US3423093A - Game board and playing pieces for a game adapted to teach chemistry - Google Patents

Game board and playing pieces for a game adapted to teach chemistry Download PDF

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Publication number
US3423093A
US3423093A US483168A US3423093DA US3423093A US 3423093 A US3423093 A US 3423093A US 483168 A US483168 A US 483168A US 3423093D A US3423093D A US 3423093DA US 3423093 A US3423093 A US 3423093A
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Prior art keywords
atoms
game
player
atom
cards
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English (en)
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Noam Lahav
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Yissum Research Development Co of Hebrew University of Jerusalem
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Yissum Research Development Co of Hebrew University of Jerusalem
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    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F3/00—Board games; Raffle games
    • A63F3/04—Geographical or like games ; Educational games
    • A63F3/0423—Word games, e.g. scrabble
    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F3/00—Board games; Raffle games
    • A63F3/04—Geographical or like games ; Educational games
    • A63F3/0457—Geographical or like games ; Educational games concerning science or technology, e.g. geology, chemistry, statistics, computer flow charts, radio, telephone
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B23/00—Models for scientific, medical, or mathematical purposes, e.g. full-sized devices for demonstration purposes
    • G09B23/24—Models for scientific, medical, or mathematical purposes, e.g. full-sized devices for demonstration purposes for chemistry
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B23/00—Models for scientific, medical, or mathematical purposes, e.g. full-sized devices for demonstration purposes
    • G09B23/26—Models for scientific, medical, or mathematical purposes, e.g. full-sized devices for demonstration purposes for molecular structures; for crystallography

Definitions

  • the present invention relates to a game and more particularly to an indoor game adapted to be played by a number of participants, and which is based on the principles of chemistry.
  • the chemistry game described below is based on the elementary rules and principles of chemistry, and is intended both for children and for adults.
  • the aim of the chemistry game herein described is twofold: (a) to supply all the entertaining aspects which are necessary in every social game, and (b) to supply the educational aspects, whose primary purpose is to give or deepen the knowledge of the players in chemistry.
  • the proposed game is based principally on extending the ability of the players to acquire separate atoms (in the first stage), to utilize these atoms in the synthesis of new molecules (in the second stage), and also to break up existing molecules and to construct new ones in their place (in the third stage).
  • the game is played on two planes.
  • On the first plane there are concentrated the educational aspects, which are expressed in the many and varied possibilities of constructing chemical compounds (molecules), while on the second plane there are concentrated the entertainment aspects, which are expressed in the various financial transactions.
  • FIG. 1 is a top elevational view of the Main Board used in the game
  • FIG. 2 is an enlarged view showing the upper left hand part of the Main Board
  • FIG. 3 is an enlarged view showing the left hand center part of the Main Board
  • FIG. 4 is an enlarged view showing the lower right hand part of the Main Board
  • FIGS. 5 and 6 illustrate one enlarged space selected from the Main Board with the rods representing the atoms involved
  • FIGS. 7 and 8 illustrate the atoms and molecules represented by cards
  • FIG. 9 illustrates a modified simplified form for the Main Board
  • FIG. 10 illustrates an auxiliary board usedv in the game
  • FIG. 11 illustrates a portion of the auxiliary lboard containing playing pieces
  • FIG. 12 illustrates a three-dial device used in the game
  • FIG. 13 illustrates atoms represented by spheres and cubes
  • FIG. 13a illustrates examples of molecules constructed by combinations of atoms
  • FIG. 14 illustrates atoms and molecules represented by a modified form of cards
  • FIG. 15 illustrates atoms and molecules represented by another modified form of cards.
  • the game itself comprises a number of components, which now will be described.
  • THE MAIN BOARD the elements in chemistry and, according to it, the various atoms which are acquired during the game are determined.
  • FIG. 1 shows an example of the main board.
  • the board is divided into a plurality of spaces.
  • the spaces each signify one atom, arranged according to its position in the Periodic Table.
  • the various atoms are denoted by their accepted symbols in chemistry.
  • instruction cards containing various instructions *for the players to be described hereafter On these spaces are placed instruction cards containing various instructions *for the players to be described hereafter.
  • the spaces signifying atoms also are marked with the atomic number and the atomic weight of the atom as shown in enlarged FIGS. 24.
  • the atomic number is shown in the lower left corner of the space, and the atomic weight is shown in the upper right corner thereof. . These numbers are very significant and are used in the course of playing the game.
  • These figures also show the position of Instruction Cards.
  • the Main Board may be made of cardboard, tin plate, plastic, or any other suitable material.
  • boards having suitable arrangements for holding atoms are preferable. For example, if atoms are represented by small plastic rods (with wide heads and pointed ends), the board must contain appropriate holes in each space, as shown in FIGS. 5 and 6, so that the rods representing a given atom will be held in the appropriate space by being inserted into the holes in this space.
  • the board should be made of tin plate. If the atoms are represented by cards, the board should have the spaces thereon representing each atom of a similar size as the cards.
  • the board can then be a simple type, as illustrated in FIGS. 1 and 9.
  • the Main Board can be simplified and made suitable for beginners at the game also.
  • This board is in principle the same as the board so far described, except that some of the atoms are removed from it.
  • BIG. 9 illustrates a form of simplified board.
  • the board here contains fewer atoms (but the principle of the arrangement of the atoms according to the Periodic Table remains as before). Thus, some of the spaces remain empty. These spaces may be left empty or hold Instruction Cards. In FIG. 9 some of the spaces remain empty, while others, those marked with the letters z to Z may have Instruction Cards placed upon them.
  • the spaces on the Main Board (which represent the atoms) be colored by several colors in order to show up more clearly the differences between the various types of atoms.
  • the spaces representing metals may be colored red, as shown in FIG. 5 for potassium
  • the spaces representing the non-metals may be colored blue, as shown in FIG. 6 for chorine
  • the spaces representing the inert elements may be colored yellow, as shown in FIG. 9 for helium.
  • the metal elements themselves may be colored with different shades of red according to the number of electrons which they carry in the outer shell. In this way spaces representing metals carrying one electron in the outer shell will be colored a deep red, those carrying two electrons will be colored pink, and those carrying three electrons will be colored pale pink.
  • the non-metals with seven electrons in the outer shell will be colored deep blue, those carrying six electrons will be colored blue, and those carrying five electrons will be colored pale blue.
  • Every space representing an atom carrying four electrons in its outer shell will be colored half blue and half red.
  • the main purpose of the Auxiliary Board is to make it easy for players to arrange the various atoms that they have acquired and the various molecules that they have constructed.
  • FIG. 10 shows an example of an Auxiliary Board suitable for the arrangement of atoms in the form of rods with broad heads, as shown in FIGS. 5 and 6.
  • This board has in it many holes, into which the atoms may be inserted.
  • the board is divided into four major areas and each layer (defined as partner) receives one of these areas according to his choice.
  • Each of the major areas is divided into two secondary areas.
  • In one of the secondary areas (described as elements) there are arranged the single atoms acquired by the player (who controls that major area) and in the second secondary area (described as molecules) there are arranged the molecules which the player has constructed.
  • FIG. 11 demonstrates one of the major areas, which contains the two secondary areas described. In one secondary area the single atoms are arranged (P, Ca, Cl, S, Fe, Li, and O), and in the other secondary area the molecules are arranged (KCl and H 0).
  • the Auxiliary Boards may be of various shapes and kinds and are made suitable to the various kinds of atoms which may be used in the game, for example:
  • the Auxiliary Board may contain a large number of spaces, so every card may be placed in one of such spaces.
  • the Auxiliary Boards may contain spaces in each of which there is a pin or protuberance suitable for holding the card.
  • the Auxiliary board may be made of tin plate, in order to hold them.
  • the Auxiliary Board may contain suitable protuberances or depressions to which the spherical atoms may be joined.
  • the Auxiliary Board may be made of cardboard, wood.
  • each player may have an Auxiliary Board of his own, or it is possible to do without the Auxiliary Board entirely. In the latter case, each player arranges his atoms and molecules in the way most convenient for him.
  • THE ATOMS (OR ELEMENTS)
  • the atom is the basic unit of the game.
  • the primary aim of the player is to acquire atoms and construct molecules from them. For every atom which he acquires, the player pays a sum of money equal to the Atomic Number of the atom, while for every molecule which he succeeds in constructing, he receives from the bank a sum of money based on the Molecular Weight of that molecule.
  • the atoms must be so made as to be easily movable during the game (transferable from place to place), and must be physically capable of being removably connected with each other for the construction of molecules.
  • Atoms represented by cards Every card is adapted to represent one atom only, and the accepted chemical symbol of that atom is clearly marked on the card. Of course, it is advisable that the Atomic Number and Weight be marked on the card also.
  • the cards may have various forms:
  • the cards as illustrated in FIG. 7 may be rectangular (or square), with every card representing a different atom.
  • the accepted symbol of that atom which the card represents is marked clearly in the center of the card, the Atomic Number is marked on the lower left corner of the card, and the Atomic Weight is marked on the upper right corner of the card.
  • the left edge of the card is marked the number of electrons which the atom has in its outer shell.
  • FIG. 7 there can be seen an example of a card representing the metal potassium (K) and also an example of a card representing a non-metal, chlorine (Cl).
  • FIG. 8 is an example of how a molecule of potassium chloride (KCl) can be constructed with these two cards.
  • the cards illustrated in FIG. 14 have various geometrical shapes. A distinction is made between cards representing metal atoms (these cards have protuberances) and cards representing non-metal atoms (these cards have depressions in them).
  • the number of protuberances (or depressions) which are on every card is equal to the valence of the atom which the card represents.
  • the cards A and C in FIG. 14 represent the metal atoms potassium (K) and calcium (Ca), respectively. Since potassium is monovalent, its card has one protuberance. Calcium is divalent and therefore its card has 2 protuberances.
  • the cards B and D represent the non-metal atoms chlorine (Cl) and oxygen (0).
  • Chlorine is monovalent, and therefore its card has one depression.
  • Oxygen is divalent, and therefore its card has two depressions.
  • the protuberances (or depressions) of its card may be arranged in various shapes and directions.
  • oxygen is divalent an dmay therefore be represented both by card D and by card D
  • oxygen represented by card D may be utilized for the purpose of constructing molecules of the type CaO
  • oxygen represented by card D may be utilized for constructing molecules of the type HOH.
  • E of FIG. 14 is shown an example of utilization of the cards A and B for the purpose of constructing the molecule KCl.
  • Atoms represented by cards of a simpler type are shown in FIG. 15.
  • the atoms chlorine, potassium, oxygen, and calcium are represented by cards A, B, C and D, respectively.
  • At E is shown an example of the construction of a molecule of KCl from the cards A and B.
  • These cards also are based on the principal of showing the valency of the atom. That is, a card which represents a monovalent atom is concave (or convex) along one of its edges, while a card representing a divalent atom is concave (or convex) along 2 of its edges, and so on.
  • Metal atoms are represented by concave cards while nonmetal atoms are represented by convex cards.
  • Atoms represented by solid blocks (1)
  • the atoms can be represented by various stereometrical shaped bodies, as, for example, boxes, spheres, cubes, cylinders, prisms, cones, etc. To simplify the description, atoms represented by cubes and spheres have been illustrated and will be described.
  • the non-metal atoms are represented by cubes, and the metal atoms are represented by spheres.
  • the cubes and spheres are clearly marked the accepted chemical symbols of the atoms represented by them.
  • the cubes and spheres have holes in them or rods extending from them in such a way that a rod of one cube (or sphere) may be inserted into the hole of another sphere (or another cube and thus make a physical union between cubes, or between spheres, or between cubes and spheres.
  • the cubes and the spheres may both have holes in them, into which the ends of rods, which have been specially shaped, may be inserted.
  • one end of the rod is inserted into the hole of one atom, represented, for example, by a sphere, and the other end of the rod is affixed to the other atom, represented, for example, by a cube. In this way the rod acts as the chemical bond between the two atoms.
  • the rods may be permanently fixed at one of their ends to cubes (or spheres), and have only the other end free, as shown in FIG. 13. In this way they constitute a permanent extension from the spheres (or cubes) to which they are attached.
  • An atom represented by a sphere or cube with extensions
  • another atom rep resented by a sphere or cube with holes
  • the sole function of the rods is to create a physical connection between the various atoms.
  • the number of holes (or extensions) in (or on) the spheres (or cubes) is determined according to the valency of the atom.
  • the exact positioning of the holes (or extensions) is made according to the ability of the atom to be compounded, and according to the kind of molecule it is desired to construct. Actually, there are very many possibilities, and therefore spheres (or cubes) must be prepared with holes (or extensions) positioned by calculation on their circumference (or sides).
  • a divalent atom e.g., oxygen
  • a cube a plurality of cubes must be made having the two holes in all possible positions.
  • oxygen is shown in FIG. 13 at E as having a hole on each of two opposite faces of the cube to represent an oxygen atom of the type 0-- suitable for construction of a molecule H--OH,
  • the cube has two holes in a single face to represent an oxygen atom of the type 0 suitable for the construction of a molecule CaO, for example.
  • a trivalent atom e.g., trivalent iron
  • cubes must be made so as to include 3 holes in all possible positions.
  • the cube can have three holes in one face, two holes in one face and one hole in another face, or a single hole in each of three faces.
  • the above-stated applies also to atoms represented by spheres, where the spheres contain holes or extensions, as in FIG. 13, A thru C
  • the spheres or the cubes can be painted various colors in order to distinguish between the various atoms, e.g., between atoms belonging to various groups in the Periodic Table, or between inert and active atoms, etc. It is advisable that the shades of the colors be made identical with the squares representing the various atoms on the Main Board.
  • the spheres and the cubes and the rods, or extensions, which join them may be made of various materials, for example: plastics, wood, various metals (iron, aluminum, etc.), Bakelite, etc.
  • the cubes, or spheres may be solid or hollow, large or small, heavy or light, flexible or rigid.
  • the rods, or extensions may in addition to this, be elongated or short and made of springy or elastic material, contractible or stretchable.
  • the spheres and the cubes may include extra parts for all kinds of additional purposes, for example, for attaching to the Main Board or the Auxiliary Board.
  • extra parts for example, for attaching to the Main Board or the Auxiliary Board.
  • the cubes and spheres are kept in the bank until they are bought.
  • the player who buys them keeps the individual cubes and/ or spheres, and also those which are already arranged as molecules or radicals, such as OH, etc.
  • FIG. 13 at A, B, B C, and C there are illustrated spheres representing the atoms of potassium, calcium, and iron. Each sphere has a number of extensions in accordance with its valency.
  • a calcium atom suitable for the construction of a molecule of type CaCl for example, while at B is shown a calcium atom suitable for the construction of a molecule such as CaO.
  • an iron atom suitable for construction of a molecule such as FeCl while at C is shown a trivalent iron atom suitable for the construction of compounds of the type Cl-Fe O, for example.
  • E, E F, and F are illustrated cubes representing atoms of chlorine, oxygen, and phosphorus. Each cube contains a number of holes according to its valency. The cubes representing trivalent phosphorus have three holes, see F, and thoserepresentting S-valent phosphorus have 5 holes, see F Similarly, there are illustrated various ways of constructing molecules, as follows: In FIG. 13 is shown the construction of a molecule KCl, see G, and in FIG. 13a are shown illustrations of construction of the following molecules: CaO, see A; H O, see B; FeC1 see C; and H3PO4, see D.
  • the inert atoms such as Helium, may be represented by cubes having no holes, as shown at E in FIG. 13a.
  • Atoms may be represented by discs of varying circumference and thickness.
  • the non-metals for example, may be represented by polygonal discs, the metals by round discs.
  • the discs for metals may have extensions from them, while the discs for non-metals may have holes or depressions.
  • the metal discs and non-metal discs can be fitted together to construct the corresponding molecule.
  • the size of the discs, their shape and their color may vary, and may accord with the description given above.
  • Atoms represented by magnetic blocks In this case, the atoms may be represented by blocks of various stereometric shapes which may have upon them a limited number of magnetic points, according to the valency of the atom, or whose magnetic field will not be limited to precisely specific points, but will be spread along the periphery of the block representing the atom.
  • the size of the magnetic blocks, their shape and their color may vary, and may accord with the description given above.
  • the atoms may be also represented by bodies having a broad concave, fiat or convex upper head and a narrow, short or elongated foot attached thereto as shown in FIGS. and 6.
  • the lower part of the foot is made so that it may be inserted into the holes on the Auxiliary Board and/or on the Main Board as shown in FIGS. 5, 6, and 11.
  • the non-metal atoms may be represented by bodies having a polygonal head, while the metal atoms may be represented "by bodies with a round head.
  • the accepted symbol of the atom is clearly marked on the head thereof.
  • These bodies may be painted various colors. This is in order to distinguish between the various types of atoms, as already described above. In every case, it is, of course, desirable that the shading be appropriate and identical with the shading of the spaces representing the various atoms on the Main Board.
  • the bodies described may be made of various materials, such as plastics, wood, various metals, Bakelite, etc.
  • These cards may be made of cardboard, paper, cardpaper, Bristol paper, plastic materials, or any other suitable material. Their size and shape are also variable and usually depend on the size of the spaces on the Main Board, where they are placed.
  • the cards may be divided into the types of instructions which they contain, as follows:
  • Surprise cards contain instructions and are to be used without the other players knowing their content until they are utilized.
  • a player who acquires a surprise card may keep it (without the other players knowing its content) until he wishes to utilize it to his advantage.
  • the player decides to utilize the surprise'card he has acquired, he turns it up and shows the other players the instructions on it, and carries them out. After the surprise card has been utilized, it is returned to the bank and removed from the game. Examples:
  • (D) Postponed-privilege cards These cards may be kept by the player who acquires them in return for a payment to the bank. Their content may not be kept secret. In other wards, a player who acquires a postponed-privilege card may keep it until the most opportune :moment for him and then utilize it. For every turn in which the player postpones the utilization of the card, he pays the bank the sum of money marked on the card. These cards also are removed from the game after their use. Examples:
  • the compensation card is returned to the bank and removed from the game.
  • Hydrogen is a gas which is easily inflammable. You have not been sufficiently cautious, and as a result, all your hydrogen has been burned. Therefore, return to the bank all the hydrogen you have (single atoms).
  • Chlorine is an extremely poisonous gas. The chlorine which you have has poisoned you. You have lost the game, and may not continue.
  • the compound NaCl is a cooking salt derived from the sea. If you have this molecule, then for every turn you take in which the molecule is still in your possession, you receive profits from the bank of 100.
  • Phosphate salts are used as fertilizers in agriculture. If you have any phosphate salt compounds, you may receive from the bank a single profit of 1000 for every phosphate molecule.
  • the game includes various devices or means whose only purpose is to determine the playing procedure of the players. In other words, the player works the devices, and they instruct him as to his next move.
  • the activation of the devices in fact indicates the exact space on the Main Board to which the player moves (the player is the one who has used the device in his turn). This space may represent a certain atom (in this case the player acquires it), or it may contain an instruction card (in this case, the player carries out the instruction written on it), or it may be empty (in this case, the player loses the right to buy a new atom during that turn.
  • the means or devices needed for this purpose may be of various kinds.
  • An example of a Three Dial device is shown in FIG. 12, which includes a flat board containing three dials, A, B, C, at each of whose centers is an arrow which is freely movable around its axis.
  • Each dial is divided into several sections, which are numbered.
  • Dial A indicates the Periods. It contains sections numbered from 1 to 7, and, clearly, each number represents the appropriate Period on the board of the Periodic Table (The Main Board).
  • Dials B and C both indicate the Groups. Dial C is divided into sections numbered I to VIII. These numbers represent the Groups on the Board of the Periodic Table. These Groups are marked by the same numbers on the upper row of the Main Board.
  • Dial B is divided into sections marked by Roman numerals together with Arabic numerals or Latin letters, thus: Ia; Ila; IIIa; IVa; Va; Vla; VIIa; VIII VIII V111 Ib; IIb; IIIb; IVb; Vb; VIb; VIII); and- VIIIb. These sections represent the Sub-Groups of the Periodic Table which are on the board. These Sub-Groups are marked on the Main Board on row '5 (from above) by the same enumeration.
  • Each player in his turn, works the devices.
  • the player spins the arrow on dial A.
  • the dial to be worked next that for Groups or that for Sub-Groups, is determined according to the Period indicated. The decision on this point is simple: if the arrow of dial A points to either Period 1, or 2, or 3, then the 10 next dial chosen will be that for Groups (dial C); if the arrow of dial A points to Period 4, 5, 6, or 7, then the dial chosen will be that for Sub-Groups (dial B).
  • dial for Groups (dial C) or for Sub-Groups (dial B) is worked in exactly the same way as is dial A (for Periods). In this way, the two dials A and C, or A and B, show exactly the square on the Main Board to which the player moves.
  • the form of the dials may vary. They may be round, or polygonal, or columnar, etc.
  • the sections on all dials (those representing the Periods, the Groups, and the Sub- Groups, may be symmetrical (equal in area), or asymmetrical (unequal in area).
  • An example of symmetrical equal-area sections may be seen in dial B, and asymmetrical, non-equal area sections in the dials A and C.
  • the determining of the area of sections on the various dials is arbitrary, and may be adjusted. For example, if it is desired to increase the chances of the arrow stopping at some specific section, the area of that section may be enlarged compared with the area of other sections marked on the same dial.
  • dial A the areas of the sections for Periods 1, 2, 3 and 4 have been specially enlarged since they include some very important atoms, such as N, 0, Cl, Ca, K, etc., which are necessary for the construction of conventional or common molecules, such as KCl, water, etc.
  • the dials may all be fixed on one board, or they may be separate.
  • the board on which they are fixed may be made of various materials, such as wood, cardboard, plastic, metal, etc.
  • the size of the dials, or the arrows, and their shape, may vary.
  • the three dials may be arranged one within the other, for example, in the following way: the dial showing the Periods may be the external dial, that showing the Groups may be the center dial, and that showing Sub-Groups may be the interior dial, and in such case, every dial may have its own arrow, or the same arrow may serve jointly for all three dials.
  • the dials may be attached to the Auxiliary Board, to the Main Board, or to any other board.
  • the card indicates the space on the Main Board to which the player moves.
  • the card may indicate the space in various ways, for example: Period 2, Group VI or Period 6, Sub- Group VIIa. Or, for example, by means of directions, such as:
  • the various financial transactions which are carried out during the game are done by means of notes representing money.
  • the notes represent various sums of money, for example, notes of $1, $5, $10, $20, $50, $100, $500, $1000, etc.
  • the notes may be made of cardboard, pieces of cloth, Bristol paper, plastic, celluloid, or any other suitable material. They must be able to be passed from hand to hand. The amount of money which is represented must be marked and shown up clearly on the notes so that it can be easily discerned.
  • the notes may be shaded in difierent colors according to the amount of money which they represent.
  • the players determine by chance who plays first.
  • the second player is the one sitting on the left of the first player, and so on, clockwise.
  • Each player receives an equal sum of money.
  • the first player spins the arrow on the dial A, FIGURE 12, displaying the Periods. If the arrow on dial A points to position 1, 2 or 3, then the dial used to determine the Group will be dial C. If the arrow on dial A points to position 4, 5, 6 or 7, then it will be dial B that will be used to decide the Sub-Group.
  • the two arrows, one indicating the Period, one indicating the Group or the Sub- Group, determine the space on the Main Board to which the player moves. If the space represents a certain atom, the player buys the atom, and pays the value correspond ing to the atomic number to the bank. If the space does not contain any atom, but Instruction Cards, the player takes the first card and carries out the instructions contained upon it. Should he be unable to carry them out, he ignores them. The card is placed at the bottom of the pile and the next player takes his turn.
  • the first player to move to a space on the Main Board representing any atom whatsoever enjoys a double benefit.
  • FIGS. 5 and 6 show that the Priority Atoms of chlorine (4) and potassium (l) are marked by a special hexagon and circle, respectively, around their accepted chemical symbols, whereas the remaining atoms of chlorine and potassium are without the hexagon and circle surrounding the chemical symbols.
  • Priority Atoms which are acquired by the players during the progress of the game may not be taken by or transferred to other players as long as they are held as single atoms by the players who acquire them.
  • Priority Atoms which are contained in molecules lose this right and become ordinary atoms in every respect.
  • a Priority Atom which is utilized for the synthesis of a molecule may not enjoy again the rights of a Priority Atom, and it becomes an ordinary atom.
  • the value of the acquired space increases during the course of the game as the player who owns the space succeeds in acquiring additional atoms belonging to that space, and in constructing, for example, ores. For example, a player who succeeds in acquiring a space representing manganese will receive one of the following awards every time a player reaches that space:
  • the rules for the ore molecules (such as M112, M113, etc.) and Nuclear pile molecules (such as Ur Ur etc.) are the same as the rules for any other molecules (such as NaCl, HCl, etc.).
  • the game continues in this way until one of the players, when his turn comes around, finds that he can construct a molecule. In this case, he receives from. the bank a sum equal to the value of the constructed molecule (the sumtotal of Atomic Weights, i.e., the Molecular Weight).
  • a molecule can be constructed under the following conditions:
  • the player is usually permitted to buy from other players only single atoms (i.e., those not yet contained in molecules); the player buys atoms only in his turn. He may buy atoms only on condition that he is able to utilize them to construct a molecule.
  • the bank pays monetary prizes (premiums) to every player who succeeds in constructing certain molecules belonging to the groups defined in chemistry. For example:
  • the game may be concluded in one of the following ways, for example:
  • the players can agree at the outset that the game will continue until one of the players succeeds in constructing a nuclear pile of uranium (for example). In such a case, it may be decided that the first player who succeeds in constructing a nuclear pile of uranium (including for example two atoms) will be declared winner.
  • Apparatus for playing a game adapted to increase the players knowledge of chemistry which comprises a main board having a plurality of spaces thereon, a plurality of said spaces having chemical elements designated thereon, said elements including combinable metals and non-metals, means operating by chance to direct a player to one of said spaces, a plurality of playing pieces, each said piece having the name of one of said designated chemical elements thereon, said pieces being in the form of solid bodies, a protruding foot attached to each said solid body, at least one opening in each of the spaces on said main board designating a chemical element, said opening being of such shape and size to receive the protruding foot of said element pieces, and at least one auxiliary board having a plurality of openings therein each opening adapted to receive the pounding foot of one of said element pieces.
  • a game apparatus according to claim 1 wherein the element piece bodies designating said metal elements are of a shape differing from the shape of the element piece bodies designating said non-metal elements.
  • Apparatus for playing a game adapted to increase the players knowledge of chemistry which comprises a board having a plurality of spaces thereon, a plurality of said spaces having chemical elements designated thereon, said elements including combinable metals and non-metals, means operating by chance to direct a player to one of said spaces, a plurality of playing pieces, each said piece having the name of one of said designated elements thereon and a number of distinctively shaped portions corresponding in number to the valence of that chemical element, said pieces being obtained by said players when directed to spaces corresponding to the named chemical elements.
  • each said space and said chemical element piece corresponding to a metal element has an identifying color and each said space and said chemical element piece corresponding to a non-metal element has a different identifying color.
  • a game apparatus wherein said spaces on said board are in the form of at least a simplified Periodic Table of the elements.
  • a game apparatus according to claim 3 wherein said chemical element pieces are in the form of solid bodies.
  • a game apparatus further comprising an auxiliary game board having a group of spaces with an adjacent indicium indicating that the spaces are to receive chemical element pieces representing uncombinable elements and a second group of spaces with an adjacent indicium indicating that the spaces are to receive chemical element pieces representing elements combinable to form molecules.
  • said playing pieces are in the form of solid bodies, said bodies designating one class of elements having the distinctively shaped portions in the form of protuberances thereon, said bodies designating the other class of elements having the distinctively shaped portions in the form of depressions therein formed to receive said protuberances and thereby effect the construction of representations of compounds.
  • said chemical element pieces are in the form of cards, said cards designating said metal elements each having a distinctively shaped portion along at'least one edge thereof, the number of edges having said shape being equal to the valence of said metal element, said cards designating nonmetal elements having a distinctively shaped portion along at least one edge thereof and complementary to that of said metal element cards and being adapted to fit together therewith, the number of edges having said shape being equal to the valence of said non-metal element.

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US483168A 1965-02-01 1965-08-27 Game board and playing pieces for a game adapted to teach chemistry Expired - Lifetime US3423093A (en)

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GB4376/65A GB1093541A (en) 1965-02-01 1965-02-01 Improvements in or relating to games

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US (1) US3423093A (ko)
BE (1) BE675869A (ko)
DE (1) DE1603158A1 (ko)
GB (1) GB1093541A (ko)
IL (1) IL24541A (ko)
NL (1) NL6601259A (ko)

Cited By (15)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US3594923A (en) * 1969-01-17 1971-07-27 Calvin P Midgley Chemistry-teaching aid
US3804417A (en) * 1973-04-23 1974-04-16 R Dawson Protein synthesis game
US3822487A (en) * 1973-03-15 1974-07-09 G Koch Alphabet block display and toy
US4034486A (en) * 1975-10-03 1977-07-12 Rasjad Mills Mathematical beads
EP0023687A2 (en) * 1979-08-02 1981-02-11 Alma Zanasi Educational game of cards based on chemistry
US4545578A (en) * 1983-10-24 1985-10-08 Pentad Corp. Device for randomly selecting numbers
US5071132A (en) * 1991-01-17 1991-12-10 Ward Elvis G F Molecular structure game
US5553853A (en) * 1995-08-28 1996-09-10 Sackitey; Solomon K. Game apparatus and method of play for teaching dna related technologies
US6533585B2 (en) * 2000-12-13 2003-03-18 William Possidento Periodic pyramid: chemistry puzzle and teaching device
US20050095567A1 (en) * 2003-11-03 2005-05-05 Gerald Bauldock [Board Game]
US20060273510A1 (en) * 2005-06-03 2006-12-07 Pelzel Timothy J Educational Battle Game Method Of Teaching Key Theories And Facts
KR100847114B1 (ko) 2007-10-19 2008-07-18 송수연 아토믹 큐브
US20080305465A1 (en) * 2007-06-08 2008-12-11 California Polytechnic State University Foundation System and method for modeling atomic structures
US20110081638A1 (en) * 2009-10-02 2011-04-07 Soroush Sardari Lodriche Learning method for chemical compound nomenclature
US20140008869A1 (en) * 2012-07-07 2014-01-09 Ravindran Pulyassary Active learning card game and method for game based teaching and learning of periodic table of chemical elements

Families Citing this family (2)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US5702105A (en) * 1994-09-01 1997-12-30 Glikmann; Kevin L. Three-dimensional word construction game of SCRABBLE
GB2418053A (en) * 2004-09-13 2006-03-15 Cheryl Innes Educational scratch card container

Citations (10)

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Publication number Priority date Publication date Assignee Title
US1420400A (en) * 1921-04-26 1922-06-20 Ayre William Washington Game
US2128608A (en) * 1937-06-07 1938-08-30 Clarence C Goertemiller Game
US2296623A (en) * 1940-05-08 1942-09-22 Edward V P Albosta Game
FR918248A (fr) * 1945-08-02 1947-02-03 Jeu de boules sur table de salon
US2458966A (en) * 1945-03-13 1949-01-11 Jefferson P Waldrop Game board and playing pieces for a chance controlled game
US2492563A (en) * 1945-12-26 1949-12-27 Atomic Games Company Board for playing an atom game
US2891322A (en) * 1957-01-11 1959-06-23 Martha A Brownlee Periodic table teaching device
US2930621A (en) * 1954-09-23 1960-03-29 Kenneth J Gross Game
US2970840A (en) * 1956-03-19 1961-02-07 Richie Raymond Joseph Geology game
US3145482A (en) * 1961-09-22 1964-08-25 Russell K Edwards Three-dimensional property indicating device

Patent Citations (10)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US1420400A (en) * 1921-04-26 1922-06-20 Ayre William Washington Game
US2128608A (en) * 1937-06-07 1938-08-30 Clarence C Goertemiller Game
US2296623A (en) * 1940-05-08 1942-09-22 Edward V P Albosta Game
US2458966A (en) * 1945-03-13 1949-01-11 Jefferson P Waldrop Game board and playing pieces for a chance controlled game
FR918248A (fr) * 1945-08-02 1947-02-03 Jeu de boules sur table de salon
US2492563A (en) * 1945-12-26 1949-12-27 Atomic Games Company Board for playing an atom game
US2930621A (en) * 1954-09-23 1960-03-29 Kenneth J Gross Game
US2970840A (en) * 1956-03-19 1961-02-07 Richie Raymond Joseph Geology game
US2891322A (en) * 1957-01-11 1959-06-23 Martha A Brownlee Periodic table teaching device
US3145482A (en) * 1961-09-22 1964-08-25 Russell K Edwards Three-dimensional property indicating device

Cited By (18)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US3594923A (en) * 1969-01-17 1971-07-27 Calvin P Midgley Chemistry-teaching aid
US3822487A (en) * 1973-03-15 1974-07-09 G Koch Alphabet block display and toy
US3804417A (en) * 1973-04-23 1974-04-16 R Dawson Protein synthesis game
US4034486A (en) * 1975-10-03 1977-07-12 Rasjad Mills Mathematical beads
EP0023687A2 (en) * 1979-08-02 1981-02-11 Alma Zanasi Educational game of cards based on chemistry
EP0023687A3 (en) * 1979-08-02 1981-11-11 Alma Zanasi Educational game of cards based on chemistry
US4545578A (en) * 1983-10-24 1985-10-08 Pentad Corp. Device for randomly selecting numbers
US5071132A (en) * 1991-01-17 1991-12-10 Ward Elvis G F Molecular structure game
US5553853A (en) * 1995-08-28 1996-09-10 Sackitey; Solomon K. Game apparatus and method of play for teaching dna related technologies
US6533585B2 (en) * 2000-12-13 2003-03-18 William Possidento Periodic pyramid: chemistry puzzle and teaching device
US20050095567A1 (en) * 2003-11-03 2005-05-05 Gerald Bauldock [Board Game]
US20060273510A1 (en) * 2005-06-03 2006-12-07 Pelzel Timothy J Educational Battle Game Method Of Teaching Key Theories And Facts
US20080305465A1 (en) * 2007-06-08 2008-12-11 California Polytechnic State University Foundation System and method for modeling atomic structures
US7955083B2 (en) * 2007-06-08 2011-06-07 California Polytechnic Corporation System and method for modeling atomic structures
KR100847114B1 (ko) 2007-10-19 2008-07-18 송수연 아토믹 큐브
US20110081638A1 (en) * 2009-10-02 2011-04-07 Soroush Sardari Lodriche Learning method for chemical compound nomenclature
US8465286B2 (en) * 2009-10-02 2013-06-18 Soroush Sardari Lodriche Learning method for chemical compound nomenclature
US20140008869A1 (en) * 2012-07-07 2014-01-09 Ravindran Pulyassary Active learning card game and method for game based teaching and learning of periodic table of chemical elements

Also Published As

Publication number Publication date
IL24541A (en) 1970-06-17
DE1603158A1 (de) 1971-03-11
GB1093541A (en) 1967-12-06
BE675869A (ko) 1966-06-16
NL6601259A (ko) 1966-08-02

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