SI24531A - Three-dimensional didactic puzzle - Google Patents

Abstract

A three-dimensional didactic composite in a preferred embodiment comprises a set of 39 polyhedra (TAN-E1-E39) which exhibit the shape of a cube with vertebrae (1-8) in the target composite composition of the three-dimensional structure. Elemental elements or polyhedra (TAN-E1-E39) are formed by cutting the base cube with angles (1-8), where the cuts take place in two axes along the lines of the silhouette of the mirror symmetric tangram. In order to facilitate manipulation, the three-dimensional didactic composite further comprises a base (TAN-P) with polygonal bars (TAN-P1-P32) made of which, with the aim of constructing the target composition in the form of a cube with vertices (1-8), polyhedra (TAN-E1- E39) in the function of the constituent elements, where for achieving the target an important selection of the order of the polyhedra (TAN-E1-E39) and the orientation of the stringing of the structural elements of the structure. By integrating additional connecting plugs (TAN-C), the component elements of a three-dimensional didactic jigsaw can be spatially independently linked into a free or free composition, whereby the use of a three-dimensional jigsaw puzzle reinforces the spatial representation and stimulates thinking.

Description

TRIBAR D.O.O.

Bishop Maximilian Street Holder Street 5

SI-2000 MARIBOR

THREE-DIMENSIONAL DIDACTIC COMPOSITION

The field of technology

Primarily, the invention relates to the field of three-dimensional logic toys in the form of massive physical elements that, by the principle of three-dimensional puzzles, are assembled as a whole. Secondarily, the invention relates to the virtual implementation of a three-dimensional didactic puzzle in the form of a virtual puzzle for use on multimedia devices and gadgets, the invention also relates to subordinate products, such as furniture elements, which, according to the principle of three-dimensional modular construction, are assembled into a target specific or free or arbitrary spatial composition.

View the problem

The technical problem under consideration is the lack of a spatial didactic puzzle, which, according to the principle of three-dimensional puzzle, is assembled as a whole according to predetermined laws and is easy to use.

The state of the art

The Intellectual Property Registry comprises a large number of relevant solutions, the state of the art being best described by the patented solutions SI23208A and EP1599261B1.

The key disadvantage of the first solution is the lack of a frame that forms the basis for the smooth assembly of the didactic toy, and the key disadvantage of the EP1599261B1 patent solution is the extremely complex or demanding embodiment, which is not suitable for use in hyperactive children.

Description of the new solution

A three-dimensional didactic puzzle in a preferred embodiment according to the invention comprises a frame with supports, on which the constituent elements in any composition are suspended, with the aim of producing a free or predetermined spatial puzzle. The preferred embodiment of a three-dimensional didactic puzzle comprises a set of convex polyhedra as a function of constituent elements which, according to a predetermined regularity of a mirror-symmetric tangram, are assembled into a cubic structure in the form of a three-dimensional cube. In more detail, the invention will now be described below by way of description and interpretation of the accompanying drawings of a preferred embodiment.

Figure 1 shows a preferred embodiment of a three-dimensional didactic puzzle in three-dimensional projection, with Figure 1 showing and labeling: a pedestal (TAN-P) or a frame on which the elements of the three-dimensional didactic puzzle hang, where, for the sake of clarity, only Figure 1 is marked one, randomly selected three-dimensional polyhedron (TAN-E1). For the same reason, only one through hole (TAN-E1L) on the polyhedron (TAN-E1) is shown in Figure 1, which represents an octagon-shaped pattern segment in the plane of the base plane of the cubic structure. Further, in Fig. 1, the corners of the cubic structure (1-8) are indicated for easy understanding and representation of the three-dimensional didactic puzzle, with the corners of the individual base planes forming the base planes of the composite cubic structure in front, top, bottom, rear, left and right respectively pages.

Figure 2 shows a preferred embodiment of a three-dimensional didactic puzzle in three-dimensional projection, showing in Figure 2 the pedestal (TAN-P) in transparent mode, which means that otherwise invisible edges of the pedestal segments (TAN-P) are shown in dashed line. Figure 2 further shows and indicates: an element or only one randomly selected polygon rod (TAN-P1) on the base (TAN-P), which corresponds spatially and coincides with the previously marked through hole (TANE1L) in the upper plane of the corners (5 , 6,7 and 8) of the selected three-dimensional polyhedron (TAN-E1). The corners (1-8) are also indicated in Figure 2.

Figure 3 shows a preferred embodiment of a three-dimensional didactic puzzle pedestal (TAN-P) in a three-dimensional projection, with only one polygon bar (TAN-P1) further marked in order to maintain image clarity.

Figure 4 shows a preferred embodiment of the pedestal (TAN-P) three-dimensional didactic puzzle in the top view, with the aim of maintaining the clarity of the picture, only one polygon pedestal bar (TAN-P1) is indicated in Figure 4. In addition, Figure 4 also shows: the diameter of the polygon bar (d), the base (TANP) in the form of a square with the base side (A), half the base side (A / 2) and one sixth of the base side (A / 6) of the base (TAN- Q). Furthermore, in Figure 4, a dashed line shows the central pattern in the shape of an octagon formed by the polygonal bars of the base (TAN-P) with its relative position relative to the base (TAN-P). The central pattern of the pedestal (TAN-P) in the shape of an octagon consists of four pairs of long sides (a) and four pairs of shorter sides (b) that connect to each other in nodes at an angle of 1/8 of the outline. circle, or at an angle of 135 °.

Figure 5 shows a preferred embodiment of a three-dimensional didactic puzzle in three-dimensional projection, but for the sake of clarity of the image, in order to show the contact planes of the elements of the cubic structure, Figure 5 does not show the through holes for arraying the elements on a base (TAN-P). For ease of orientation and understanding, only the angles (1-8) are shown in Figure 5, with the fourth corner (4) of the cubic structure not visible or specifically marked due to obscuration.

Figure 6 shows a preferred embodiment of a three-dimensional didactic puzzle in three-dimensional projection in transparent mode, which means that otherwise the invisible inner edges of the contact surfaces of the individual elements of the cubic structure are shown in dashed lines in Figure 6, for clarity of the image in order to show the contact planes of the cubic elements the structures in Fig. 6 do not show through the holes for stringing elements on a pedestal (TAN-P). For easier orientation and understanding of the three-dimensional didactic puzzle, the corners (1-8) are indicated in Figure 6.

Figure 7 shows a preferred embodiment of a three-dimensional didactic puzzle in front view, in the front plane of the corners (1,2, 5 and 6). For ease of orientation, polyhedra (TAN-E5) is indicated in Figure 7, with the remaining segments of the three-dimensional didactic puzzle not being specifically labeled to maintain image clarity.

Figure 8 shows a preferred embodiment of a three-dimensional didactic puzzle in the right-hand view, in the right plane of the corners (2, 3, 6 and 7). For ease of orientation, polyhedra (TAN-E7) is indicated in Figure 8, with the remaining segments of the three-dimensional didactic puzzle not being specifically labeled to maintain image clarity.

Figure 9 shows a preferred embodiment of a three-dimensional didactic puzzle in rear view, in the rear plane of the corners (3, 4, 7 and 8). For ease of orientation, polyhedra (TAN-E4) is indicated in Figure 9, with the remaining segments of the three-dimensional didactic puzzle not being specifically labeled to maintain image clarity.

Figure 10 shows a preferred embodiment of a three-dimensional didactic puzzle in left-hand view, in the left plane of the corners (1, 4, 5 and 8). For ease of orientation, polyhedra (TAN-E5) is indicated in Figure 10, with the remaining segments of the three-dimensional didactic puzzle not being specifically labeled to maintain image clarity.

• ·

Figure 11 shows a preferred embodiment of a three-dimensional didactic puzzle in the top view, in the upper plane of the corners (5, 6, 7 and 8). For ease of orientation, polyhedra (TAN-E1) is indicated in Figure 11, with the remaining segments of the three-dimensional didactic puzzle not being specifically labeled to maintain image clarity.

Figure 12 shows a preferred embodiment of a three-dimensional didactic puzzle in the lower plane view of the lower planes (1, 2, 3 and 4). For ease of orientation, polyhedra (TAN-E39) is indicated in Figure 12, with the remaining segments of the three-dimensional didactic puzzle not being specifically labeled to maintain image clarity.

Figure 13 shows the elements of a preferred embodiment of a three-dimensional didactic puzzle in the form of a cubic structure, which are shown in Figure 13 in a free structure composition with a view in isometric projection. Figure 13 shows the polyhedron (TAN-E1) and the connecting plug (TAN-C), by which the individual components of a three-dimensional didactic puzzle are connected in any shape or composition.

In a preferred embodiment, the three-dimensional didactic puzzle comprises 39 polyhedra (TAN-E1-E39), which in the composition of the target composition show the structure of the three-dimensional cube with corners (1-8). The constituent elements of a three-dimensional didactic puzzle or polyhedra (TAN-E1-E39) are formed by cutting the cube with the base side (A), where the cube is cut along the silhouette of the tangram figures in the two axes of the cube with corners (1-8). Specifically, the three-dimensional cube with corners (1-8) is in the preferred embodiment of the didactic puzzle according to the invention cut in the normal direction to the front face with the corners (1, 2, 5 and 6), and in the normal direction to the right face with the corners (2, 3, 6 and 7), where the section of the base cube with the length of the side (A) in each direction is cut along the silhouette of the tangram figures, where the silhouettes of the tangram characters in each axis are mirror-symmetrical, which means that the tangram faces on the front and right base the cubes are symmetrical about the hypotenuse of the larger triangle between the angles (2 and 6). By cutting the initial cube according to the defined regularity, on the individual surface of the three-dimensional cube with corners (1-8), the basic characters shown in Figures 7-12 are formed, forming three-dimensional polyhedra (TAN-E1-E39) inside the cube as a function of the constituent elements of the puzzle invention.

A tangram is a two-dimensional geometric pattern in which the basic character of the square with side (A) is divided into subordinate geometric characters according to a predetermined regularity, the orientation of the tangram depends on the choice of the initial diagonal of the basic square with side (A). According to the law of the tangram, each square with the base side (A) is divided into a silhouette in the form of seven geometric characters: one square with a side length equal to% of the length of the diagonal of the base square with the side (A); one parallelogram with the sides of the value% of the length of the diagonal of the base square with the side (A) and the side value of Λ the length of the side (A) of the base square; two smaller triangles with catheters of% length of diagonal of base square with side (A); one central triangle with catheters v the length of the side (A) of the base square; and two larger triangles with catheters of 'A' length diagonal of base square with side (A).

By segmenting the three-dimensional starting cube with corners (1-8) in the directions normal to two adjacent base planes, it is created by cutting along the silhouette of geometric figures of mirror-symmetrical tangrams from one massive piece of 39 polyhedron constituent elements (TAN-E1-E39). The concept of a mind-blowing game or three-dimensional didactic puzzle is based on the assembly of disassembled elements, and because of the difficulty of holding the position and orientation of each component element, the three-dimensional didactic puzzle according to the invention further comprises a frame or base (TAN-P) with 32 polygon sticks (TAN-P1-P32 ), to which polyhedron elements (TAN-E1-E39) are arranged in a predetermined sequence in different combinations in order to produce the original structure in the form of a three-dimensional cubic cube with corners (1-8). The polygon bars (TAN-P1-P32) are arranged on a pedestal (TANP) in a symmetrical, repetitive pattern that allows rotation and independent movement of each individual polyhedron (TAN-E1-E39), with a three-dimensional shape to construct the target composition corner cubes (1-8) important absolute and relative position of each element. The absolute position of the observed element or polyhedron (TAN-E1-E39) is determined by the selection of polygon bars (TAN-P1-P32), onto which the observed element is attached, where the relative position is determined by the position or order of the elements on the selected polygon rod set (TAN -P1-P32). The polygon bars (TAN-P1-P32) are therefore preferably arranged on a pedestal (TAN-P) according to their regularity, which enables the spatially independent assembly of the polyhedra, their rotation and the absolute and relative movement of the positions of the elements used. In a preferred embodiment, the polygon bars (TAN-P1-P32) are arranged in an octagon pattern consisting of four pairs of shorter side (b) and longer side (a), connected by a node at an angle of 135 °. The basic pattern of the octagon consists of a longer side (a) corresponding to the value 1/6 of the nominal length of the side of the base square (A) or the side of the cube with corners (1-8), and the shorter side (b) corresponding to the value 1/12 diagonals of the base square with side (A), wherein the base pattern in the center of each base surface of the cube with corners (1-8) is reflected across each side to the boundaries of the area of the base square with side (A). The polygon pole pattern (TAN-P1-P32) on the pedestal (TAN-P) corresponds to the through holes (TAN-E1LE39L) on the polyhedra (TAN-E1-E39), with the basic polygon pole arrangement pattern (TAN-P1P32) on the pedestal (TAN-P) is repeated through the holes (TAN-E1L-E39L) on each of the six base planes of the three-dimensional cube with corners (1-8). Cutting the base cube in two axes according to the silhouette of a mirror-symmetrical tangram, the puzzle according to the invention allows different orientations of the target compositions or assembly with a starting point in each of the six base planes, for each variant regardless of the orientation of the initial base plane there are a greater number of possible combinations for construction of the final or target composition. For this reason, a three-dimensional didactic puzzle is a tool for implementing pedagogical, andragogical and psychological approaches with the aim of improving spatial performance, motor skills, mental abilities, imagination and thought control in people of all ages, especially in hyperactive adolescents. For these reasons, the three-dimensional didactic puzzle further comprises rigid and flexible connecting pins (TAN-C) that allow polyhedron-shaped components (TAN-E1-E39) to be spatially independent in order to produce the free composition, as exemplified in Figure 13.

Alternatively, magnets may be used instead of polygon sticks or connecting pins, with the polarity of the individual magnet dependent on adjacent elements in the target composition. In this way, magnets can facilitate the assembly of a three-dimensional puzzle, whereby the polarity of the magnet on a single polyhedron prevents the misalignment of an individual element with respect to the target composition, thereby reducing the number of possible combinations of component arrangements, and thus the complexity of such a spatial puzzle according to the invention.

In a preferred embodiment, the side (A) of the target cube-shaped structure with corners (1-8) is greater than 20mm and less than 2000mm, and preferably is lOOmm or 150mm, depending on the destination of the puzzle. From the defined size range of the three-dimensional didactic puzzle follows the range of lengths of polygon bars (TAN-P1-P32) corresponding to the nominal length of the side (A) of the cube-shaped structure with corners (1-8), with the diameter (d) of polygon bars and connecting plugs (TAN-C) larger than l, 5mm and smaller than lOOmm. For the assembly of polyhedra (TAN-E1-E39) in free space composition, for the defined size class of the relevant area, the length of the connecting pins is greater than 3mm and less than 300mm, preferably 20mm. The elements of the three-dimensional didactic puzzle can be made of hard or soft plastic, wood, metal or other natural materials. It is understood that the skilled concept of stringing or assembling constituent elements in the form of a plurality of polyhedra into a final three-dimensional composition can also use the virtual implementation of a three-dimensional didactic puzzle, where the algorithm controls, rewards and penalizes the player's moves according to predetermined rules. Similarly, the skilled person may use the disclosed concept of a spatial puzzle to construct other applicative products, such as furniture elements and sculptures constructed on a modular construction basis, without circumventing the following claims.

Claims (25)

A three-dimensional didactic puzzle, characterized in that it comprises a set of three-dimensional constituent elements resulting from the segmentation of the initial spatial body; that the set of three-dimensional constituent elements in the composite composition exhibits the structure of the starting spatial body, wherein the components of the three-dimensional didactic puzzle comprise at least one convex polyhedron that does not form the outer surface of the target composite starting spatial body. A three-dimensional didactic puzzle according to claim 1, characterized in that the segmentation of the initial spatial body is carried out by parsing the initial spatial body in at least two different directions, thereby creating three-dimensional constituent elements of the three-dimensional didactic puzzle exhibiting in the target composite composition the body. A three-dimensional didactic puzzle according to claim 2, characterized in that the initial spatial body is a cube with angles (1-8) comprising six basic squares with a side (A), the segmentation of the cube in at least one direction extending through the silhouette sides of the geometric bodies of the tangram, comprising: one square with the length of the side in value 'A of the length of the diagonal of the base square with the side (A); one parallelogram with the sides 'A' of diagonal length of the base square with the side (A) and the side's value A of the length of the side (A) of the base square; two smaller triangles with catheters of 'A' length diagonal of base square with side (A); one central triangle with catheters v the length of the side (A) of the base square; and two larger triangles with catheters equal to ½ the length of the diagonal of the base square with the side (A). A three-dimensional didactic puzzle according to claim 3, characterized in that the silhouette of the tangram lies on at least one of the six basic surfaces of the corner cube (1-8). • · A three-dimensional didactic puzzle according to claim 3, characterized in that the silhouette of the tangram lies on two adjacent base planes of the cube with corners (1-8). A three-dimensional didactic puzzle according to claim 5, characterized in that the silhouette of the tangram on the first of two adjacent surfaces of the cube with corners (1-8) shows a mirror-symmetrical silhouette of the tangram on the second of two adjacent surfaces of the cube with corners (1-8). A three-dimensional didactic puzzle according to claim 6, characterized in that the plane of symmetry of the tangram silhouette extends along the hypotenuse of the triangle with catheters of value Vi along the diagonal of the basic square with the side (A), with the individual silhouette in the form of tangram shapes centrally aligned with the corresponding basic the surface of the cube with corners (1-8). 8. A three-dimensional didactic puzzle according to claim 7, characterized in that the base cube with corners (1-8), with segmentation according to the defined regularity of the mirror-symmetric tangram, decomposes into 39 polyhedron components (TAN-E1-E39). A three-dimensional didactic puzzle according to claim 8, characterized in that it comprises a pedestal (TAN-P) with a base square shaped with a side (A) that coincides with the base surface of the starting cube with corners (1-8), where the pedestal ( TAN-P) further comprises polygon bars (TAN-P1-P32) arranged on a base (TAN-P) in an octagon-shaped base pattern; that the basic pattern in the shape of an octagon comprises four pairs of long sides (a) and shorter sides (b), which alternately contact at a node at an angle of 135 ° m in the form of an irregular octagon; that the length of the longer side (a) is equal to 1/6 of the value of the length of the base side (A); that the length of the shorter side (b) is equal to 1/12 of the diagonal of the base square diagonal with the side (A), with the base pattern in the center mirrored across each side to the boundaries of the area of the base square with the side (A). A three-dimensional didactic puzzle according to claim 9, characterized in that the composite structure of the polyhedra (TAN-E1-E39) in the form of a base cube with nodes (1-8) comprises through holes (TAN-E1L-E39L), the arrangement pattern being Repeat the polygon bars (TAN-P1-P32) on the base (TAN-P) in the form of through holes (TAN-E1L-E39L) on each of the six basic surfaces of the three-dimensional cube with corners (1-8). A three-dimensional didactic puzzle according to claim 9, characterized in that the height of the polygon bars (TAN-P1-P32) corresponds to the nominal length of the side (A) of the polyhedra (TAN-E1-E39) in the composition of the target composition in the form of a starting cube with corners (1 -8). A three-dimensional didactic puzzle according to any one of the preceding claims, characterized in that the length of the side (A) of the cube-shaped target structure with corners (1-8) is greater than 20 mm and less than 2000 mm 13. A three-dimensional didactic puzzle according to claim 12, characterized in that the length of the side (A) of the target-shaped cube-shaped structure (1-8) is 150 mm. 14. A three-dimensional didactic puzzle according to claim 12, characterized in that the length of the side (A) of the target-shaped cube-shaped structure (1-8) is 100 mm. 15. A three-dimensional didactic puzzle according to claim 10, characterized in that it comprises rigid connecting pins (TAN-C) for spatially independent integration of polyhedra (TAN-E1E39) into free spatial compositions. 16. A three-dimensional didactic puzzle according to claim 10, characterized in that it comprises flexible connection plugs (TAN-C) for spatially independent integration of polyhedra (TAN-E1-E39) into free spatial compositions. 17. A three-dimensional didactic puzzle according to claims 15 and 16, characterized in that the length of the connecting pins (TAN-C) is greater than 3 mm and less than 300 mm. 18. A three-dimensional didactic puzzle according to claim 17, characterized in that the length of the connecting pins (TAN-C) is 20 mm. 19. A three-dimensional didactic puzzle according to claims 15 and 16, characterized in that the diameter of the connecting pins (TAN-C) is greater than 1.5 mm and less than 100 mm. 20. A three-dimensional didactic puzzle according to claim 19, characterized in that the diameter of the connecting pins (TAN-C) is 3 mm. 21. A three-dimensional didactic puzzle according to any one of the preceding claims, characterized in that the puzzle is made in the form of a virtual three-dimensional didactic puzzle intended for use on multimedia players and electrical devices, where the algorithm controls, rewards and penalizes user actions. 22. A three-dimensional didactic puzzle according to any one of the preceding claims, characterized in that the puzzle elements are made of solid plastic material. 23. A three-dimensional didactic puzzle according to any one of the preceding claims, characterized in that the puzzle elements are made of solid natural material. 24. A three-dimensional didactic puzzle according to any one of the preceding claims, characterized in that the modular construction puzzle forms a flexible furniture element. 25. A three-dimensional didactic puzzle according to any one of the preceding claims, characterized in that the puzzle forms a flexible artistic sculpture.