatible with the bottom instability
feature 610.sub.C of the second piece and incompatible with the top
instability feature 610.sub.B of the second piece.
[0065] In this way, when the participant attempts to place the
second piece with the top instability feature 610.sub.B facing the
playing board instability feature 610.sub.D, the second piece is
perceptibly unstable to the participant. On the other hand, when
the user places the second piece with the bottom instability
feature 610.sub.C facing the playing board 602, the second piece is
perceptibly stable to the participant.
[0066] As shown, the fourth, sixth and eighth pieces, which are
respectively positioned after the third, fifth and seventh content
pieces 400, are question pieces 500, which are positioned according
to the participant's answers. The instability features
610.sub.F,G,I,J,K,L of the fourth, sixth and eighth pieces,
however, potentially interact with the top instability features
610.sub.A,E,H, of the first, third and fifth content pieces.
[0067] In the present embodiment, the seventh and ninth pieces are
content pieces 400 that do not include instability features 610. As
such, they are respectively placed on the fourth and sixth pieces
with their respective arrows pointing up.
[0068] It should be recognized that FIGS. 2, 4 and 5 illustrate
exemplary embodiments of the pieces 200, 400, 500 of the present
invention. In other embodiments, the information presented on each
of the faces of the pieces 200, 400, 500 shown in FIGS. 2, 4 and 5
may be presented in a variety of ways. The information may be
consolidated so that one face, for example, combines what is shown
on two faces of the pieces 200, 400, 500 in FIGS. 2, 4 and 5. As
another example, a side with an instability feature 610 may have an
illustration or text. As yet another example, additional
information not shown in FIGS. 2, 4 and 5 may be added to one or
more of the faces. Likewise, some information (e.g., a portion of a
picture), may be removed from a piece 200, 400, 500 without
departing from the scope of the present invention.
[0069] Referring next to FIGS. 7A and 7B, shown are perspective
views of one embodiment of a piece 700 with a mechanical
instability feature 702 as oriented when an answer is correct and
incorrect, respectively. As shown in the exemplary embodiment, the
instability feature 702 is a raised portion, which has a pyramidal
shape. As shown in FIG. 7A, when a question is answered correctly,
the participant is directed to place the raised portion in an
upward direction and the piece is placed so an opposite end 704
from the raised portion rests in a stable manner with another piece
or on the playing surface 602 (e.g., a table top or a game
board).
[0070] When an answer is incorrect, the participant in the present
embodiment is directed to place the piece 700 so the raised portion
702 is directed downward, as shown in FIG. 7B, against another
surface; thus leaving the piece 700 in an unstable position. The
raised portion, after an incorrect answer, for example, is placed
against a face of another piece (e.g., a raised portion of another
piece), or the playing surface 602.
[0071] Referring next to FIG. 8, shown is a perspective view of a
piece 800 with a recessed portion 802 to accommodate the raised
portion 702 of the piece 700 described with reference to FIGS. 7A
and 7B. As shown, to accommodate the raised portion 702 of the
piece 700, the piece 800 in the present embodiment has a recessed
face 802 that accommodates the raised portion 702 (e.g., that
accommodates a pyramidal shape). In this way, when the participant
answers a question correctly, and the piece the participant is
setting down is being set on another piece with a raised portion,
the piece the participant is setting down will be stable when
released.
[0072] Referring next to FIG. 9, shown is a perspective view of a
piece 900 including instability features realized by magnets 902 in
accordance with another embodiment of the pieces described with
reference to FIGS. 2A through 2F and the second, fourth, sixth and
eighth pieces in FIG. 6. As shown, the piece 900 includes a top
magnet 902.sub.A located at a top face 904 of the piece 900 and a
bottom magnet 902.sub.B located at a bottom face 906 of the piece
900.
[0073] The magnets 902.sub.A,B in the present embodiment are
positioned such that an outward face of the top magnet 902.sub.A,
labeled N, is the same polarity as an inward face of the bottom
magnet 902.sub.B, also labeled N. Because opposing faces of the
magnets have opposing polarity, the outward face of the bottom
magnet 902.sub.B has a polarity that is opposite from the outward
face of the top magnet 902.sub.A. Thus, a bottom face of another
piece having magnets configured in the same way will be attracted
to the top face of the piece 900, and a top face of another piece
will be repelled by the top face of the piece 900.
[0074] In operation, when a user answers a question correctly, the
participant will be directed to place the piece 900 so that the
bottom face 906 of the piece 900 rests next to the top face of
another piece (having magnets that are similarly configured). This
placement results in the two pieces being attracted to each other.
If the participant answers a question incorrectly, however, the
participant will be directed to place a top face of the piece 900
onto a top face of another piece, which results in mutual repulsion
between the pieces, and hence, instability. It should be recognized
that the piece in FIG. 9 may be adapted to include only one magnet
(e.g., to implement the first, third and fifth pieces of FIG.
6).
[0075] Referring next to FIGS. 10 and 11, shown are perspective
views of a piece 1000 with a removable outer wrap 1002 that has
been detached and attached respectively from a core 1004 in
accordance with one embodiment of the present invention. As shown,
the outer wrap 1002 includes four faces 1006.sub.1-4 that are
coupled with hinge portions 1008.sub.1-3 that allow the four faces
1006.sub.1-4 of the outer wrap 1002 to cover four corresponding
faces of the core 1004 by wrapping them around the core 1004 so
that when in place, an extreme end 1010 of the fourth face
1006.sub.4 is juxtaposed against an extreme end 1012 of the first
face 10061. Advantageously, the architecture of this exemplary
embodiment allows the content and/or questions on each piece 1000
to be changed by replacing the outer wrap 1002. In this way, the
content presented to the participant may be changed so as to
present the participant with new learning lessons and/or to prevent
boredom.
[0076] In one embodiment for example, different sets of outer wraps
may be developed to present a different lesson to the participant.
For example and without limitation, different value-based sets of
wraps may be developed with each set including content and
questions to teach one or more of the following values: honesty,
courage, responsibility, persistence, respectfulness and
kindness.
[0077] The removable outer wrap 1002 may be made from a variety of
materials including, but not limited to, plastic (e.g.,
polypropylene), cardboard or wood, but plastic is typically
preferred because it is relatively inexpensive, strong and is not
as prone to splintering as wood, for example. As one of ordinary
skill will appreciate, the outer wrap 1002 may be detachably
coupled to the core 1004 in a variety of ways including
hook-and-loop type fasteners, snaps, friction coupling and
combinations thereof.
[0078] Also shown in FIG. 10 are end blocks 1022.sub.1, 2 that may
include graphical and/or textual information. In one embodiment for
example, the end blocks 1022.sub.1, 2 are utilized to present the
fifth and sixth faces of both the content and question pieces 400,
500 described with reference to FIGS. 4 and 5.
[0079] Referring next to FIG. 12, shown is a perspective view of a
content wrap 1200 that may be used to implement sides one through
four of the content piece 400 of FIGS. 4A-4F. In the exemplary
embodiment, the content wrap 1200 is an adaptation of the outer
wrap 1002, which includes a graphic on a first face 1202.sub.1,
story content (e.g., a portion of a hypothetical situation) on a
second face 1202.sub.2, a graphic related to the story content on a
third face 1202.sub.3, and a portion of a puzzle on a fourth face
1202.sub.4.
[0080] Referring to FIG. 13, shown is a perspective view of a
question wrap 1300 that may be used to implement sides one through
four of the question piece 500 described with reference to FIGS. 5A
through 5F. As shown, the four faces 1302.sub.1-4 of the content
wrap 1300 correspond to the four faces described with reference to
FIGS. 5A to 5D.
[0081] Referring next to FIG. 14 shown is a perspective view of a
piece 1400, which incorporates a magnet 1430 to realize an
instability feature in accordance with another embodiment of the
present invention. For purposes of illustration, the piece 1400 is
shown separated into an outer wrap 1402 and a core 1404. In the
present embodiment, the core 1404 includes an inner wrap 1420,
which is positioned between two end blocks 1422. As shown, a first
face 1424 of the inner wrap 1420 includes two locator pins 1426 and
a second face 1428 includes the magnet 1430, which is partially
embedded so that an exposed portion extends above the surface of
the second face 1428.
[0082] The outer wrap 1402 in the exemplary embodiment includes two
locator holes 1406 on a first face 1408, to receive the two locator
pins 1426 when the first face 1408, of the outer wrap 1402 is
placed on the first face 1424 of the inner wrap 1420. The locator
pins 1426 assist the proper placement and coupling of the outer
wrap 1402 to the inner wrap 1420 of the core 1404.
[0083] In addition, a second face 1408.sub.2 of the outer wrap 1402
includes a recessed portion 1410 on an inner surface to accommodate
the exposed portion of the magnet 1430 when the second face
1408.sub.2 of the outer wrap 1402 is placed over the second face
1428 of the inner wrap 1420. In one embodiment, the outer wrap 1402
and the end blocks 1422 are made of polypropylene and the inner
wrap 1420 is made of high impact polystyrene, but this is certainly
not required, and one of ordinary skill in the art will appreciate
that the piece 1400 may be realized with a variety of materials.
The magnet 1430 in the exemplary embodiment is a Nickel plated
Neodymium Iron Boron (NdFeb) magnet, but it is contemplated that
other varieties of magnets may be utilized instead.
[0084] Although the core 1404 depicted in FIG. 14 includes only one
magnet 1430 (e.g., to implement the first, third and fifth pieces
of the structure 600 of FIG. 6), it should be recognized that it is
adaptable so as to include another magnet on a fourth face (not
shown) of the inner wrap 1420 opposite the second face 1428 (e.g.,
to implement the second, fourth, sixth and eight pieces of the
structure 600 of FIG. 6). The outer wrap 1402 is also readily
adaptable so as to include a second recessed portion positioned on
a fourth face 14084 of the outer wrap 1402 to receive the second
magnet.
[0085] Referring next to FIG. 15, shown is a side view of the core
of FIG. 14 with the core 1404 positioned such that the second face
1428 (not shown) of the core 1404 and the second face 1408.sub.2 of
the outer wrap 1402 face an upwardly direction. As shown, the outer
wrap 1402 is in an affixed position surrounding the core 1404 so
that the top surface of the second face 1408.sub.2 is covering the
magnet 1430 (not shown) and is flush with a top surface 1500 of the
end blocks 1422.
[0086] FIG. 16 is a cut-a-way view taken along line 16-16 in FIG.
15 illustrating the positioning of the magnet 1430 relative to the
recessed portion 1410 of the outer wrap 1402 and the inner wrap
1420. As shown, the magnet 1430 is partially embedded in the inner
wrap 1420 so that a portion of the magnet 1430 extends into the
recessed portion 1410 of the outer wrap 1402. As shown in FIG. 16,
the recessed portion 1410 has a depth, which is substantially the
same as the portion of the magnet 1420 that extends above the
surface of the core. In addition, the thickness of the outer wrap
1402 in the recessed portion above the magnet 1430 is thinner than
other portions of the outer wrap. In this way, the magnet 1430 is
positioned closer, and hence, imparts a stronger magnetic field, to
the outer surface 1602 of the outer wrap so as to interact (i.e.,
attract or repel) with a magnet in another piece placed on top of
the piece 1400.
[0087] Referring next to FIG. 17, shown is a perspective view of
another embodiment of the core of FIG. 10 including magnets 1702
embedded within end blocks 1704 of the core 1700. As shown, the
magnets 1702 are positioned so as to be in close proximity with
magnets similarly located in end blocks of another piece when
placed on the other piece.
[0088] Referring next to FIG. 18, shown is a playing surface 1800
configured to support pieces 200, 400, 500 of structures 100, 600
in accordance with one embodiment of the present invention. As
shown, the playing surface 1800 includes three positions for
receiving three corresponding pieces (e.g., the first, second and
third pieces of structure 600 shown in FIG. 6). Within the second
position are shown potential locations for instability features
(e.g., to interact with the instability features 610.sub.B,C of the
second piece of FIG. 6).
[0089] As shown, a mechanical instability feature 1805 may be
placed on the playing surface 1800 to impart instability upon the
piece 700 described with reference to FIGS. 7A and 7B.
Alternatively, a magnet may be positioned at location 1820 so as to
impart instability upon the piece 1400 described with reference to
FIG. 14. In yet an alternative embodiment, magnets may be
positioned at locations 1810 to impart instability upon the piece
1700 described with reference to FIG. 17.
[0090] Referring next to FIG. 19, shown is a perspective view of an
embodiment of a piece of FIG. 1 implemented as an electronic piece
1900. In the present embodiment, the electronic piece 1900 includes
an electronic display 1902 on a first face 1904 for displaying a
portion of an idea conveyed to a participant. In one embodiment,
the electronic display is a liquid crystal display (LCD), but other
types of displays may be used as well.
[0091] In some embodiments, every piece 1900 within a resulting
structure includes an electronic display, but this is certainly not
required, and although a single display 1902 is shown in the
present embodiment, it is contemplated that an electronic piece may
have two displays, e.g., one display to present a portion of a
message and another display to present a portion of a picture.
[0092] Advantageously, one display (e.g., the display 1902) may be
used for presenting a portion of a story, then presenting a
question for the participant, and subsequently, a portion of either
a message or a picture after the piece is placed among other
pieces.
[0093] Referring next to FIG. 20, shown is a cut-a-way view taken
along line 20--20 in FIG. 19 illustrating display control circuitry
on the inside of the piece according to one embodiment. As shown,
in this embodiment an input portion 2002 is coupled to a CPU 2004.
The CPU 2004 is coupled to a display driver 2006 and a memory
portion 2008, and the display driver 2006 is coupled to the
electronic display 1902.
[0094] In operation, the electronic piece 1900 is programmable so
that when it is part of a structure along with other pieces and/or
electronic pieces, it presents a portion of a message and/or
picture conveyed by the overall structure. Specifically, the memory
2008 includes display information for potentially hundreds of
(portions of) messages and/or pictures. In one embodiment, the
memory 2008 also includes portions of a corresponding story and
questions for each stored message and picture.
[0095] In one embodiment, the participant is able to set each
electronic piece so they are all associated to the same story by
entering information via the input portion 2002. For example, the
input portion 2002 may be a simple push button that allows the
participant to select, by number displayed on the display, a
particular story.
[0096] Once the participant selects a story, the participant then
interacts with the electronic pieces in much the same way as the
pieces described with reference to FIGS. 2, 3, 4 and 5. In one
embodiment for example, each electronic piece 1900 is numbered and
presented to the participant in a sequential order. The participant
begins by selecting the first electronic piece, and makes an entry
with the input portion 2002 to notify the piece to present a
portion of the story to the participant. After the electronic piece
presents a portion of the story on the electronic display, a
question and potential answers are presented for the participant on
the electronic display 1902.
[0097] Based on the participant's answer, the participant is
provided instructions on how to place the electronic piece 1900. In
some embodiments, the electronic piece 1900 notifies the
participant via, e.g., the electronic display 1902 that the user
made an incorrect response before the electronic piece 1900 directs
the user to place the piece 1900. In other embodiments, the
electronic piece 1900 has an instability feature, e.g., a raised
portion or a magnet, and the participant is able to tell from the
instability that their answer was incorrect.
[0098] After all the electronic pieces 1900 are placed to form a
structure, the electronic pieces together as a whole present a
message and/or a picture to the user.
[0099] Although the invention herein disclosed has been described
by means of specific embodiments and applications thereof, numerous
modifications and variations could be made thereto by those skilled
in the art without departing from the principles of the
invention.
[0100] In some embodiments for example, the faces of the piece are
fixed and do not change. In these embodiments, the pieces may be
made from wood, plastic or a composite of materials. In other
embodiments, however, the content on the faces may be changed so
that the pieces are able to present several different stories,
questions and associated principles. In one of these embodiments
for example, each piece is designed so one or more faces may be
removed; thus allowing the stories to change along with the
questions, message (e.g., lesson summary) and pictures. In one
embodiment, e.g., the faces are removable by sliding the face out
of grooves at edges of the piece.
[0101] Additionally, although the story in several embodiments has
been described herein as being presented in a piecemeal fashion on
a face of each piece, in other embodiments, the story is presented
to the user with another source, e.g., a book, which has, e.g., a
numbering system to associate portions of the story with each
piece. In a similar manner, the other source, e.g, the book, may
also have questions and directions indicating where each piece is
to be placed based upon the participants answers.
[0102] It should also be recognized that, in other embodiments the
shape of a resulting structure itself, after being assembled piece
by piece, with the question and answer procedure described with
reference to FIG. 3, conveys a message, e.g., a principle, to a
participant. The structure itself, for example, may be an allegory
for a virtue espoused by the story. In another embodiment, the
final structure may be a representation of an aspect of a story,
e.g., a castle, which is described in the story.
[0103] Furthermore, the structure in some embodiments lies flat on
a surface, e.g. a game board, and in yet other embodiments, the
pieces fit as part of an existing game board, which has a topology
the pieces couple with.
* * * * *