GB621688A - Puzzle - Google Patents

Abstract

621,688. Puzzles ; educational appliances. PALIN, J. H. April 11, 1946, No. 11149. [A Specification was laid open to inspection under Sect. 91 of the Acts, April 11, 1946.] [Classes 132 (iii) and 146 (ii)] A puzzle or educational appliance comprises a board divided into squares or rectangles of equal area and a number of pieces to be placed on said board, the areas of the board being provided with markings and the pieces with different markings, one set of markings representing questions and the other the corresponding answers so that each piece after its problem is solved may be placed in the appropriate area, the under side of the pieces being provided with parts of a pattern so that by reversing the board and removing it from the inverted pieces the pattern is revealed if all the pieces are correctly placed, and the said puzzle is characterized by being composed of groups of pieces, those in each group being of identical design. The questions, instead of being on the pieces, may be grouped on cards, each card producing a different set of answers with differing patterns, and the pieces and questions on the cards being numbered to correspond. In its simple form the puzzle comprises a board 1 with a raised edge or frame 2 and provided with an exchangeable bottom slab 5 marked to correspond to the answers (as shown to a series of multiplication problems). The pieces 8, Fig. 4, bear the corresponding problems marked thereon. They are placed, face upwards, on the appropriate square on the bottom slab. If desired, orientation markings such as the line 7 may be provided on the pieces. After completion, a board 4 is placed on the puzzle which is then inverted and the board removed. A geometric pattern, Fig. 5, is then shown : if any piece is incorrectly placed the pattern is broken. The pieces may be assymetrically shaped to aid in their orientation, Fig. 7. The board or bottom slab may be formed with holes while the pieces are designed to match, forming a second pattern with the base board. Several pieces may have the same partial pattern, Fig. 10a, or the pieces may be divided into groups each group bearing the same pattern, Fig. 13. Detailed examples are given of the application of the puzzle to the teaching of foreign languages (German, Swedish), geography, syntax and arithmetic.