AU2021221739A1

AU2021221739A1 - Learning aid

Info

Publication number: AU2021221739A1
Application number: AU2021221739A
Authority: AU
Inventors: John Lawton; Chris Tisdell
Original assignee: Objective Learning Materials Pty Ltd
Current assignee: Objective Learning Materials Pty Ltd
Priority date: 2021-08-25
Filing date: 2021-08-25
Publication date: 2023-03-16

Abstract

P1797AU00 ABSTRACT A drawing template comprising one or more arc-defining portions for a pencil to bear against to mark out an arc of at least 1800; 5 a origin feature for identifying an origin of the arc; and one or more radial-line-defining portions for a pencil to bear against to mark out a radial line. 112 1 L 00 pp ep6 Figure 1 PRIOR ART Figure 2 69 Circles 00 90o 0 770 13 3 -F-ue 37 Rhombus 45° -" ,r 39o 9 Oso%5 4 Kt 9 0- ; 5 Figure 3

Description

112 1

L

ep6 pp 00

Figure 1 PRIOR ART

Figure 2 69 Circles 00 90o 0 770

13

3

-F-ue 37 Rhombus 45° -" ,r

39o 9 Oso%5

4 Kt

9 0- ; 5

Figure 3

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LEARNING AID FIELD OF THE INVENTION

The invention relates to learning aids.

BACKGROUND TO THE INVENTION

Whilst software based learning aids continue to improve and are an increasingly important part of education, tangible learning aids that provide learners with a hands on experience remain important particularly in the context of teaching geometry. Drawing compasses have long been used to teach certain geometric concepts. Indeed, the use of drawing compasses is specifically prescribed in some jurisdictions.

Figure 1 illustrates an exercise completed with a drawing compass to learn certain geometric concepts. A learner might be presented with the point P and line L and asked to draw a circle centred on point P, cutting the line L in two places and having a major arc below the line L.

Other exercises may entail drawing arcs and radial lines. By way of example, a learner might mark on the page an origin point, utilise a drawing compass to draw the arc and then use a ruler to rule a radial line outwards from the origin.

The present inventors have recognised that students frequently struggle to operate drawing compasses due to the inherently awkward nature of drawing compasses and the poor quality of the drawing compasses frequently found in classrooms. Moreover, drawing compasses are another piece of equipment for learners and teachers to keep track of. The present inventors have recognised that students are prone to losing drawing compasses, particularly since it is not a piece of equipment that they typically use every day.

Against this backdrop, the present invention aims to provide improvements in and for, or at least alternatives in and for, learning and teaching.

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SUMMARY

One aspect of the invention provides a drawing template comprising

one or more arc-defining portions for a pencil to bear against to mark out an arc of at least 1800;

an origin feature for identifying an origin of the arc; and

one or more radial-line-defining portions for a pencil to bear against to mark out a radial line.

The arc is preferably at least 2700. The one or more arc-defining portions may comprise at least one edge along which the pencil is continuously movable to mark out at least 700 of the arc, or more preferable at least 1900 of the arc, e.g. at least 2700 of the arc. The at least one edge may be concave.

The origin feature may be shaped to at least partly embrace a portion of the pencil to position the pencil to mark the origin.

Preferably the radial line is at least most of a radius of the arc. In an embodiment, the one or more radial-line-defining portions consist of a straight edge along which the pencil is continuously movable. The drawing template may comprise another one or more radial-line-defining portions for a pencil to bear against to mark out another radial line.

Another aspect of the invention provides a drawing template comprising

one or more first arc-defining portions for a pencil to bear against to mark out a first arc of more than 1800;

one or more second arc-defining portions for a pencil to bear against to mark out a second arc of more than 1800; and

an origin feature for identifying an origin of the first arc;

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wherein the one or more second arc-defining portions are concentrically nested within the one or more first arc-defining portions; and

a radius of the second arc is not more than 90% of the radius of the first arc.

Preferably the one or more first arc-defining portions comprising at least one edge along which the pencil is continuously movable to mark out at least 700, e.g. at least 1200, of the first arc. The first arc is preferably of at least 1900, or more preferably at last 2200, e.g. at least 2700.

Preferably the one or more second arc-defining portions may comprise at least one edge along which the pencil is continuously movable to mark out at least 700, e.g. at least 1200, of the second arc. The second arc is preferably at least 1900, or more preferably at least 2200, e.g. at least 2700.

The drawing template may comprise one or more third arc-defining portions for a pencil to bear against to mark out a third arc of more than 1800; and

wherein the one or more third arc-defining portions are concentrically nested within the one or more second arc-defining portions; and

a radius of the third arc is not more than 90% of the radius of the second arc.

Preferably the one or more third arc-defining portions may comprise at least one edge along which the pencil is continuously movable to mark out at least 700, e.g. at least 1200, of the third arc. The third arc is preferably at least 1900, or more preferably at least 2200, e.g. at least 2700.

BRIEF DESCRIPTION OF DRAWINGS

Figure 1 illustrates a prior art drawing exercise;

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Figure 2 illustrates a drawing template;

Figure 3 is an enlargement of a central portion of the drawing template of Figure 2;

Figure 4 is a plan view of another drawing template; and

Figure 5 is an enlargement of a central portion of the template of Figure 4.

DETAILED DESCRIPTION

The template 1 comprises a sheet of material that is preferably transparent, e.g. transparent polycarbonate. A set of openings open through the sheet and are shaped to guide a pencil to make markings on an underlying piece of paper.

The edges of the openings are features against which a pencil can bear to mark out the features. For the avoidance of doubt, as the wording is used herein a portion against which a pencil can bear to make a mark is a portion for a pencil to bear against to make a mark regardless of whether the template is intended or actually used with some other drawing implement such as a pen.

The template 1 comprises an arc 3 in the form of a continuous concave edge about which a pencil can be continuously moved to draw a 300° arc.

An origin feature 5 sits inside the arc 3. The origin feature may take a variety of forms. In one example, it may simply be a feature that the origin of the arc drawn by the edge 3 can be aligned with a mark on the page. By way of example, the origin feature may comprise a black dot, on a transparent portion of the template, that could be moved into register with the point P to enable a user to subsequently mark out a circle concentric to the point P utilising the edge 3. More preferably the origin feature is configured to mark the origin whereby the origin can be marked on the page and the arc can be marked on the page in the same placement of the drawing template.

In this example, the origin feature 5 comprises a small opening for guiding a pencil can mark out a dot at the origin. In this example, the opening is circular although other shapes and configurations are possible. By way of example an origin feature

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might be shaped to mark a crosshair at the origin. Another variant might not be a full circle (or other closed shape) but might instead be a notch shaped to partly embrace a periphery of the pencil to mark the origin.

A pair of radial-line-marking portions 7 are set back from a radius of the arc drawn by edge 3 by a pencil allowance whereby a pencil can be continuously moved along the portions 7 to mark out a radial line. A pencil allowance of 0.5mm is preferred although other numbers might be used. By way of example, a scaled up variant of the template 1 with a larger pencil allowance may be provided to enable a teacher to demonstrate the exercises to the students on a whiteboard.

In this example, a second radial-line-marking portion extends away from the centre. The edge 3, origin feature 5 and portions 7 together constitute a tool about which a pencil can be quickly and easily maneuvered to mark out the perimeter of a 300° sector (in this case, mark out the entire perimeter but for small breaks adjacent to the origin in this case).

The concavity of the edge 3 contributes to its ease of use. It is easy to run a pencil quickly around a concave surface whereas more care is required to follow a convex edge. The 'openness', that is having a major sector that is predominantly open, also contributes to the ease of use. It is easier to find the relevant edges rather than carefully line up a pencil with the edge of a narrow slot.

This example of the origin feature also provides a convenient way to maneuver the drawing template. The pencil (or other implement) can be placed inside the origin feature and the drawing template pivoted thereabout. By way of example, in one placement of the template a 300° arc might be drawn and then the template rotated through more than 60° to a second placement to complete the circle. In a similar way, when learning important concepts such as the unit circle, the template can be rotated about the origin feature to draw a radial line at any desired angle.

Whilst continuous edges along which a pencil can be continuously moved are generally preferred, in some cases it is desirable to break the various feature defining portions into separate discreet portions, e.g. to maintain the mechanical integrity of

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the drawing template. By way of example, in the extreme, the edge 3 might be replaced by a sequence of small openings into which the pencil can be placed to mark out distinct points about the arc. A student might later freehand-in the gaps between these points. Preferably any arc marking portions in the template are configured for a maximum gap between markings of 10°, more preferably the gap is 0° i.e. continuous.

Whilst the tool 3, 5, 7 might be used to complete the drawing exercise of Figure 1, this would only be possible if the edge 3 happened to be the correct size.

The template 1 further includes three sets 9 of nested arc defining portions concentric to origin feature 11. The outer set of portions comprise eight distinct portions for guiding a pencil to mark out a 360° arc. A pair of 300° continuous slots are nested inside the outer set of portions. In this example slots each have a minimum width based on the pencil allowance. In another example, the slots might be wider whereby the inner and outer edges of the of the slots can be used to define distinct arcs.

The template 1 further comprises a second set 13 of nested arcs complementary to the set 9 to extend the range of arcs that can be conveniently drawn about a defined centre point of the template.

Figure 4 illustrates a template 1' comprising features 3', 9' ,13' akin features 3, 9, 13.

The invention is not limited to the examples disclosed herein. Rather the invention is defined by the claims.

The term 'comprises' and its grammatical variants has a meaning that is determined by the context in which it appears. Accordingly, the term should not be interpreted exhaustively unless the context dictates so.

Claims

P1797AU00 7 CLAIMS

1. A drawing template comprising

an origin feature for identifying an origin of the arc; and

2. The drawing template of claim 1 wherein the arc is at least 2700.

3. The drawing template of claim 1 or 2 wherein the one or more arc-defining portions comprise at least one edge along which the pencil is continuously movable to mark out at least 700 of the arc.

4. The drawing template of claim 1 wherein the one or more arc-defining portions comprise at least one edge along which the pencil is continuously movable to mark out at least2700ofthe arc.

5. The drawing template of claim 3 or 4 wherein the at least one edge is concave.

6. The drawing template of any one of claims 1 to 5 wherein the origin feature is shaped to at least partly embrace a portion of the pencil to position the pencil to mark the origin.

7. The drawing template of any one of claims 1 to 6 wherein the radial line is at least most of a radius of the arc.

8. The drawing template of any one of claims 1 to 7 wherein the one or more radial-line-defining portions consist of a straight edge along which the pencil is continuously movable.

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9. The drawing template any one of claims 1 to 8 comprising another one or more radial-line-defining portions for a pencil to bear against to mark out another radial line.

10. A drawing template comprising

an origin feature for identifying an origin of the first arc;

a radius of the second arc is not more than 90% of the radius of the first arc.

11. The drawing template of claim 10 wherein the one or more first arc-defining portions comprising at least one edge along which the pencil is continuously movable to mark out at least 700 of the first arc.

12. The drawing template of claim 10 or 11 wherein the first arc is of at least 1900.

13. The drawing template of claim 10, 11 or 12 wherein the one or more second arc-defining portions comprising at least one edge along which the pencil is continuously movable to mark out at least 700 of the second arc.

14. The drawing template of anyone of claims 10 to 13 wherein the second arc is of at least 1900.

15. The drawing template of anyone of claims 10 to 14 comprising one or more third arc-defining portions for a pencil to bear against to mark out a third arc of more than 1800; and

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wherein the one or more third arc-defining portions are concentrically nested with the one or more second arc-defining portions; and

a radius of the third arc is not more than 90% of the radius of the second arc.

16. The drawing template of any one of claims 10 to 15 wherein the origin feature is shaped to at least partly embrace a portion of the pencil to position the pencil to mark the origin.