GB2069218A

GB2069218A - Teaching aid

Info

Publication number: GB2069218A
Application number: GB8004755A
Authority: GB
Original assignee: Carrett M W
Current assignee: Carrett M W
Priority date: 1980-02-13
Filing date: 1980-02-13
Publication date: 1981-08-19

Abstract

The present invention seeks to provide the means which take a child, or possibly an adult, through a series of steps to give her or him a new ability or new knowledge. In one of its forms, the present invention provides a teaching aid comprising moveable pieces which can be arranged in such a manner that their relative positions convey a particular meaning, such as the hands (24 and 25) of a clock face, or individual letters of the alphabet, a board (13) on which the pieces or some of the pieces can be arranged in such a manner, and instruction cards which include instructions involving the correct positioning of the pieces or some of the pieces on the board. <IMAGE>

Description

SPECIFICATION Teaching aid The present invention relates to a teaching aid.

Teaching apparatus comprising a set of individual plastics letters and numerals and a board on which they are mounted is already available, as is a toy clock face with moveable hands to assist in teaching a young child how to tell the time. However, such apparatus is incomplete from the point of view of presenting a learning programme for the child.

The present invention seeks to provide the means which take a child, or possibly an adult through a series of steps to give her or him a new ability or new knowledge.

According to one aspect of the present invention, there is provided teaching apparatus comprising moveable pieces which can be arranged in such a manner that their relative positions convey a particular meaning, such as the hands of a clock face or individual letters of the alphabet, a board on which the pieces or some of the pieces can be arranged in such a manner, and instruction cards which include instructions involving the correct placing or positioning of the pieces or some of the pieces on the board.

According to another aspect of the present invention, there is provided teaching apparatus comprising a number of pieces of the same shape and size but being distinguished by different symbols, for example letters or numbers, which appear on them, and a board providing respective sites on or in which the pieces, or some of the pieces may be placed, the sites being labelled with the same symbols or some of the symbols in a particular order, or the apparatus having means for labelling the sites in this way, so that the order may be learnt by placing the pieces or some of the pieces on the corresponding sites.

One particularly positive way of defining the sites is by recesses or holes whose shape conforms to that of the pieces, so that for example both the pieces and the recesses or holes are square in cross-section, or circular in cross-section, and the pieces can fit onto the recesses or holes.

The symbols may be letters in which case the sites could be labelled with the letters of a word in the English language, or with all twenty-six letters in alphabetical order.

Another possibility is for the symbols to be numbers, there being twelve sites arranged in a circle and labelled one to twelve as on a clock face.

According to another aspect of the present invention there is provided teaching apparatus comprising cards each having teaching material on one side which is such that pairs of cards or a group of cards have to be positioned correctly in relation to one another to match the teaching material on those cards, and checking material on the reverse sides, such as patterns which extend over two or more cards, which indicates whether the cards have been positioned correctly. The teaching material and checking material can be such that their roles are reversible, the checking material becoming the teaching material, and vice versa. The cards may be simple squares or rectangles, or they may be die cut to form simple or complex-shaped jig-saw pieces.

In another of its aspects the invention provides teaching apparatus comprising cards which have teaching material on them, the material being such that the cards, to be placed correctly, have to be placed in a particular order, with each intermediate card in the order having one piece of teaching material which matches that on an adjacent card progressing along the order in one direction, and another piece of teaching material which matches that on the other adjacent card progressing along the order in the other direction.

A further aspect of the invention is directed to teaching apparatus comprising pieces having teaching material on them and which are cut in such a fashion that they will only fit together in one way in order to combine the teaching material on the pieces to convey an idea or ideas. For example, the teaching material may comprise individual letters which combine to form a word, each letter being on a separate piece. The pieces may thus be in the form of a jig-saw, or set of jig-saws, with simple or complex cutting of the pieces. The cutting may be a simple slanting line, or it may be wavy.

The invention also provides, in a further aspect, a set of cards having different information on them, each piece of information being represented in at least two different ways, so that a game of "snap" can be played with the cards, the cards being considered to match when the information is the same irrespective of the manner in which it is presented. For example, a particular time like "a quarter past seven" may be written in words on one card, and represented by a clock face on another, but if these different cards were to be turned up simultaneously in a game of "snap", they would be considered to match. This could be used to improve the speed with which a child associates an idea with words. In another example, an animal may be drawn on one card, and represented by its name on another.The cards may have one kind of information, such a different times of the day, on one side, and another kind of information, such as different animals, on their reverse sides.

In another aspect the invention provides teaching apparatus comprising a set of pieces on which are written different pieces of information in a particular way, such as different times of the day written in words, and a set of cards each of which has a number of areas marked with some of those pieces of information in a different way, such as times of the day represented by clock faces, the groups of different pieces of information on the different cards themselves being different, so that the apparatus can be used to play a game similar to lotto or bingo in which players are given respective cards and a caller selects sucessive pieces at random, the first player to call out correctly that he has the information on a piece selected by the caller on his card winning that pieces to cover the corresponding area on his card, the first player to cover his card or all those areas on his card which are intended to be covered, winning overall.

An example of teaching apparatus in accordance with the present invention is illustrated in the accompanying drawings, in which: Figure 1 is a plan view of a board of the apparatus; Figures 2 to 4 are cross sections of the board at lines Il-Il, Ill-Ill and IV-IV of Figure 1 respectively; Figures 5 and 6 are perspective views, on a different scale, of blocks belonging to the apparatus which fit into corresponding recesses in the board, the block in Figure 5 having an upper and lower case letter "T" printed on it, and the block in Figure 6 having the numeral "2" printed on it; Figure 7is a perspective view of a solid plastics letter of the alphabet: in this case the letter "e", forming part of the apparatus; Figure 8 is a perspective view of a clock face stamp of the apparatus; Figure 9 is a perspective view of an ink stamp of the apparatus shaped conveniently to be accommodated in a recess provided in the board; and Figure 10 to 25 show main faces of a variety of teaching cards and instruction cards of the apparatus.

A synthetic plastics vacuum-moulded board 13 shown in Figure 1, or other board made of fibreboard, cardboard or other suitable material, is formed with square-shaped holes 14, a shallow disc-shaped depression 15, round holes 16, two circular recesses 17 and 18 and a shallow circular depression 19, a central strip-shaped recess 20, two rectangular recesses 21 and 22 and a shallow rectangular depression 23 between the rectangular recesses. A lid (not shown) can be made to fit over the whole of the board 13.

The square-shaped holes 14 formed in an intended upper half of the board and to the left of the central strip-shaped recess 20 are arranged in an array made up of a 7 x 3 matrix and an extra row of five further square holes under the matrix adding one more square hole at the bottom of each of the first five columns of the matrix. Of course, this particular array of holes 14 is not essential, and instead they may be arranged in three rows of eight and one of two, or even in a circular array.

The round holes 16 are spaced apart around the perimeter of the disc-shaped depression 15 to represent a clock-face below the last row of square holes. A red hour hand 24 and a black minute hand 25 are pivotally attached to a pivot 26 at the centre of the disc-shaped depression 15, the hour hand 24 and the minute hand 25 being rotatable about the pivot 26 independently of one another.

The square-shaped holes 14 and round holes 16 are made by cutting or punching out the bottoms of correspondingly shaped recesses formed during the vacuum-moulding.

The circular recesses 17 and 18 and the circular depression 19 are arranged one below the other underneath the last two columns of the matrix of square holes 14.

The lower rectangular recess 22 has a middlefinger recess 28 in its upper side.

A card or plate 30 shown in Figures 1 to 3 extends underneath the square-shaped holes 14 and the round holes 16. It is glued or welded to the bottom-ends of the holes, and has the letters of the alphabetandnumbers 1 to 12 printed on its upper face. The card or plate 30 is so arranged under the holes, and the letters and numbers are so positioned on the card or plate 30 that the letters can be seen through the square-shaped holes 14 when the board is viewed from above, and the numbers can be seen through the round holes 16. Each letter is printed as a capital letter in black and as a lower case letter in red alongside the capital letter for each square, the letters being arranged in alphabetical order. The numbers are arranged as on a clock face. Thus the holes 14 and 16 and the card or plate 30 together define recesses labelled with a letter or a number.

The card or plate 30, or a part thereof, may be removably held on the underside of the board instead of being glued or welded. It can then be replaced by another card or plate which has letters on it printed in a different order, for example to spell a word like "MOUSE" or "HORSE" in which all the letters are different. This allows the words to be spelt by means of blocks on which different letters are spelt without requiring two blocks with the same letter.

Figure 5 shows one of twenty-six box-shaped blocks 32 forming part of the apparatus. Each block 32 is square in cross-section and fits into any one of the twenty-six square-shaped holes 14 in the board 13. The particular block 32 shown in Figure 5 has the letter "T" printed on its intended top, the letter being printed as a capital letter in black and also as a lower case letter in red alongside the capital letter. The other twenty-five letters of the alphabet are printed in this way on the twenty-five other box-shaped blocks respectively. Instead of having a letter printed both in upper case and in lower case on the same face of a block, each block may have a letter printed in upper case on one face, and the same letters printed in lower case in the same or a different colour on the opposite face or on a different face of the block.

Figure 6 shows one of twelve cylindrically-shaped blocks 34 forming part of the apparatus. Each block 34 fits into any one of the twelve round holes 16. The twelve blocks have the numbers 1 to 12 printed respectively on their intended upper sides.

The apparatus is also provided with a number of different numerals and letters, some capitals, some lower case, in the form of brightly coloured synthetic plastics pieces. The collection of letters and numbers would include more of the common letters of the written language for which the apparatus is designed, for exampe "t" and "e" in the written English language. Figure 7 shows an example of a plastics piece 36 in the shaope of a letter "e". The plastics pieces are retained in the upper rectangular recess 21.

A clock-face stamp 38 shown in Figure 8 has a cylindrical body 40 of slightly smaller cross-sectional diameter than the circular recesses 17 and 18. It has the mirror image 42 of a clock face, without the hands, on one flat end surface 44 of the body 40, and a knob 46 on the other end of the body. Figure 9 shows a cylindrical ink-stamp pad 48 with a removable lid 50 which is of the same cross-sectional diameter as the stamp 38. The stamp 38 and the pad 48 fit into the circular recesses 17 and 18 respec tively.

The lower rectangular recess 22 is used to hold a variety of cards bearing instructions and other teaching material, a selection of these cards being illustrated in Figures 10to25.

The illustrated apparatus is used to teach a child the basics of spelling, reading and writing and telling the time, and at least initially the child would be supervised by a teacher or parent. The instructions and other teaching material on the cards could be adapted for teaching an adult who is learning English for the first time.

A preliminary teaching exercise is provided by the blocks 32 and 34. Normally the blocks would be stored in their corresponding holes or recesses 14 and 16 on the board, but at the start of a teaching session the blocks 32 and 34 are removed and then replaced correctly by the child or pupil. With regard to the alphabet, for example, all the box-shaped blocks 32 are of the same shape and size, so that the only distinguishing feature on a block 32 is the letter printed on its top. This has to be matched with the letter with which a particular hole or recess 14 is labelled. By repeatedly replacing the blocks 32 to their correct holes 14, the child is helped in learning the alphabet and the order of letters in the alphabet.

In a similar way, the child or pupil learns the layout of numbers on a clock face by replacing the blocks 34 in the holes or recesses 34.

The cards are kept in separate plastics bags (not shown) in the recess 22, according to which stage they belong to in the progression through a teaching course. There are two courses, one which is marked with red triangles concerned with telling the time, and another marked with blue squares concerned with spelling, and forming words and sentences. The first stage in a course is marked with one triangle or square, the second with two, and so on.

Teaching material printed on cards belonging to the first stage of the course on telling the time is illustrated in Figures 10 to 13. the material in Figures 1 Oa and 10b is on opposite sides of the same card 52.

At the start of the course, the teacher or parent removes the card 52 from its bag and works through the material printed on it step by step. Starting with Figure 1 0a, the teacher uses the first few sentences and the clock face on the card to explain to the child how a clock tells the time on the hour, and then reads the instructions at the bottom of the card.

These require the child to move the hands 24 and 25 of the clock face on the board 13 to tell the times printed on the card. The teacher will guide the child to do this, and correct him if necessary. The material on the reverse side of the card 52, shown in Figure lob, is then worked through to give background knowledge necessary for understanding subsequent stages in the course.

The next card 54 in the first stage of this course is shown in Figure 11, for which the child draws the hour and minute hands on the clock faces 56 printed on the card to tell the times stated directly beneath the faces 56. Further such exercises may be set by the teacher using the stamp 33 and pad 48 provided in the board.

The last part in the first stage of the time telling course involves a set of fourteen cards a ton, five of which are shown in Figures 12 and 13, Figure 13 showing what is printed on the reverse sides of those cards. On the left-hand side of the first card a is printed "start here", and on its right-hand side is shown a clock face 58 with the hands showing the time as twelve o'clock (noon). The next card b tells this time in words on its left-hand side, and shows the time as on o'clock (p.m.) on a clock face 60 on its right hand side. Successive cards are similar to this last one b, showing a clock face telling a time on the hour on their right hand side, and on their left hand side having the time on the clock face of the immediately preceding card printed in words. The last card n has the word "Finish" printed on its right-hand side instead of a clock face.The cards are jumbled up, and the child finds the first card, and places subsequent cards with the left edges adjacent the right edges of the preceding card, dominoes fashion. There is a different time on each card (apart from 12 o'clock for noon and midnight), so there is only one correct way of laying out the cards. In this way the child learns to tell in words the time a clock face shows by its hands. He can check whether he has the cards correctly set out by turning them over, rotating them about their lengths. If the card order is correct patterns which each extend across the reverse sides of the cards will match, as can be seen from Figure 13.

The cards (not shown) for successive stages in this time telling course are similar to those illustrated for the first stage, but whereas the first stages teaches times on the hour, the second teaches time half-past the hour, the third times a quarter past or a quarter to the hour, and the fourth times which are an integral number of five minute intervals to or past the hour.

Four cards from another set of cards for the fourth stage are shown in Figure 14. Figure 14a shows the front side of a card telling a time in words. Figure 1 4b shows the front side of another card with the same time shown by a clock face. Figure 1 4c shows the front side of a card telling a different time, and Figure 14e is the reverse side of the card shown in Figure 14c, with the word "CAR" printed on it both in capital letters and lower case letters. Figure 14d is the front side of a fourth card on which is printed a clock face telling the same time as is printed in words on the front of the card shown in Figure 14c, and Figure 14f shows the reverse side of the card of Figure 14d, on which is printed a car pictorially.

These cards are used to play snap. They are split into two packs, one on which words are printed, and another on which clock faces and pictures are printed. In one game, all the time-telling faces are face down. They are turned over one by one by two players, each player having one of the packs, and the cards are considered to match when the time shown by a clock face is the same as that printed in words on the other card. In another game, the packs have their faces the other way round, and snap is played in a similar fashion matching the words with the pictures on the reverse sides of the cards.

A game requiring knowledge acquired at stages 2 and 3 of the time telling course uses cards and chips of which examples are illustrated in Figures 15 and 16. This game is played by several children, each receiving a card like the one labelled "CARD D" and shown in Figure 15, its opposite sides being shown in Figures 15a and b respectively. Each side has six clock faces on it telling different times. There are several different cards like "CARD D" for this game, and all the cards have a different set of clock faces on them even though one time may be shown on more than one card. The times are written in words on chips of which examples are shown in Figures 16a, b and c, every clock face on every card having a corresponding chip. The game is played like lotto or bingo, the chips being jumbled up and selected at random one at a time.The time on a selected chip is read out, and the first person to recognise that time on a clock face on one of the faces of his card calls out. The first to call out wins the chip, and covers the corresponding clock face on his card. There are also "lucky chance" chips like the one shown in Figure 16d. This has "LUCKY CHANCE CARD D" printed on it, and if selected it is handed to the holder of Card D to cover any clock face he chooses. The first person to cover all the faces on one side of his card wins the game overall.

The first stage on the letters and words course is taught by means of a set of cards like the one shown in Figure 17. The instructions on this card are carried out by the child picking out the correct letters from the upper rectangular recess 16 on the board to spell the word "CLOCK" and placing them in the correct order on the shallow depression 23. The instructions on the card also include a series of dots 62 which outline the letters of the word "CLOCK" and which have to be joined up using a pencil or pen. This teaches the child to spell the work "CLOCK".

Figure 18 shows a rectangular card with perforations 63 so that it can be readily torn by hand into eight identical smaller rectangles. One word is printed on each smaller rectangle as shown in Figure 18a, and one shape, pattern or picture is drawn on each smaller rectangle on its reverse side as shown in Figure 18b. The smaller rectangles from chips for a game similar to lotto or bingo, as already described for one of the games relating to the time telling course, using cards like that shown in Figure 19. Figure 19a shows the front side and Figure 19b the reverse side. Each card has four of the words on the chips on one side, and four of the shapes, patterns or pictures on its reverse side. By playing this game, the child learns to recognise the spellings of different words, and how to describe various shapes, patterns and pictures.

Cards belonging to the second stage in the letters and words course are shown in Figures 20 to 22. To carry out the instructions on the card shown in Figure 20, a child selects the plastics letters and numbers from the upper recess 21 of his board 13 to spell out the first numbered sentence on the card, including the number corresponding to the appropriate time to complete the sentence. He then places the letters and numbers in the right order on the shallow depression 23 on his board 13. The child then writes the same sentence in an exercise book.

This process is repeated for the second and third sentences, and further sentences on the reverse side of the card (not shown).

The card shown in Figure 21 has instructions printed on it for an exercise called "picture domi noes" carried out with cards of which one example is shown in Figure 22. Its front side is shown in Figure 22a, and reverse side in Figure 22b. Each card is cut in two halves, the cut 65 being wavy for the card illustrated but it may be straight or bent instead. The top half 66 of the card on its front shows a certain action which is described in words in the bottom half 68 of the card. To carry out the first instruction given in Figure 21, the child has to match tops and bottoms of cards which are jumbled up. Then he or she carries out of the next instruction involving the spelling of words and sentences, being a similar exercise to that presented by the card shown in Figure 20.The child can check whether he has matched the tops and bottoms correctly by turning the card over. Their reverse sides have an expression and/or picture which extends across the top and bottom of a card, so that if these have been matched correctly the whole expression or picture will appear.

The third stage of the letters and words course is carried out using cards like those shown in Figures 23 to 25. By the instructons of Figure 23, a child is required to spell his own name.

Figure 25 shows a rectangular card 70 with the word "Mummy" printed across it, the card being cut into three pieces 72,74 and 76 so that letters of the word appear on each of the three pieces. The cuts 78 and 80 are curved, but they could be straight or bent or wavy. There are a number of other cards (not shown) like this one bearing other words which go together to make a sentence. All the pieces of all the cards are jumbled up, and the child follows the instructions on the card shown in Figure 24. In doing this, he or she has to arrange the pieces of each card together so that they show the original rectangular shapes of the cards and the words printed on them.

He then arranges the words to form the sentence, and turns the cards over to check he has put them together correctly. The reverse sides of the cards (not shown) have patterns, shapes or pictures which extend across the different pieces of the cards, in a similar fashion to the card shown in Figure 22b, so that the patterns, shapes or pictures will only be complete if the pieces of the cards have been placed together correctly.

The long strip-shaped recess 20 may have a card (not shown) placed on its bottom on which are printed the numbers 1 to 12 vertically downwardlv or upwardly in their correct order in successive squares, the number in each square being printed as, an arabic symbol and also spelt as a word. Boxshaped blocks each similar to the one shown in Figure 5, with one of the numbers 1 to 12 printed as an arabic symbol on one face and as a word on the same or opposite or different face may then be placed in the recess 20 by a child to match the printing on the bottom of the recess so that the child may learn the correct order of the number both as symbols and as words.

Although the apparatus described and illustrated herein has been assembled together as one unit, it would be possible to provide separate modules each constituting part of the apparatus which are obtained at different stages to build up the apparatus gradually. For example, the clock face, stamp and pad part of the board could be made separately and supplied with cards from one time telling course, to form one module. The individual letters, board on which they may be placed, and cards of the letters and words course would then be supplied as another module, and the blocks 32 and board with recesses 4 as a further module.

The apparatus may include pieces on which are printed, or which are in the form of, respective numbers and arithmetical symbols such as the plus sign, the minus sign and the equals sign, for teaching a child to perform sums. The pieces may be blocks each similar to the one shown in Figure 5, or they may be square in shape but flat so that they can be stored in the depression 23. Instruction cards may also be included in the apparatus to be used in conjunction with those pieces, which may be layed out on the depression 23 in accordance with the instructions on the cards.

It will be appreciated that the teaching courses which can be presented in the apparatus are not limited to those specifically described. For example the time-telling course could be expanded to include telling the time accurately to the minute or even the second or it may explain the 24 hour time-telling system. Other cards not depicted may give instructions for such an expanded course, or for the completely different courses not specifically described in this Specification.

Claims

1. Teaching apparatus comprising moveable pieces which can be arranged in such a mannerthat their relative positions covey a particular meaning, such as the hands of a clock face or individual letters of the alphabet, a board on which the pieces or some of the pieces can be arranged in such a manner, and instruction cards which include instructions involving the correct placing or positioning of the pieces or some of the pieces on the board.

2. Apparatus according to claim 1, in which the board is provided with respective sites on or in which the pieces, or some of the pieces, can be placed.

3. Teaching apparatus comprising a number of pieces of the same shape and size but being distinguished by different symbols, for example letter or numbers, which appear on them, and a board providing respective sites on or in which the pieces, or some of the pieces can be placed, the sites being labelled with the same symbols of some of the symbols in a particular order, or the apparatus having means for labelling the sites in this way, so that the order can be learnt by placing the pieces or some of the pieces on the corresponding sites.

4. Apparatus according to claim 2 or claim 3, in which the sites are defined by recesses or holes whose shape conforms to that of the pieces, so that for example both the pieces and the recesses or holes are square in cross-section, or circular in cross-section, and the pieces can fit onto the recesses or holes.

5. Apparatus according to claim 3, or claim 4 when appended to claim 3, in which the symbols are letters and the sites are labelled with the letters of a word, or with all twenty-six letters in alphabetical order.

6. Apparatus according to claim 3, or claim 4 when appended to claim 3, in which the symbols are numbers, there being twelve sites arranged in a circle and labelled one to twelve as on a clock face.

7. Teaching apparatus comprising cards each having teaching material on dne side which is such that pairs of cards or a group of cards have to be positioned correctly in relation to one another to match the teaching material on those cards, and checking material on the reverse sides, such as patterns which extend over two or more cards, which indicates whether the cards have been positioned correctly.

8. Apparatus according to claim 7, in which the teaching material and the checking material are such that their roles are reversible, the checking material becoming the teaching material, and vice versa.

9. Apparatus according to claim 7 or claim 8, in which the cards are simple squares or rectangles.

10. Apparatus according to claim 7 or claim 8, in which the cards are die cut to form simple or complex-shaped jig-saw pieces.

11. Teaching apparatus comprising cards which have teaching material on them, the material being such that the cards, to be placed correctly, have to be placed in a particular order, with each intermediate card in the order having one piece of teaching material which matches that on an adjacent card progressing along the order in one direction, and another piece of teaching material which matches that on the other adjacent card progressing along the order in the other direction.

12. Teaching apparatus comprising pieces having teaching material on them and which are cut in such a fashion that they will only fit together in one way in order to combine the teaching material on the pieces to convey an idea or ideas.

13. Apparatus according to claim 12, in which the teaching material comprises individual letters which combine to form a word, each letter being on a separate piece.

14. Apparatus according to claim 12 or claim 13, in which the pieces are in the form of a jig-saw, or set of jig-saws, with simple or complex cutting of the pieces.

15. Teaching apparatus comprising a set of cards having different information on them, each piece of information being represented in at least two different ways, so that a game of "snap" can be played with the cards, the cards being considered to match when the information is the same irrespective of the manner in which it is presented.

16. Apparatus according to claim 15, in which a particular time like "a quarter past seven" is written in words on one card, and represented by a clock face on another, these different cards being considered to match in a game of "snap" if they are turned up simultaneously.

17. Apparatus according to claim 15, in which an animal is drawn on one card, and represented by its name on another.

18. Apparatus according to any one of claims 15 to 17, in which the cards have one kind of information, such as different times of the day, on one side, and another kind of information, such as different animals, on their reverse sides.

19. Teaching apparatus comprising a set of pieces on which are written different pieces of information in a particular way, such as different times of the day written in words, and a set of cards each of which has a number of ares marked with some of those pieces of information in a different way, such as times of the day represented by clock faces, the groups of different pieces of information on the different cards themselves being different, so that the apparatus can be used to play a game similar to lotto or bingo in which players are given respective cards and a caller selects successive pieces at random, the first player to call out correctly that he has the information on a piece selected by the caller on his card winning that pieces to cover the corresponding area on his card, the first player to cover his card or all those areas on his card which are intended to be covered, winning overall.

20. Teaching apparatus substantially as described herein with reference to Figures 1 to 4, Figures 1 to 6, Figures 1 to 8, orto Figures 1 to 9, or with reference to Figures 10 and 11, or to any one of Figures 12 to 20, or with reference to Figures 21 and 22, orto Figure 23, orto Figures 24 and 25 or to Figures 1 to 25 of the accompanying drawings.