CA2191641A1 - Adjustable seesaw apparatus - Google Patents

Abstract

The seesaw device is adjustable as to the lengths of the moment arms on the beam, of the two seats. Children can adjust the moment-arm length of their own seat in order to compensate for weight imbalances between them. A visible display scale informs of the child of the current moment arm setting.

Description

2 1 9 1 6 4 1 PCT/CA95/00303 Title: ADJUSTABLE SEE-SAW APPARATUS

3 This invention relates to educational play equipment for children.

8 The principle of the see-saw is well-known, in which two children sit at opposh~ ends of a beam, and the beam pivots for up/down movement about a tulcrum mounted on a support post. The 10 invention combines the use of the basic see-saw idea with an a~just~h'e mechanism to create a 11 teaching/ leaming apparatus, in which children use their own physical bodies to help them 12 acquire abstract conc~pL. in mathematics and physics. Using their own bodies provides young 13 children with a powerful bridge to funda",6r,Lal abstract concepls in mall,6r.,ati.;s and physics, 14 such as numerically-balanced equations, addition, leverage, and moment force.

1~ The invention makes use of a see-saw apparatus c~"p,i:.i"g the usual beam mounted for rocking motion on a pivot. The beam includes left and right arms ~ftendi"g in opposite 21 di,~;lions away from the pivot.

23 The beam carries respectivo left and right seats, each of which is suitable for ,t:cei~;.,g a child 24 thereon, and the apparatus is so arranged that the beam can undergo up/down pivoting movement, relative to the fulcrum point. The beam is so arranged as to define respective leR and 26 right moment amms for esch seat; an operable adjustment means, when operated, is effective to 27 allowthe length of at least one of the moment arms to be adj~ste~

2~
THE INVENTION AS COMPARED WITH SOME PRIOR ART DEVICES

32 A well-known aid for teaching numerical ,~ ' nships to children is the desk-top mall,e."atical 33 balance-bar apparatus, as found in many class-rooms. In this apparatus, a beam is provided 34 with hooks, upon which weighted tags may be selectphly hung. The hooks are placed at intervals along the length ot the beam, whereby, for example, tags at posiLiol1s 5 and 3 on one S6 arm of the beam will balance tags (of equal weight) at positions 1, 3, and 4, on the other arm of 37 the beam.

39 This mathe",~lical balance is a well-known useful aid tor teaching maLl,ei,-atical concepL, such as addition and numerical equivalence. The apparatus ot the invention is aimed at giving ~1 children direct physical ex~,erience of balance-force equivalence and numerical equivalence, which helps children acquire those concepts.

2 1 ~

Young children of course learn concrete concepts more readily than abstract concepts. Similarly, 2 children acquire abstract concepts more readily when the teaching env.,~ .,er~l creates 3 opportunities for them to acquire the abstract concepts in concrete ways, for example through

4 direct experience with gross-motor and sensory-motor activities. The learning of mathematical

5 concepts, in particular (since those concepts are generally abstract) is made easier by providing

6 the children with concrete experiences, using a wide variety of manipulatives. This is especislly

7 the case in the pre-school and primary school years.

Another prior art apparatus is a see-saw in which the see-saw device includes a means tor 10 sensing a weight imbalance between the two children using the device, and includes a counter-11 bslance weight which automatically moves to equalke the moment arms of each side of the see-12 saw in response to the sensed imbalance. The contrast between this idea and the invention is 13 very clear: in the imention, the aim is to enable the child to feel, physically, the effects of a 14 weight imbalance, and to leam the manual skill of adjusting the beam accor. Iyly.
16 In relation to this prior device, it may be pointed out that a device which automatically 17 compensates for dfflerences in children's weights by-passes the child's chance of acquiring a 18 per~ieplion of his own weight; indeed, making the device such that his own weight does not 19 count in the moment arm equation may be regarded as an educ~tional disservice to the child.
21 In the invention, the child is given the opportunity to make allowances for his own weight, and to 22 leam how to adjust, numerically, for the magnitude of his own weight. When the adjustment is 23 made aulc""atically, the child leams nothing: or worse, he might even leam to stifle any 24 pe,ceplions he acg~ i ~s of diif~ ,ces between his own weight and other children's.
26 Of course, the device of the invention, insofar as it is a see-saw, serves the usual play purpose of 27 see-saws generally, in providing gross motor experience, and in providing for social and 28 ope.~tio..al co-operation between the participants.
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30 The type of teaching apparatus to which children give their best allention is the type which the 31 children can act on and manipulate not only with their hands but also with their whole bodies.
32 Also, a t~cl, ,9 apparatus, if it is to be utilised attentively by children, should be such as to 3a require the children to think at a level spprupriate to their coy, ~e abilities. From these two 34 standpoints, it is an aim of the af,ust-hle see-saw invention to ensure a high level of mental 35 attention by the children.
a6 40 E~y way of further explanation of the invention, ex~l"plary embodiments of the invention will now 41 be described with le~:,el)ce to the accompanying drawings, in which:

43 Fig 1 is a pictorial view of a see-saw apparatus that embodies the invention;

8 2 1 9 1 6 4 1 PCT/CA95/00303 _ 3 Fig 2 is a corresponding view of the apparatus of Fig 1, in which the apparatus has been 2 s~ cted to a dfflerent configuration;
3 Fig 3 is an _.., la~ed view of some of the components of another see-saw apparatus;
4 Fig 4 is a side-elevation of another see-saw apparatus that embodies the invention;
5 Fig 5 is an end-elevation of the apparatus of Fig 4;
6 Fig 6 is a cross-section of another apparatus that ell~bodies the invention;
7 Fig 7 is a diayl~nlillhlic view of a see-saw, shcJ~i.,g an altemative for a numerical scale;
8 Fig 8 is a side clcv~tiùn of snother apparatus that ell.b~ ' ES the invention;O Fig 9 is a pictorial view of another ~pp~PtUs that er"boJies the invention;
10 Fig 10 is a cross-section of another apparatus that er"Ls " s the invention;
11 Fig 11 is a pictorial view of another, plafforrn-type, apparatus that ell)~dies the invention;
12 Fig 12 is an DYplccled view of the cGr"poner,L~ of another apparatus that e",bGdies the invention;
13 Fig 13 is a side elevation of the apparatus of Fig 12;
14 Fig 14 is a side elevation of a component of the apparatus of Fig 12, shown in a dfflerent 15 condition;
16 Fig 15 is a close-up showing a component that may optionally be added to the apparatus of Fig 17 12.

19 The apparatuses shown in the accompanying Jln~/.i. ,gs and desc,iLed below are e,.---, r'e~ which embody the i,.~tntion. It should be noted that the SCOpQ of the invention is defined by the 21 accompanying claims, and not necess6rily by specific features of ~,~e",rl~ry 6,.,bocli",eots.

23 The apparatus 20 shown in Fig 1 includes a sturdy upright post 23, which is mounted fixedly on 24 a base or plinth 25. The post 23 includes a series of through-holes 27, ~,vhich are each adapted to receive a pivot pin 2~.

27 The apparatus 20 also includes a beam 30. The beam 30 is of composite construction, and 28 includes left and right end-pieces 34L,34R and a centre section 36. The centre section 36 is 2~ pivoted in the middle to the pivot pin 2~.
31 The centre section 36 is in two pieces. These are provided on their inner, opposed surfaces with 32 tongues 38. The end-pieces 34L,34R are tommed with cc,r"r'e .,e,l~ry grooves 40, which engage 33 ~ith the tongues. By virtue of the tongue-in-groove engage",e"~S, the end-pieces may slide 34 longitudinally relative to the centre section 36, but are constrained against all other modes of movement relative to the centre section.

37 Each end-piece is pruJided with a respecthe saddle 43, and a handle 45 for holding on. These 38 items remain fixed to the end-pieces during operation of the apparatus and during adjustment, 39 aHhough the items may be made detachable for di_.-.an~li.,g/ storage purposes.
41 Locking pins 47 are withdrawn whilst adjustment of the position of the end-piece relative to the 42 centre section is being P~ijusted Then, the locking pin is inserted and serves to lock the end-43 piece to the centre section. The end-sections are provided each with a number of lock-pin-holes ~ WO 95132778 2 1 9 1 6 4 ~ PCT/CA95100303 48, whereby the end-pieces 34L.34R may be locked at different extensions or locations relative to 2 the centre section 36.

4 The lock-pin-holes 48 are numbered, as shown at 49, according to the number of units of 5 distance each hole is from the fulcrum point defined by the pivot pin 29. The numerals 49 serve 6 as a visible display scale, for indicating to the child what is the current setting of the moment arrn 7 of his seat.

The two end-sections S4L,34R need not be set each to the same lock-pin-hole 48 numeral, and 10 in fact are set to dmerent lock-pin-holes to cater for dfflerent sizes of children. The apparatus is 11 <.y.."..el,ical, however, whereby when both end-pieces are set to the same lock-pin-hole numeral, 12 the beam 30 is nominally in balance.

14 In the altemative shown in Fig 3, lock-pin-holes are replaced by a through-slot 50 formed in the 15 end-piece 52. The components are shown exploded in Fig 3: in the ope,~tional device, in fact, 16 the locking pin 54 normally resides in the slot 50. The pin 54 is threaded, and is of such a 17 stnucture as to facilitate liyl~leni"9 by small hands. In order to develop problem-solving and other 18 cognitive skills, children must be able to adjust the position of the end-pieces for themselves. Of 1~ course, young children will normally be supervised, and assisted as required. Children need to 20 be initblly taught how to use the apparatus.

22 The see-saw shown in Figs 4 and 5 is a~just-~le as regards the position of the fulcrum along the 23 length of the see-saw beam. The beam 56 is provided with a series of pivot pin holes 58. The 24 pivot pin 60 is inserted in a suitable one of the holes, to provide the required balance between 25 children of dmerent weights.

27 In the Fig 1 device, the children can adjust both moment arms independently; whereas in the 28 Fig 4 device, only one end is ~ ter~ in effect; the other end is adjusted autor"atically in 2~ unison. Although the Fig 4 design is simpler, whilst achieving basically the same result as the 30 Fig 1 design, the Fig 1 t-'~.c~p..,g design has a more engaging appeal for children, which 31 siyl '-Ently enhances the leacl ,g-learning process.

33 Fig 6 shows a device that is like Fig 4 in that adjustment is done by moving a single-ccn"pone"
34 beam from socket to socket. The Fig 8 beam can also rotate about the socket.
3O It is found that when using the devices as de:.~,iLed, children come to appr~ ~e mathematical 37 I~' ' ns more meaningfully. Children say such things as ~Nhen I am on 6, she has to be on 5 38 to balance me~. These numbers help children acquire a concept of just what the physical 3~ dfflerence is between dfflerent numbers. Children come to ~feel~ the effect of the dilie~nces.
41 Using the invention, it is expected that children will develop the ability to estimate other children's 42 weights. This can occur with children even as young as age 4.

WO 95/32778 2 ~ 9 ~ 64 ~ PCT/CA95/00303 Many pre-school children can count. But the counting is usually just rote-learned. Even if pr~
2 school children can count out a number of objects (4 oranges, 5 apples, etc), leamed as part of 3 a counting sequence, the concepts learned in terms of object groupings usually do not come 4 until later.

6 The visible scale should be marked in whole numbers, e.g from 1 to 10 for primary school 7 children, and 1 to 5 for pre-school children. Although children may come to r~COg~ E numerical 8 quantity or magnaude as a continuum more readily with the invention than previously, counting in discrete i"c.~ment~i i5 pr3f~ ,tld with young children.
11 Fig 1 shows that the numerals 49 may be marked along the lengths just of the end-pieces 12 34L,34R. Alternatively, as shown in Fig 7, both the end pieces and the centre section may be 13 provided with numerically-marked scales.

15 It will be understood that a may be necessary to explain to young children that they need to 16 balance the beam of the see-saw to compensate for the dilterence in weight between them, and 17 it may also be necessary to show them how to do this, ie how to adjust and use the device ~in a 18 safe manner). The device is not intended for self-instruction, although once children recehe 1~ instruction that enables them to see how the device functions, they often leam to solve balance 20 beam problems without adult supervision - even at 4 years old.

22 An aim of the invention is to provide an ecluc~tional device whereby children can leam the 23 con~e~ of balance, addaion, mu"i, '; ~ n, numerical equivalence, leverage, etc, and come to 24 perceive the ~ 'f( r~:nce be~.~en weights on a see-saw, and learn to adjust them acc.,,.lil ,91~ in 25 order to balance the beam. In the process of using this equipment, the child comes to feel not 26 just the effect of his own weight, but of his own weight in relation to the other children's weight.

28 Preferably, the device is designed for use indoors, where a is less likely that the ~lju~n''e 2~ co",poner,l~ will become detached and lost, and where supervision is easier. Altematively, the 30 device may be adapted for use outdoors.

32 In Fig 1, the base 25 is marked wah the dial of a geographical-d;l~ ional col"pass. When the 33 apparatus is such that the beam can rotate, as well as teeter, the beam can be aligned wah a 34 particular direction. Teachers may inaially need to teach children such opposing d t!~lions as 35 North-South and East-West; but children usually leam for themselves to rotate and set the beam 36 with ~YIe~:nce to the dial after a period of repeated experience (with instructional input). Again, 37 this q~ k.,ess and ease of leaming arises bec~use the child is using his own body as a point of 38 n '~ ence in relation to other points: the child active 3 aligns himself with other points, and looks 3~ along the particular d;,~ction.
41 The plinth might be provided with clock markings, altematively.

_ Fig 8 shows snothQr way in which the moment arm of the see-saw may be made adjustable.
2 Here, the beam 60 and seats remain fKed, and the beam is provided with a weight 63, which is 3 slidable on a suitable track 65. A numerical scsle (not shown in Fig 8) indicstes to the children 4 the current setting of the position of the sliding weight.

6 The vsrious provisions for supporting the a~jnsts~le see-saw, and provisions for adjusting the 7 moment-arm, ss described above, may be integrated into a single structure. Here, a free-8 stsnding fulcrum supports a set of three related balance besms thst tunction in three dfflerent ways, ss follows:
10 1. a telescoping mechanism st each end of the ~scljust4hle balance is used to adjust the bslance 11 beam mounted in the centre of the structure;
12 2. a weight anchored to, and sliding along a track mechanism running the length of the bslance 13 is used to sdjust the see-saw mounted st the left side of the entire apparatus' 14 3. a set of hook-on weights is used to adjust what smounts to a Isrge mathematic bslance, which 15 is mounted st the right side of the spparatus.

17 The adjus~nh'e balance with the track mechanism (at the left side) that ensbles the weight to be 18 resdily shifted anywhere along the beam is the easiest bslance to use with young children. They 1~ soon understand that it the children riding the see-ssw sre dmerent in weight, sliding the weight 20 slong the trsck on the lighter child's side of the beam will help to bring the beam back into 21 bslance.

23 Once the children grasp the idea of balancing weight in a systematic manner, they csn pr~.g,~ss 24 to the te:escs~ ng beam (in the centre) in which they lesm that moving their own weight swsy 25 trom or towsrds the hlcrum systematicslly i"c,~ases and decresses their influence (ie moment 26 force) on the balance.

28 The '- 'P5Cpi.l9 and track a!j.~tn~le balances provide opportunities for children to understsnd 2~ the ,~ ' ~nshi~ in IllaU~ lic.s and physics that teschers attempt to help children leam in school. When these see-saw systems are set up in playgrounds, parks, snd school yards, 31 children of all ages from pre-school to esrly ndnlescr-,ce will explore and play with all three of 32 the see-saws in any order. I 1~ e., there will be a tendency tor the younger children to play 33 with the se~ssw that is essiest to understsnd, and for the older children to plsy with the balsnce.
34 which is the hardest to unde, .land. In general, the te'es~sFi.,g see-saw is likely to receive the most ~lle"lion, being the most populsr feature of this system.

37 Fig ~ shows a stnucture of see-saw balance beam having Sestures as described sbove.

3~ The non-rotsting plinth 120 carries a csp 117, which serves ss a vertical-axis bearing for the rotstsble sleeve 122. Tnunnion plates 116 sre bolted to the sleeve 122.

42 The two sir pumps 124 sre secured st their lower ends via pins to the trunnion plstes 116. The 43 piston rods of the sir pumps 124 sre secured by sngle brMcket:i u"de",esth the centre sectlon 113 of the cross-bar of the see-saw.

3 The centre-section 113 is mounted for up/down pivoting via the main hGiuoll~l-sxis pivot-pin 4 114. The brscket 111, to which the section 113 is pivoted, is fixed to the rotatable sleeve 122.

6 Mounted on top of the brscket 111 is a hollow tube 126, made of clesr plastic msterisl. Inside 7 the tube is a ping-pong ball 125. The ping-pong ball is such a fn inside the tube that the ball is 8 free to move without touching, up and down inside the tube, and yet the fit of the ball is tight enough thst air cannot easily flow through the gap between ball and tube. The m is such that when air is pumped into the portion of the tube below the ball, enough pressure can build up 11 that the ping-pong ball rises up the tube. On the other hand, when the pumping stops, air can 12 leak around the bsll, whereby the ball grsdually sinks down the tube.

14 The space below the ball is connected via plsstic pipes to the sir pumps 124.
16 The top of the tube 126 includes a means for preventing the ping-pong bsll being pumped right 17 out of the tube.

1Q Also fixed to the bracket 111 is a protractor 123, marked with a scale of angles, as shown. The 20 section 113 is marked with arrows, whereby children may rQsd off the angle through which the 21 see-saw beam is being operated.

23 The section 113 may be of square aluminum tube. The saddle sections are cu." ' "entarily 24 1 ,.ensioned, and a-.~nged to t~ scope into the centre section 113.
26 As regards the numbers marked 1-10 on the centre section (Fig 9) it is beh_r I I if the children 27 can see the pru~sion and sequence of the numbers in the scale, ~ lel~by the numbers, or the 28 position of an ;"d - ~ ~ cc",e~pond;.,g to the numbers, remains hidden until uncovered by 2~ movement of the scale. It is advant geous that during t~'~.scDp.ng the child sees the inside end 30 of the saddle section being u~;uJ_.ed, through the slot on top of the centre section.
31 Altematively, the numbers may be marked on the saddle section, whereby the numbers are 32 uncovered and appear as the section is t9~e.,~-d. Or, the des;y.,er may arrange the 33 ta'es~ ,g such that the centre section lies inside the saddle sections.

35 The saddle sections may be detached from the centre section, in which case the apparatus may 36 be used more or less like a conventional bslance bar, in which weights are hung from set points, 37 to explore the lever/balance êffect. It is better, from this standpoint, it the numbers are marked 38 on the centre section rather than on the (detachable) saddle sections.
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40 The wheels 102 secured unde,-,eath the saddles serve to cushion the blow it the see-ssw should 41 fsll too quickly. Also, the wheels msy serve as trundle wheels to measure round-the-circle 42 dis~ ~ces when the see-saw is rotated about the verticsl-axis bearing.

2~ 9~ ~41 EDUCATIONAL VALUE IN COGNITIVE TERMS

3 As a specific multi-purpose, construction toy with a number of accessolies and interchangeable 4 parts, the arlpJst~hle power balance see-saw apparatus, which may be termed the science see-5 saw, is a manually-a~ rt-hln, see-saw-balance with a number scale on each arm of the ride-on 6 beam. Through direct ex~eri.:nce in riding and manipulating the apparatus, children receive a 7 meaningful opportunity to acquire a host of fundamental concepts in mathe,..atics and science 8 primarily. To be specific, the science see-saw is an educational toy that has been designed and stnuctured to facilitate the develop,ne,lt of the following five dmerent sets of cog, P-/e concept in 10 ",all,er..atics, science and social studies to children in the pre-school and element~ry school 11 years:

13 I) MATHEMATICAL BALANCE CONCEPTS
14 (1) Addition, M~tip'ic~tion and Equivalence in Mathematics (2) Simple Algebra 16 (3) Simple Linear Scaling 17 (4) Balance 18 (5; Weight and Mass 13 (6) Leverage and Levers 21 Il) WORK AND POWER
22 (7) Cause and Effect Relations 23 (8) Work and Power 24 (9) 1 lori~ul ,tal and Vertical Axes 26 Ill) BRIDGING TO CONCEPTS IN SOCIAL STUDIES
27 (10) From Mechanical Power to External Power and Control 28 (11) From Power of Balance to Balance of Power 2~ (12) From the cc"cepb of Power and Control in a dyadic ~ erie"ce to the concept of d~r"G~ cy ~ Iv) ROTATION AND ORIENTATION IN SPACE
33 (13) Rotation 34 (14) Radius and Circumference of a Circle (15) CeG9,~Ph ~l Di,~c~ions 36 (16) Slope and Angle 37 (t7) Level 39 V) LEARNING AND PROBLEM-SOLVING STRATEGIES
(18) The Scientific Method 41 (19) The Strategy of Sy~le"-atic Manipulation 42 (20) Allelltion Span 43 (21) Analytic-lntegrative Leaming Styles 2 ~ q ! 6~ 1 -2 To elaborate in more detail, the preferred form of the science see-saw is a manually-operated toy 3 that integrates an adjucPhle, mathematically scaled, ride-on beam mounted on a rotatable 4 fulcrum, with a system of mechanical devices for harnessing the besm's motion and reflecting the 5 p~"u"l.ance of the children opersting the apparatus. Simrlistic~lly, it may be viewed as an 6 integration of three very popular devices - i.e., (1) see-saws, ~2) mathematical balances, and (3) 7 container balances for comparing mass and weight - used for two dmerent purposes: (1) 8 amusement and (2) educAti~n. As a see-saw, serving primarily an amusement hnction, the apparatus has been ."- "'k~ to make it educAtional. As a ...htl.e...atical balance, or set of 10 weight balances serving edurAtional purposes, the apparatus has been dcv~loped to also make 11 it enjoyable and physically involving for children. Thus, in considering an old idea *om and 12 educPtional pe.:,pecli~e, using what was traditionally considered an amusement toy, it has been 13 des;gned primarily tor educAtional and child dcv.loF~ e~l~ purposes to stimulate problem-solving 14 activities and teach fundamental conce~t~ in mall,~:",atics and science.

18 A key feature of the apparatus is that weights i",posed on the beam can be manually shifted 1~ away *om or to~vards the fulcrum in the process of helping children achieve balance and leam 20 about le/~.~ge. One of the most meaningful ways for children to accG"-, ~ jh this manoeuvre is 21 to use a ride-on, tG'_s -, i..g-beam with seats that enables them to not only ride on the beam, 22 but to also adjust their position in and out *om the fulcrum by pushing the t~les~ ~ p ,g 23 extensions in or pulling them out. Thus, although the mid-section of the beam is balanced and 24 scaled in equal increments *om 0 to 10 on each side of the hlcrum, there are tel~s~F' 25 extensions with seats tor acco....,.odati..g children that have been added to each end of the 26 beam.

28 To the cG...pon~.ds of this structure, certain parts can be added or removed for related, multi-2~ hnctional purposes. When the teles~-F:..g e,~tensiol.s of the beam are removed, the science 30 see-saw functions as a ,.,..lher..atical balance or lever balance. From a d-~alopl"erl~l 31 vi6..r_ It, pre-school children are ready to use the science see-saw with the ~J~tensions before 32 being ready to use it without the e>.ten~iol,s. The science see-saw gives younger or less 33 ~aJ~loped children direct, con~;lete e,~l,erience with concept i in ",alher..~ ,s and physics that 34 are normally taught to older primary school children using conventional balances in a more 35 abstract way.

37 When a ...echan' -I system for har..essi,.g the energy gene...ted from the beam's motion is 38 added to the apparatus, a third stage in the constnuction of the apparatus is created which 3~ addresses conce,~ on work and power.
41 The connecting mechanism between the base and the centre post of the apparatus enable the 42 beam to rotate 360 degrees around the fulcrum like a carrousel. This l~tational feature not only 43 cArtivrt?s the 8llt "lion of young children, but creates an opportunity ~o acquire several concept~

-on rotation snd orientation in space.

5 The beam portrayed in Fig 9 consists of three sections: the main, middle section, balanced 6 directly over the fulcrum, which includes a number scale from 0 to 10 on each arm, and two 7 extensions that slide inside each arm of the mid section and can be locked into one of 10 8 positions along the scale of the main section with a drop-in, gravity pin. Using this kind of

9 teles~F .,g mechanism, the Pdjust~h!e nature of the beam is a key feature in the construction of

10 the science see-saw.

11

12 Instead of making the teleccoping extensions slide inside the middle section of the beam, there is

13 an educational advantage, esperi~lly for preschoolers or under developed children, in making the

14 e~ensions slide over the middle section of the beam so that the numbers on the scale of the

15 main beam are covered when the extensions are pushed in and revealed when they are pulled

16 out. For children who are just learning their primary number concepts and are just beginning to

17 understand the y~l~,.,atic pr,,y,~ssion involved in the sequence of numbers from 0 to 5 or 0 to

18 10, it is mush easier for children to grasp the signfficance of this progression when they 13 simultaneously observe how the length of an arm of the beam systematically ;...;.~ ases as the 20 sequence of numbers on the hidden scale systematically increase when the arm's eAtension is 21 pulled out. For example, is the eAtension of an arm is pulled out one unit of length from 1 to 2 or 22 from 2 to 3 and the child observes the beam increase in length a additional unit, then the child 23 quickly leams that 3 is greater than 2 and 2 is greater than 1 and so on. However, these 24 concept~ are more difficult to learn when children, espe~,: ily undeveloped children, are up 25 against the challenge of leaming these concepts in the midst of the whole scale in lieu of the 26 most relevant part. Further more, this manipulative, hidden-scale feature has the extra advantage 27 of creating a higher level of interest among young children who are still ~asci..at~d with the 28 poss~h 'ity that hidden phenG-..ana still exist, even when they cannot be seen. Being put in the 2~ position of manipulating a device which altemately hides and reveals the eAi~ence of a hidden 30 phenG,nena has the added effect of i-.c.easi..g the child's interest in both the phenc----ena and 31 the device.

35 A key feature of the science see-saw is the way the beam has been developed and desiy. .ed.
36 The a~ rt~'e extensions enable children of unequal weight to make the adjustments needed to 37 balance their weight on the apparatus in the process of riding it. As a result of these 38 de~elop,l.ents, the concel~t:, of addition and equivalence, balance and leverage, are the first set 3~ of key ~;oncepl:j that can be taught to young children in the early primary years using this 40 ~ppa~atl~s 42 When the science see-saw is used strictly as a mathematical balance without the l~.esc~...g 43 ~Atens;ons, a number of mathematical operations can be leamed. A weight placed on one side of a mathematical balance creates a moment about the fulcrum causing the arm to swing and 2 then come to rest in an inclined position. To restore the arm to its horizontal position it is 3 necessary to create an equal but opposite moment about the fulcrum. Because of the design of 4 the mathematical balance, a weight placed on any scaled position along the beam appears to 5 assume the numerical value of that position. Thus, rf, for example, one weight is placed on the 6 right-hand side of the arm on the position numbered 6, the resulting moment torce may be 7 balanced not only by placing one weight on position 6 on the left-hand side of the arrn, but by 8 placing one weight on position 5 and one weight on position 1, or in many other combinations.
9 The op~,~tion just desc,il,ed is written as follows:
6x 1 = 5x 1 + 1 x 1 11 orsimply: 6 = 5 + 1 12 To children, the math~r.,~lical balance is a means of setting up equations and checking their 13 accuracy. It allows them to discover number lelaticJIlshi\ - for themselves, although guided 14 leaming from the teacher is recommended. To take an example, rf a child of six or seven is 15 asked to find out how many ways the number ten may be balanced by two other numbers, then 16 he/she is really finding the set of ordered pairs that satisfy the following equation:
17 x + y = 10 18 1 + 9 = 10

19 2 + 8 = 10 3 + 7 = 10 21 4 + 6 = 10 22 5 + 5 = 10 23 6 + 4 = 10 24 7 + S = 10 8 + 2 = 10 26 9 + 1 = 10 28 At this eariy stage, teachers may be content to view this e,~.erience with the mathematical 29 balance as simply a matter of findihg the ~number bonds~ that equate to 10, but if the child's d~~cJ_ries are c,,ynni~ed in the form of a table, then other pattems become evident, including 31 the commutative aspect of addition which is usually e,~,rt,ased as:
32 a + b = b + a 33 Examples for 10: 1 + 9 = 9 + 1 34 2 + 8 = 8 + 2 3 + 7 = 7 + 3 36 4 + 6 = 6 + 4 38 The child may solve, and the teacher may dei"or, .l~e, many ",~li,e",atical exampies of 35~ addition, s~ on~ m~"i; ' ~ ' -n, division and equations using the mathe",dlical balance i,,co,~u,aled into the science see-saw.
41 _ + 4 = 6 15- _ = 6 42 4 x 3 = _ 19-5 = _ 43 4_- 2 = 10 2 1 9 1 ~

_ 2 When the science see-saw is used strictly as a mathematical balance without the teles~i.,g 3 extensions, children may acquire the principles of balance and leverage as they learn how to 4 baiance weights on the aMms ot the beam. For example, if 8 weight is placed on the end of one 5 arm, 10 equal increments out from the fulcrum, and two similar weights are placed half way down 6 the other arrn, 5 equal inclel"~"ls out from the fulcrum, then children learn that the weights not 7 only balance. but also learn that a weight gains more strength and leverage on one side of the 8 fulcnum in lifting a heavier set of weights on the opposite side as it is moved away from the fulcnum. However, when the tele~c2p..,g extensions are added to the beam, enabling the 10 apparatus to operate as a see-saw, offering children more direct physical involvement and 11 eA~,elience, then these same conceptS and principles become even easier to learn. In leaming 12 how to operate the science see-saw, children leam how to gain leverage or lose leverage by 13 respectively moving away from or towards the fulcrum. A mathematical scale with the numbers 14 i"sc,iLed or lettered along the beam gives children the opportunity to learn how the principles of 15 balance and leverage can be precisely achieved using 8 mathematical measuring system in 16 conjunction with the concept of addition.

18 In addition to the mathematical concepts of addition and equivalence, children learn to deal with 1~ the primary numbers of 0 to 5 or 0 to 10 in conjunction with a non-standardized, linear scale.

20 Standardized scales may be introduced later as children learn about measurement in their

21 mathematics curriculum. In general, children learn to understand how a scale functions in

22 providing a scie,ltirc frame of ~~f.r~"ce for observing the effects of systematic change.

23

24 In addition to the physics of leverage and balance, children leaM to deal with the concept of

25 weight from a ~: ,tir,~. pe,;,pe~live. Usually, weight is kept constant and leverage or moment

26 force is varied in acq~ illg the principles of balance and leverage in using the apparatus.

27 However, a greater understanding of the concept of weight can be achieved, if leverage or beam

28 length is kept constant, while weight is varied in the use of this apparatus. Indeed, the science

29 see-saw has been desiylled so that containers for receiving various weights can be attached or

30 detached from the ends of the beam. In this way, such interchangeable parts, enable the

31 science see-saw to function as a both a number (i.e., mall,el..sticsl) balance and weight (i.e.,

32 container) bslance.

33

34 WORK AND POWER
36 The science see-saw, also called the power balance, has incorporated other features to enhance 37 its involvement and educPtional value for children. Mechanical hardware can be added to the 38 apparatus for the dual purpose of harnessing the energy generating from the motion of the 39 balance and for measuring the performance of the children in operating the apparatus. There are 40 several ways to design such systems, including one for a manually-operated, water pump.
41 However, a pll:f~ d version of the toy has attached a set of air pumps to the mid-section of the 42 beam so that the up and down motion of the beam can be used to pump air into a vertical plexi-43 glass tube mounted over the fulcrum. Air pressure building up in the tube is used to raise an object such as a ping pong ball for example. A scale running up the tube in equsl increments 2 from O to 10 enables the children to measure their performance. The ball rises in the tube to a 3 lever sccording to the amount of air pressure created which is cor,li"ge"l upon the amount of 4 work that children put into pumping the beam. The effects which such mechanical accessories 5 produce encourage greater involvement and interest on the part of the children in using the 6 apparatus.

8 The feer~hack and perfommance features of the apparatus foster the dcv~lop",e"~ of another set of concepts that the balance is designed to address. Mechanical hardware, like the air pump 10 sssembly just described creates the opportunity to enhance children s understanding of the 11 concepts of work and power from the more visible and concrete cause-eflect relations that have 12 been built into the apparatus. Children tend to get more readily involved with rl:sponsive toys 13 that produce i".",edi..te and stimulating effects in response to their manipulations. Indeed, the 14 science se~saw is desiylled to help children develop their notions of power stemming from the 15 amount of work and resultant pe,lu""ance they ex~,erie"ce on this apparatus.

17 Children learn that different amounts of work produce dfflerent levels of perf~,""6nce. They leam 18 that the harder they work at levering the balance, the greater the results in terms of observable 1~ outcomes. On the other hand conventional see-saws produce no observable effects other than 20 their usual hypnotic-like sensations.

22 When the air-tube accessory is mounted on the apparatus the science see-saw includes 8 set of 23 three scales altogether: two hOI~Olltal scales - one on each arm of the main beam - and a 24 vertical scale - posflioned over the fulcrum at right angles to the ho,i~untal beam. All three scales 25 run from O to 5 for pre-school children or O to 10 for primary school children. In manipulating 26 and adjusting the te ~s-~i.,g e~tens;u"s and seats on the beam, children learn for example that 27 two is greater than one and five is more than four as they watch the arms of the beam illC~Ga5E
28 in length. In pumping the beam, children also leam that the harder they work the higher the ball 2~ rises in the calibrated tube. ~ .~v,e.er, although children gain greater leverage in moving their 30 weight (i.e. moment torce) away trom the tulcrum, they lose power in their efforts to raise the ball 31 in the air-tube bee~se in the process of ne9~ ; ,9 a longer stroke they cannot pump up and 32 down as quickly as when they are posflioned closer to the fulcrum. In this way, children 33 ope,~li"g the apparatus also leam more about the ~ sh;~ b~t~ n a scale running up a 34 vertical plane and a scale running along a holi~u~l plane and about the tactors in that

35 ,. ~s~i, . In this respect, fl should be noted that the erection of a scaled air-tube on the

36 vertical axis of the apparatus creates an opportunity for children to learn about such geo",t~t.ic

37 axes as the vertical axis and the horuo,ltal axis as a prerequisite to the concept of geG",et~ co-

38 o,Ji"..tes. Furthermore, for very young devL!cF ,9 children in particular who are working 3~ vigorously to raise the ball in the tube, the scale on the vertical tube furthers their grasp of the 40 concept of ~greater than~ and the primary, cardinal number concepts.

21 ql 641 WO 95/32778 PCT/CA9~/00303 With balance as the key concept, severai math and science concepts emerge and develop out of 2 the specific design and use of the science see-saw; yet, interesting~y, the concept of balance, as 3 addressed by the science see-saw, is also a bridging concept that goes well beyond the math 4 and science concept~; that have been ~iscussed so far.

6 In consicleri,lg the power of balance, there are specific principles that children discover in using 7 the apparatus. Usually they discover that children who are well balanced on the beam can 8 produce more mechanical power between them with less effort, while children who are not well balanced on the beam need to put more effort into producing the same amount of power.
Fu,ll,~""o,e, if one of the two children riding the beam has significantly more weight and 11 leverage than the other, then that child gains greater control over the other child riding the 12 apparatus and so a second kind of power emerges. On the other hand, when both children are 13 well balanced, neither child is in control. Control becomes a shared experience. This second 14 type of power, having to do with external power, should be distinguished from the first, having to do with intemal power (a form of control inherent within the balance's mechanics), because it is 16 more directly related to the broader, more abstract concept of balance of power that children 17 leam about in social studies later.

1~ The connections and the relations that can be drawn between the concrete represer,Lations of the apparatus and its abstract symbolic meanings (i.e., between children trying to achieve technical 21 balance around a hlcrum versus people striving for a balance of power between organizations, 22 communities, countries, etc.) are what make this apparatus a particularly meaningful tool. The 23 mathematics and physics that can be taught about a beam resting or balanced over a fulcrum in 24 primary school can lead to lessons and di~cussions in social studies on the concept of the balance of power later in rle."entary and secondary school. In addition, the issues of power and 26 control that children ex~.erience on the apparatus on a dyadic basis provides an excelle,lt 27 opportunity to extend these issues into the political arena to aid in the dev~lopr"ent of the 28 del~Gcl~tic concept.
2~
ROTATION AND ORIENTATION IN SPACE

32 The hnal set of features incorporsted into the design of the pr~ d version of the science see-33 saw foster the dc~Llop",er,l of a third set of concepls in young children. Unlike movement in 34 outer space, the laws of gravity on earth enable most children to tum around a full 360 degrees on a hori~unLnl plane, but restrict their r"o~e."e"t on a vertical plane (e.g., ~ ,9 walls). The 36 fact that the beam ~,vill rotate around the fulcrum a full 360 degrees on a hGr.~u,l~l plane 37 l~ulv;"g around a vertical axis as well as move within safe limits on a vertical plane that partially 38 revolves around a hcli~ullt~l axis, creates the opportunity for young children to develop their 3~ concepta on rotation and orientatiûn in space in a 5;111~ J, Ill~lh_'--ql way. With respect to this particular apparatus, these conce~L-~; include the concept of rotation, the geographical 41 directions of north, south, east and west, and the concepl:. of slope, angle and level. The 42 rotatable nature of the fulcrum, enabling children riding the science see-saw to spin around a 43 fixed point, not unlike a carousel, creates an opportunity for children to experience the concept of ~ W O 95132778 2 1 9 1 6 4 1 PC~r/CA9~100303 rotation which is basic to an understanding of how the earth spins how a radar system works 2 or how the planets revolve around the sun, for example. As chiidren revolve around a fixed point 3 opportunities to learn about the circ~ ence of a circle emerge. The wheel mounted directly 4 under the seat at each end of the beam not only cushions the fall as children come down on the 5 balance, but 81so functions as a trundle wheel tor measuring the circu~ .t nce of a circle. As 6 the length of the arms on the beam vary, children leam about the direct relation that exists 7 between the radius and circu,nft:,~"ce of a circle.

9 The face of a geographic cc""pass card, centred and placed over the base under the fulcrum and oriented apprupliately within the context ot the ~ /;,or""ent, creates opportunities for young 11 children to develop their concept of north, south, east, and west within a stimulating and playful 12 context and to leam to orient th~",-elves in space acco,d,"gly. In the process of playing such 13 '' t:clional games as spin-the-co",pass, children develop an awareness of how the beam, 14 including their position on the beam is oriented in space in geographical terms. They leam to track and understand how key reference points in space, in the context ot their sunoundings 16 relates to standard ~ tiol,s. This kind of systematic experience ultimately fosters the 17 developr"e"l of a better sense of di ~- lion in children, espe-- lly when travelling across tenitory 18 (whether country or urban areas) that is unfamiliar.

In addition to leaming about movement and J;,~ction on a ho,i~orl~al plane, the science see-saw 21 enhances the devulop~6nt of such conce~ as slope, angle, snd level, which has to do with 22 ori~,ltation in space on a vertical plane. Features of the science see-saw that foster the 23 de~ FIll~:nt of these conceptS and their degrees of deviation are (1) a pair of modified 24 protractors on plexi-glass discs - mounted at the peak of the fulcrum around each side of the beam scaled in i,.cl~",ent . of 15 degrees from 0 to ~0 - in conjunction with (2) i" '' ~ anows 26 on each arm of the main beam and (3) an a~ljusto' le fulcrum centre-post for cl,an_' ,g the height 27 of the beam along the vertical axis. Since the educ~otiQnal ap~ ns of this apparatus has 28 been designed for use with el~",e,lt~ry school children the use of a protractor and cc""pass is 29 limited to the 90 degrees found in a quarter of a circle. I lo~ er, dfflerent prul,~.c~or plates from simple to CGIIl, ' : can be used acco,l" ,9 to the level of develop",~,lt of the children using the 31 apparatus.

33 As children move up and down on the see-saw, the slopQ and angle of the beam changes. Line 34 markers, arrows, and plumb lines on the apparatus can be used in conjunction with the protractor lines and ",arl~i"gs to aid the process of measuring the slope and angle of the beam.
36 I" " ' r arrows on the beam enable children to deter",' ,e when the beam is level or ho,i~o,lt~l 37 with no slope.

3~ In consicJ~,i"g the full use of the science see-saw, it is impoitant that teachers using this apparatus in the classruor,l and parents using it at home understand how the various physical 41 features of this apparatus related to the three different sets of knowledge conc~ in 42 mathff",atic~ and physics that children explore and study in primary and ~l~r"er,~ry educ-o-tion.
43 To summarize, first the beam and its ~,~tensions foster the development of leverage and mathematical balance; second, the protractor and compass arrangements foster the development 2 ot rotation plus gecn"et,ic and geographical orientations in space; third, the mechanical air-tube 3 a~c~csolies foster the deY.lopn,er,~ of toncepl!; like work and power. The concepts of work and power are related to the basic apparatus; the mechanical accessories further the dcvelopl"er,l of 5 these cul ,ce~.ls.

A feature of the science see-saw that has been briefly addressed at relevant points in the text is 10 the versatile, interchangeable nature of certain cG~Ilponenls. It is this characteristic, resulting in 11 dfflerent variations of the apparatus or conversely in the production ot toy with a number of 12 options and access~,ies, that helps make the apparatus so stimulating.

14 Of the various pcss L ' ~s for exchanging parts, certain components offer a variety of dfflerent 15 pcss ' '~ies while other components offer a variety of similar possibilities. With respect to the 16 latter, the plexi-glass discs mounted on the fulcrum for lessons on slope and angle can be 17 exchanged for a series of simple to complex protractors that are tailored to the child's level of 18 develo,ul.lenl. Similarly, the compass plates mounted over the base of the apparatus for lessons 1~ on rotation and orientation in space can be exchanged for a series of cc,f "passes that increase in 20 CGIl Fl- y accGI. ,9 to the level of develol,",ent of the child. For example, in helping children 21 acquire such ' ~livnal concepl~ as north, south, east and west, a simple cli,~ ional plate 22 could be later exchanged for i,l..l~asi"gly c~ c~:d ones as children prc~yl~ss in their 23 dev~ilopl "eut.

25 With respect to the components offering a variety of dfflerent possib ' ?~. it is helpful to review 26 the 'Stages in the Construction of the Apparatus~ and ~lork and Power" as distinct stages in the 27 construction of the ~pp~rph~e The componer.~5 that distinguish these stages from one another 28 are (1) the l~lesc~, ..,g extensions on the beam and (2) the mechanical hardware used to 29 materialke the power which the pumping action on the beam produces. These components can 30 be tlAchanged for very dmerent parts. For example, in lieu of the extensions for riding the 31 science see-saw, hand levers can be used to conduct expe-i"len~ on leverage and levers.
32 Similarly, in lieu of the air pump and tube system described earlier, a water pump for producing a 33 variety of effects could be hooked up to the apparatus. In these ways, the interchangeable 34 features of the appA~at~e significantly enhance its educA~ rlal value. Fulllle----v-~, a'1r,.e.lt~ry 35 school teachers today cannot afford to spend their budget on high-priced educAtional materials 36 unless they address a multitude of fundamental concep~ and functions in the math, science, and 37 social studies curriculum.

3~ Although the stage-construction feature is also a contributing factor, the interchangeable nature of 40 the science see-saw's cGr"ponei,ls leads to the production of optional acceseory kits, among 41 which teachers make choices depending upon their budgets and curriculum needs. To start, a 42 basic science see-saw package may include a floor-size balance with numbered scales, the 43 t~'~sccr..,g, eAtensiuns, seats and safety wheels. With this basic package, teachers can address 219~641 most of the bridging and mathematical balance concepts as described. The rest of the concept~
2 on work and power and rotation and orientation in space may be addressed using the ~ollowing 3 optional kits:
4 1. air pump and calibrated tube system for teaching concepts on work and power 2. water pump and fountain system as a work and power altemative 6 3. generator-light system as a third option for add,~ssi"g work and power 7 4. series of di,~clional cor"pass cards for teaching specific conce,ut~ on orienttllions in 8 space 5. series of exchangeable protractor plates tor teaching level, slope and angle conce~ts 6. trundle wheel accessories with underlying mat of concer,l~ic circles and vectors for 11 teaching concepts on rotation radius and circumference of circle, and finally 12 7. hand lever ~).tensions and container balance ~ccessories for teaching concepl~ on 13 leverage and levers and weight and mass respectively 16 LEARNiNG AND PROBLEM-SOLVING STRATEGIES

18 In addition to the knowledge concept; that the science see-saw fosters there are a number of 1~ leaming ~ t.~ 3s and problem-soiving concept5 that it helps to develop. Among these is the 20 s~ ,tir,c approach to leaming how to systematically manipulate a variable to obtain di c~.~, le 21 results. For example through the sy:.te",atic man~ n of a lever, children leam that, the 22 greater the moment force on one side of the fulcnum, the easier it is to lift a weight on the other 23 side. The bct that the science see-saw is designed to encourage the sy~t~r"iti~ man ~ n ot 24 a number of variables like this leads to the dG.~e1cp "ent of the sc;er, rlc approach to leaming and 25 problem-solving on a Yaluable generic basis.

27 The science see-saw has been desiyl ,ed iike a construction toy. A system of wing-nuts and peg-28 in-hole conne~ tiol1s make it easy for young children to make adjustments on the equipment or to 2~ take the apparatus apart and put it tos~tl,er with little or no help from older children or adults.
30 This take-apart / put-(ug~hel feature of the system creates lots of opportunity for action and 31 manipulation. Toys which offer action and mar;pu - ; n help maintain children's interest and 32 tocus and increase their allerltion span; but the take-apart / put-togetl ,er feature takes their 33 coy, Je develaplll~ even further. Like puzzles it fosters the dcv_lo,c",ent of their analytic-34 i"ley~ /e ~tl_te_ -s.
36 Ot the many thinking prucesses and Sl.~t~ies that facilitate problem-solving and leaming the 37 ability to analyze and integrate i"fu""ation and ideas are among the most important. Wl.eleas 38 analysis is basically a functional thinking strategy for ~ .arerlti~i"g and isolating ideas or things 3~ into colll~one,ll parts, integration or synthesis is a strategy for CGIIl' . 19 and making perceptual 40 and conceplual connecliùlls between things (parts) in the process of fomning an organized 41 whole. As two generic modes of problem-solving that work together in prucessillg i~fun.~ation~
42 the analytic function defines the degree of focus while the integrative functions dehnes the degree 43 of organization.

2 Child dev~lop",e,lt research has shown that children not only vary siy"if,~n~ly in their analytic-3 integrative abilities, with some children having better developed abilities than others, but that 4 children with better developed analytic-integrative abilities solve problems much more effectively 5 and leam concepts more readily than others. As a result, certain features have been 6 incorporated into the design of the science see-saw to facilitate the ~cv~lop"-ent of such analytic-7 integrative p,ucesses The fact that the science see-saw can be systematically broken down and 8 built back up in three distinct stages, functioning so",e.~',at cJH~elllly at each stage at a different d.Jelop",~rltal level, helps children tocus and organize their thinking abilities better. In a similar 10 way, the a~ hle and manipulative nature of the device stimulates the dcvelopr"ent of 11 children's analytic-i,ltey,uli~e abilities to the extent that such direct physical contact encourages 12 children to focus their attention.

16 The fact that two parties are required to operate any se~saw automatically demands their co-17 oper~tion. In the case of conventional see-saws, a simple non-verbal agreement to work together 18 is often all that is required. I lo.vever, the ar~jus~nhle science see-saw tends to encourage more 1~ social interaction and verbal communication, especially when it comes to making the various 20 adjustments ~i~cussed earlier. For example, science see-saw adju~l,.,er,L:. often require social 21 problem-solving in which children are encouraged to exchange ideas on what to do and then 22 take tums experimenting with them.

26 Of the three major aspects of a child's devclopr"erlt to consicler, it would appear at first that the 27 ~ JstR~Ie science see-saw would make its biggest contribution to physical dcvelopl"e"t, 28 particularly gross-motor as opposed to fine-motor dev~lûp",l:"t. In the case of conventionsl see-23 saws, this is certainly the case. I hJ~C ~cr, having studied and reviewed the various features of the 30 newly dcv_'~FFd, educ~tisnal balance, it now is easier to appre ~r how a see-saw-like 31 app~at~s can have a much bigger impact on the social and CGyll ~c dev~lo,G",ent of young 32 children then on their physical develop",ent.

34 SPATIAL REC~UIREMENTS
36 The floor-size model of the science see-saw ms into any Kindergarten with ample space; but, it 37 can take up more space than some primary claS5~UOIIIS can afford when the apparatus is fully 38 extended. Fortunately, a number of factors can usually be t~el~,i ed to readily solve this 33 potential problem.
41 Measuring 7 feet (2m) in length when fully extended, the apparatus will certainly fit into any 42 ~ .uu,,, with enough space for circle activities. Although there were a number of reasons for 43 doing so, the science see-saw was designed and developed as a construction toy in order to solve the spatial problems in small classruor"s. In classrooms that are tight tor space, it will 2 need to be taken apart and put away, preterably on a cart organizer tor easy snd convenient 3 storage and transportation. It should be emphasized, however, the science see-saw csn be set 4 up in a variety of settings in and around the school. It csn be set up outdoors as well ss 5 indoors. The gymnasium area of a school is also a very appropriate place to put it. I lo~:~ver, it 6 is not a toy that csn be left out in unsupervised play areas tor any length ot time. For such use, 7 a ."odified version of the science see-saw would be preferred, which would retain the ~djusto~'e 8 but eliminate the exchangeable take-apart / put-together teatures.

12 Mathematicsl and container balances have been around for a long time and are conside~d 13 standard equipment in most schools. However, most young children do not take the initiate in 14 using them until their classroom teacher initiates an activity involving their use. Even then, school 15 children may not be illlrillsically motivated to use these devices until their teacher finds a way of 16 making their interactions with them interesting and mesningtul. At any rate, more effort is usually 17 required on the teacher's part to cognitively enhance the learning ~A~ erience to ensure the 18 children are doing more than simply going through the mechanics of the teacher's instructions.
1~
20 One ot the main advantages ot the science see-saw over the mathematical balance is that 21 children are illtlillsically motivated to use it. Teachers do not need to put extra time snd energy 22 in to msking their math and science lessons interesting. The child-oriented nature ot the science 23 see-saw already looks after that aspect of lesson planning and preparation. Indeed, in the words 24 of one teacher who has used the apparatus in her classroom, ~the science see-saw is an 25 indispensable tool when you want to quickly capture the hesrts and imayillations of young 26 children.-28 The reasons the science see-saw captures and holds the aller,Lion ot young children may be 2~ _..,5c ~d as tollows. First of all, children can play with it. In fact, they It coyl,ke it as an 30 amusement toy with which they can have fun. I . ~ .,r, unlike conventional amusement devices, 31 it is cognitively stimulating to use and so does a much better job of holding the alle,ltion of 32 young children, In addition, the science see-saw is action-oriented: it tums, moves up and 33 down, and is highly ",ar, u'~trvc. This characteristic is importsnt for the ~ i.,g resson: it is 34 the action a toy offers that attracts the child. Indeed, the opportunities for action and 35 mariru' ~ n are sigr, - ntly more apparent with the science see-saw than they are with any ot 36 the bucket, number, pan, and lever balances.

38 The science see-saw may do a remarkable job of capturing the allenlion ot young children, not 33 to mention adults, but was never desiylled to eliminate the need for teaching. Children still need 40 d;.t:ulion and guidance on how to use it, at least on a periodic basis, and teachers still need to 41 deliver their lesson plans on the concepts the science see-saw add,t:sses.

In sum, the acljuct~hle science se~saw is an effective educ~tional tool for not only teaching 2 fundamental conceptS in math, science, and social studies, and stimulating social and physical 3 dcv6'~F.,-ent. but is aiso a promising educ~tional resource for stimulating language development 4 and teaching children how to think.

8 As pointed out above with regard to lesrning and problem-solving :.(rlt~3 ~~, learning to use and apply the scielltific method calls upon the abilKy to use several higher-order thinking skills. In 10 addition to exerc;~;-lg their analytic-integrative abilKies, children leam to observe, compare, 11 suggest or predict, and test hypothesis, gather and classify data, interpret and evaluate results.

13 The real value and essence of science is not the kno~edge K offers per se, but the methodology 14 and process it involves for acquiring knowledge. Using the scielllific approach to systematically 15 manipulate and play with variables is a valuable way for young children to learn to think. The 16 science sHe-saw has been designed and structured to facilitate the early development of this type 17 of problem-solving strategy in young children. Specif~~ly, the a~ t~hle and numerically scaled 18 teatures and characleristi~,s of the science see-saw help to conc~ e the scient~c experience for 1~ young children in a structurally well organized way. Using the sc ~tir,c approach is normally an 20 abstract process of manipulating an i"dependel,L variable to observe how it affects some 21 depende,lt variable. I '~e~cr, when the science see-saw is er.,r'~fed, children get directly 22 involved in sy:.lel,.atically manipulating the horizontal beam, which ~pr~sents the independent 23 variable, in order to directly observe how K affects results (e.g the height of the ball in the vertical 24 air tube), which represent the dependent variable. Except for the contingency awareness events 25 in which children love to patticipate at an early age, the science see-saw is about as close as 26 young children will get to directly observing the experimental process visually unfold before their 27 very eyes. Indeed, there are a number of interesting experiments which young children can learn 28 to conduct using the science see-saw apparatus.
2~
SO An u"de.:.t~r. " ,g of the concrete relations between the science see-saw and the s- - d~c 31 method makes K increasingly clear that the science see-saw is not just an educ~tional toy, but is 32 actually a science centre that teaches a host of concep~; and processes, and teachers will get 33 more valuable use out of the apparatus, if they view it as such, planning programs around K that 34 draw upon the ideas des~;,iL,ed.

38 See-saws and sc;~,ltii'ic balances (eg, pan balances, mathematical number balances, etc.) are 3~ popuiar materials found in a variety of outdoor and indoor env;,or.,.-e-,l-~ that both entertain and 40 educate. ~I.e,~as mather"ati~l balances are limKed to particular settings (e.g '~s~ruunls)~ see-41 saws - another type of balance - are found wherever children are found - in backyards, 42 playgrounds, scl)ooly~rd~, and recreation areas. Indeed, see-saws have been around for long 43 time, well before they became popular piece of playground equipment. Per~ieived as primarily an 2~9~6~

amusement item, their educational value has been largely overlooked. However, the educational 2 value of table-top balances are welM~coyrli~ed. By developing new structures that combine the 3 see-saw v~ith the balance, or the balance with the see-saw, well-established market needs are 4 better met and new markets open up. This is because elements of the playful, which stimulate the emotions, are combined with elements of the educ~tional which stimulate the mind.
6 l li~tu,ically in the dcv~lopr"erlt of material for children these two clw"anls were usually separated 7 --but more by sccident than by design. Today, modern trends and phi~Ds~,rh E9 of educAtion 8 recognize the importance of combining them to create more sophi~tic~tPd educ~tional products 9 that not only make learning more fun, but are also designed to make it easier to leam.

11 Although both see-saws and balances are col"rnonly tound devices, children are often more 12 interested in see-saws, at least initially. This is because children can directly ex~erience their 13 stronger sensory-motor effects. Consequently, desiy"i"g balances to operate like see-saws 14 siy'l ~ -rltly increases their emotional appeal to young children. On the other hand, incorporating 15 ecluc~tional and sc;ent;r,c features into see-saw designs significantly enhances their cognitive 16 value. Children typically spend more time interacting and playing with materials that are both 17 e,.,.~tionally and cognitively appealing than they do with materials that only meet their emotional 18 needs.
1~
20 Since the kind of apparatus being developed here is a more engaging, child-oriented version of a 21 cc",~ntional mathematical balsnce, it is important to have a clear understanding of just what a 22 ,.,dtl.e,.,_lical balance is. It is like a pan balance for teaching children about mass and weight 23 with a beam mounted over a fulcrum pivoting point, except that, instead of suspending 24 containers from the ends of the beam, number scales are inscribed along each arm of the beam 2~ with some means for attaching eql~: 'ent weights to the numbers. Teachers often use this type 26 of balance to help primary school children acquire better understanding of the concepls of 27 addition and m~ .h, espe - 'Iy in relation to the concept of balance. They are not as 28 co,r""on as pan balances but they are widely used in the e'e "er,lary school system everywhere.
2~
30 Mr-h~".alical balances are best distinguished from weight-container balances on the basis of 31 how they enable children to manually ",ar,i, u' ~ the variable of (1) weight and ~2) the 32 positiù" ,g of weights along the beam in relation the fulcrum balancing point. Whereas with pan 33 t - '- nces, weights are varied at fixed or constant di~l~nces from the fulcnum, in the case of 34 number balances, weights remain cons~r,t, while their scaled ' ~ ,nce in relstion to the fulcnum 35 varies. In using these variables to drsw parallels between balances and see-saws, container 36 b~'~nces may be more directly related to see-saws than number balances. By contrast, on the 37 other hand a mathematical balance is distinguished from a see-saw / container balance pri,--alily 38 on the basis of its number scales, which pemmit the ,~position ,g of weights along the beam.
3~
40 The science see-saw was dcv.loped on the basis of p,;, , 13.! in leaming and science. The first 41 principle, having to do with the learning process, is that effective leaming occurs in the course of 42 using hands-on, il,l,i"sically motivating materisls that offer young children lots of action and fun.
43 The second pri, , le has to do with the sc,iei,~ir,c method of systematically manipulating one WO 95/32778 2 1 9 1 6 ~ 1 PCTICA95100303 factor, while keeping others constant. Since it is easier for young children to ~cquire concepl:, 2 on cau_c effQct relations in the course of engaging in the hands-on practice of manipulating one 3 fsctor while keeping others constant, the science see-saw was designed to facilitate the 4 de-~'.,r.,.ent of this fundamental sc;ellti~ic p,i,., la in young children. In the process of studying 5 see-saws and balances it was realized that a limited number of variables and constants csn be 6 physically snd nicely manipulated. Indeed, the basic vsriables of weights and position on the 7 beam are the two factors common to all see-saws and balances that can be systemstically 8 varied. Consequently, the science see-saw was desiyned to encourage the manipulation of these two variables in systematic sc;entir,c fashion.
11 The following are festures in the dcvclop",erlt of the science see-saw:
12 (1) a comparison of the similarities and di~r~nces of related materials, 13 (2) the iden qcr' cn the develop",er,t of child-orier,~ted features that encourage children to 14 interact with the materials, and 15 (3) the dc~el~pl"er~l of scientir,c features that encourage and teach children in how to use the 16 scientific method.

18 The first step in the above process is one that is universally applied to the creation of any 1~ innovation. The second step is one that is essential to the creations of any engaging high calibre 20 toy. However, the third step is what gives the apparatus the specific science - oriented features 21 resulting in its generic label.

23 The science see-saw leads to a well-developed, highly-engaging i"l~y~tion of mathe",sticsl 24 balance with a see-saw-balance that enables children to systematically vary weights in fixed 25 positions, vary po~ilions wfth fixed weights, or vary both weights and positions simultaneously.

2~ Although there is no reason why the science see-saw cannot be used outdoors under 30 su~er; ~n, most playground eq~ e.~t is designed and built to meet the high safety 31 requl,~"lerl~ of unsupervised public playgrounds. Consequently, in order to meet such 32 requ erllents, the outdoor version (see Fig 10) does not include the rotational and t~'es~~F ,9 33 feature of the indoor, classrc.Grn version (see Fig 9).

35 Given the constructive, interchangeable nature of the parts making up the science see-saw, the 36 indoor version can be readily a~nrPd to meet outdoor standards. The ~ ' 5: -F ~9 extensions 37 can be removed from the beam and then 3 or 5 numbered seats can be added to each side of it 38 to produce an outdoor version of the science see-saw that actually looks and behaves more like 3~ a nlt.U,e",6lical balance. This version will not rotate, when locked-in or fixed, but the 40 opportunities to produce stimulating effects and create action are well beyond the abilities of 41 conventional see-ssws.

Both the indoor and outdoor versions of the science see-saw employ the same fulcrum-frame 2 and power assembly. And both versions employ a scaled number system along each arm of the 3 main beam. However, the seating arrangements for the indoor apparatus is significantly different 4 from the outdoor apparatus. Whereas the indoor version uses a single seat on each arm of the 5 beam, the outdoor see-saw uses several seats on each arm. The single indoor seats are 6 adjusted in relation to distance from the fulcnum with extended, telec~pi~ig arrrls. The multiple 7 outdoor seats are locked in fixed positions along the scale of each arm.

Although the same fundamental concepLs in math and physics are involved regardless of the 10 seating arrangement and their method of adjustment, dfflerent thinking and leaming pr~cesses 11 are involved in both cases. The scaled telescoping beams teach and encourage children to be 12 analytical and to use a structured, methodical approach to shift weight along the beam. On the 13 other hand, the multiple seating arrangement of the outdoor apparatus does not aid in this same 14 thinking process. They merely accGr"r"odate each child directly to a position on the scale.
15 I IDv~ or, after children get the opportunity to exercise and deveiop their abilities in the 16 :~S'.~)GIll, as a result of using the science see-saw, their ability to transfer and generalize their 17 learning to the less structured experience of the unsupervised playground il,c,~ses.

13 In the plafform see-saw illustrated in Fig 11, children can employ a simple number scale 201, 20 with a set of sand boxes or trays 203 su~eri"".osed over the scale, to enable the children to 21 shovel sand into the boxes to adjust for d;ff~.el,oes in weight. In addition, since the plafform 2Q5 22 comprises beams strung l~g~ther side by side, the inside be,ams 207 surrounding the centre 23 beam 20~ can be desiy..ed to adjust in a t~lesc-,~i..g fashion. The hardware and a set of plans 24 for this particular see-saw may be made available to enable parents and teachers to build it on a 25 do-it-yourself basis.

29 The same pril, ,5es that were used to develop the scaled-down and scaled-up versions ot the 30 science see-saw could be applied to other types of see-sa~,vs. For ex~",?lr,, the plafform see-saw 31 illustrated in Fig 14 could be n,~ "~ d so that children can employ a simple number scale with a 32 set of sand box trays su~,e,i,.,posed over it to adjust for d;~i~,ences in weight and leam other 33 co Figs 12, 13, and 14 show a further pr~ d er.. b- ~ .,erl~ of the invQntion, in which the beam 301 36 of the see-saw simply rests on the pillar 302. Fig 12 sho~,vs the co",pol)e~ exploded, and 37 Fig 13 shows the asse",bly.

3~ The beam 301 is provided, at its mid-point, with a fulcrum pin 304. The pin is engageable ~,vith slots 306 formed in the trunnion 308 on top of the pillar 302. The beam 301 can be removed 41 from the pillar by simply lifting the beam.

2 1 ~

-- page 24/1 The trunnion 308 is fixed to a component 310 of the pillar 302. A bearing 312, having a flange, 2 fits into the hollow interior of the component 310. Also, a flanged bearing 314 fits into the hollow 3 interior of the component 316 of the pillar 302. A bearing pin 318 is engageable with the two 4 bearings 312,314.

6 By this arrangement, the components simply rest upon and in each other. Fasteners are not 7 required. The pillar may be assembled and dismantled with little need for skill and appl -n.
8 Even so, the see-saw beam 310 is well-supported for rocking motion. The pillar 302 is fixed to 9 (four) legs 320. Also, the beam may be rotated about the vertical axis of the bearing pin 318, for the reasons as previously described. As can be seen, these motions are safely constrained and 11 guided by the structure as described, notwithstanding the simplicity of the structure.

13 The beam 301 includes a centre piece 323 to which the fulcrum pin 304 is fixed. The piece 323 14 is hollow, and receives the left and right extenders 325,326 of the beam. The extenders may be telescoped into and out of the centre piece 323, and locked at a particular extension point by 16 means of clips 327. Fig 14 shows the beam 301 with the right extender 326 fully extended, while 17 the left extender 325 is fully closed.

19 Numerals are marked on the respective top surfaces 328 of the extenders. Placed thus, the numerals disappear as the extenders 325,326 are telescroped into the centre piece 323. Young 21 children find it quicker and surer to identify a point on a scale if the numerals are progressively 22 covered and uncovered, compared with a pointer running along the scale. On the other hand, it 23 is contemplated that the components may be arranged so as to make use of a pointer running 24 along a scale to give the numerical indication of the magnitude of the extension.
26 In the type of structure as shown in Fig 12, air pumps may be provided, as was described in 27 relation to Fig 9, which act to pump a light-weight ball up an air-tube. In place of the left and 28 right air-pumps, respective flap-type bellows may be palced in the left and right crooks between 29 the beam and the pillar. Fig 15 shows left and right bellows 350,351 adapted for securing underneath the beam 301, and rendered operable simply by engaging the beam onto the pillar 31 302.

33 The structures shown in the prior-published patents DE-2129594, US-1904687, and US-1550040 34 are outside the scope of the present invention, as claimed.

2lql 64l -- Additional page 24/1-A

Fig 16 is a pictorial view of another see-saw apparatus that embodies the invention.
Fig 17 is a sectioned end elevation of another see-saw apparatus that embodies the invention.

In Fig 16, the see-saw comprises a beam 420, which is mounted on a pivot support 423 for teetering about a horizontal axis.

The upper surface of the beam 420 is configured as a platform, whereby a child may walk along the beam, towards and away from the fulcrum point on the pivot support. The upper surface or walkway 425 of the platform is marked with a series of numbers 426, which are so arranged that the child can see the numbers as he walks along the walkway. Thus, the child can recognise that "I'm at 4" for example; he can also recognise that his companion on the other side of the see-saw, "she's at 5". It may be arranged that the numbers are also visible to children standing on the ground at the side of the see-saw. The numbers may also be arranged so that the child can feel them, by tactile sense.

The beam is provided with handrails 427, whereby the child is constrained against falling laterally off the walkway. The handrails may be waved, as shown, in order for the handrails to be accessible to children of different heights. The waves may be made periodic to coincide with the numbers, whereby the children again can "feel" the numbers, and can perceive the effect of changing the numbers. It may be noted that, in the Fig 16 see-saw, the child can sense not only the different leverage effect of different radiuses from the fulcrum, but he can directly sense also the effect of changing the radius. When the child had to get off the see-saw to change the radius, the sensing of the effect of a change in leverage was not so direct.

The handrails 427 define a corridor, whereby the child can enter and leave the walkway only by stepping over the extremities of the walkway, and not laterally.

Fig 17 shows a see-saw 430, in which the beam is mounted not only for teetering about a horizontal axis, but also for rotating about a vertical axis 432. The axis structure is shown diagrammatically in Fig 17. The benefits of such rotation were explained in relation to the earlier drawings.

For safety and security reasons, especially when the apparatus is in a school yard, in which children might play un-supervised, the vertical rotation axis is provided with a lock. The lock includes a through-pin 435, which is inserted and removed by the teacher.

Claims (24)

25/1
1. CLAIM 1. See-saw apparatus, comprising a beam (30) pivoted at a fulcrum point to a support, wherein:
   the beam carries respective left and right seats (43), each of which is suitable for receiving a child;
   the apparatus is so arranged that the beam can undergo up/down pivoting movement, relative to the fulcrum point, and the beam is so arranged as to define respective left and right moment arms for each seat;
   characterised in that the apparatus combines the above features with the following features:
   the apparatus includes an operable adjustment means, which, when operated, is effective to allow the length of at least one of the moment arms to be adjusted;
   and the apparatus includes a numerical scale and a visible scale display means (49), which is effective to display numerically the adjusted length of the moment arm.
2. CLAIM 2. Apparatus of claim 1, further characterised in that:
   the numerical scale is arranged in whole number increments;
   the visible scale display comprises written numerals, sequentially indicative of the said whole number increments;
   the operable adjustment means includes separate left and right end-pieces of the beam, which are arranged for relative telescoping longitudinally along the beam;
   the seats are fixedly mounted one each on the end-pieces;
   and the apparatus includes means for locking the end-pieces at incremental locations, the increments of which correspond to numerals on the scale.
3. CLAIM 3. Apparatus of claim 1, further characterised in that the numerical scale is arranged in whole number increments.
4. CLAIM 4. Apparatus of claim 3, further characterised in that the visible scale display comprises written numerals, sequentially indicative of the said whole number increments .
5. CLAIM 5. Apparatus of claim 1, further characterised in that:
   the operable adjustment means includes a beam comprising a centre section and separate page 26/1 left and right end-pieces, which are arranged for telescoping longitudinally along the beam, relative to the centre section;
   and the seats are fixedly mounted one each on the end-pieces.
6. CLAIM 6. Apparatus of claim 5, further characterised in that the apparatus includes means for locking the end-pieces at incremental locations, the increments of which correspond to numerals on the scale.
7. CLAIM 7. Apparatus of claim 1, further characterised in that the beam is pivoted at the fulcrum point on the support in such a manner that the beam can rotate about a vertical axis at the pivot point.
8. CLAIM 8. Apparatus of claim 7, further characterised in that the support comprises a post mounted on a plinth, and the plinth is marked with markings depicting directional indicia.
9. CLAIM 9. Apparatus of claim 7, further characterised in that the apparatus includes a pillar having two separate components, which are relatively rotatable about a vertical axis.
10. CLAIM 10. Apparatus of claim 9, further characterised in that:
    the pillar includes a guide means for receiving the beam, and for guiding the beam for pivoting movement about a horizontal see-saw axis relative to the pillar;
    the guide means is so arranged that the guide means is effective to guide the beam for the said movement upon being simply placed in, and then resting under gravity in, the guide means.
11. CLAIM 11. Apparatus of claim 1, further characterised in that:
    the operable adjustment means includes a series of couplings formed in the beam, each coupling being independently assemblable to the pillar, and each being so formedthat, upon the coupling being assembled to the pillar, the coupling is effective to guide the beam for see-saw pivoting movement with respect to the pillar;
    and the couplings are spaced apart longitudinally along the beam.
    
    page 27a
12. CLAIM 12. Apparatus of claim 5, further characterised in that the centre section is hollow, and the end-pieces are arranged to telescope inside the centre section.
13. CLAIM 13. Apparatus of claim 1, further characterised in that the operable adjustment means comprises a sliding weight and a guide, and the guide is effective to guide the weight for sliding longitudinally along the length of the beam.
14. CLAIM 14. Apparatus of claim 1, further characterised in that the apparatus includes a fluid pump, and a means for mounting the fluid pump on the apparatus in such a manner that the pump receives mechanical energy from the beam when the beam is undergoing see-sawing movement, and the pump is effective to convert said mechanical energy into pump energy output, and the apparatus includes an indicator, for visibly indicating the said pump output.
15. CLAIM 15. Apparatus of claim 14, further characterised in that the indicator comprises a ball rising in vertical tube.
16. CLAIM 16. Apparatus of claim 1, further characterised in that the apparatus includes a protractor, carrying suitably marked indicia, which is so arranged in the apparatus that the indicia indicate the angle through which the beam pivots about the see-saw fulcrum.
17. CLAIM 17. Apparatus of claim 1, further characterised in that the apparatus includes wheels placed underneath the seats.
    
    Additional Claims 18-24
18. CLAIM 18. See-saw apparatus, comprising a beam pivoted at a fulcrum point to a support, wherein:
    the beam comprises a platform in the form of a longitudinal walkway, in that the platform comprises a means for a child to stand on, and to walk therealong in the direction towards and away from the fulcrum point, whereby the child can, by walking alongthe walkway, vary his fulcrum radius, being the radius of the child relative to the fulcrum point;
    the apparatus includes a numerical scale and a visible scale display means, which is effective to display numerically the varying dimension of the fulcrum radius as the child walks along the walkway.
19. CLAIM 19. Apparatus of claim 18, wherein the numerical scale and the visible display means comprises a series of numbers marked on the platform, the numbers being soarranged as to be visible and readable by a child walking along the platform.
20. CLAIM 20. Apparatus of claim 18, wherein the apparatus includes two of the said walkways, arranged symmetrically one either side of the fulcrum point.
21. CLAIM 21. Apparatus of claim 18, wherein the apparatus includes a handrail, which comprises a means whereby the child, in walking along the walkway, can reach andgrip the handrail at all points along the length of the walkway.
22. CLAIM 22. Apparatus of claim 21, wherein the apparatus includes such handrails both sides of the walkway, whereby only the extremity of the walkway is open for access by the child to the walkway.
23. CLAIM 23. Apparatus of claim 18, wherein the apparatus also includes a rotational guide means, for guiding the beam for rotation about a vertical axis.
24. CLAIM 24. Apparatus of claim 23, wherein the apparatus includes an operable locking means for locking the rotational guide means, the locking means being effective,when operated, to prevent rotation of the beam about the vertical axis.