An educational system

Abstract

The present invention relates to an educational system 100 with at least one item 20A, 20B, 20C and a surface 10. The surface has at least two apertures 11A, 11B, 11C, each aperture having a unique pr

Description

Field of the Invention The present invention relates to an educational system, in particular an educational system to assist with spatial awareness and dexterity. Background There are a number of tools and games that are used to improve a user’s spatial awareness and dexterity. Commonly these are for children and form a teaching aid that includes different shaped objects being received through specific apertures. However, often such devices come with a number of parts with a specific object for each aperture. This creates a requirement to pack and store a number of items after use. Furthermore, as usually only one object matches one aperture the complexity of learning is limited by the number of objects and the number of apertures. The present invention provides an educational system with less parts and more complexity options for learning. Summary of the Invention According to the present invention there is provided an educational system comprising at least one item and a surface, the surface has at least two apertures, each aperture has a unique profile formed therein, each profile is configured to allow the item, when correctly oriented with respect to the surface to pass therethrough, characterised in that, the at least one item has a first form defining a first profile which when in a first orientation passes through a first aperture and the at least one item has a second form, defining a second profile, which when in a second orientation passes through a second aperture. In this way a user is challenged to pass one item through different apertures by working out the different orientation required for each aperture. The use of the system includes many benefits including exercising hand-eye coordination, colour recognition, logic, problem solving. These learning aspects may be especially beneficial to children having special educational needs, and since the system may be considered a toy, the system is also a form of entertainment. In preferred embodiments the surface is defined by a stand so that the apertures are elevated from the surface upon which the stand is located, thereby enabling items to be passed through the apertures without having to hold the surface during use. In some embodiments the stand is supported on two legs to elevate the apertures. In another embodiment the surface is a body with apertures in the form of elongate channels. In a preferred embodiment the elongate channels are open at both ends. Preferably a lower end of the channel is only partially closed, the lower channel opening being of a lesser diameter than that of the item, so the item is retained in the channel while enabling it to be ejected by use of a user’s fingers or other object inserted through the opening. In some embodiments the elongate channel has a fully closed end. In some embodiments of the education system that have elongate channels as the apertures, an ejection means is provided to remove the items from the channels. For example, the base of each elongate channel may have a displaceable base connected to a lever so that movement of the lever moves the base from a first position at a first end of the channel to a second position at a second end of the channel towards the receiving end of the channel. In this way the items are lifted from the first end of the channel towards the second end (receiving end) of the aperture when the items can be easily grasped and removed. The item and the aperture are shaped and dimensioned to have corresponding profiles. The item has two or more profiles so that the same item can be received in different apertures in different orientations. The profiles of the item are defined by grooves and projections that define the outer form of the item providing the two or more profiles. The profiles of the aperture are defined by recesses and raised portions that correspond to the grooves and projections of the item. In some embodiments the grooves of the item are elongate grooves defined on the outer surface of the item. The presence of elongate grooves is essential for embodiments of the system with elongate channels as the apertures to enable the item to pass along the channel. In preferred embodiments the grooves have rounded interiors. In some embodiments the grooves may have square or angled interiors. In some preferred embodiments the elongate grooves intersect, presenting different groove formations and thereby different profiles for different apertures. Preferably each item is substantially spherical so that it is easy to manipulate the item into different orientations. Furthermore the spherical shape makes it more challenging to a user as the item does not have different faces that may make it easier to distinguish the required profile for an aperture. Preferably each aperture is substantially round for accommodating a spherical item, although it is appreciated that a different shaped apertures may still be able to receive a spherical item. In some embodiments each aperture has two or more raised portions extending from a wall of the aperture and the item has corresponding grooves for each raised portion on different parts of the outer face of the item so that the item can only pass through each aperture in a corresponding orientation that aligns projections of the aperture with recesses of the item. In some embodiments each aperture has two or more recesses extending into a wall of the aperture and the item has corresponding projections for each recess on different parts of the outer face of the item so that the item can only pass through each aperture in a corresponding orientation that aligns recesses of the aperture with raised portions of the item. Ideally the profile of each corresponding recess of an aperture and projection of an item are the same, and each corresponding groove of an item and raised portion of an aperture are the same, so that the item can pass through the aperture only in a particular orientation and so that the profile of the aperture engages closely with part of the outer surface of the item that has the corresponding profile to the aperture. To identify the correct orientation a user may, visually, by touch and / or by trial and error, identify the required orientation of the item with respect to each aperture. In a preferred embodiment the surface has three apertures on the surface and the item has at least two profiles to match at least two of the three aperture profiles. In some embodiments other visual or haptic indicators may be provided on the apertures or item to assist with identifying the correct orientation of the item. In some embodiments the system may be coloured or include coloured parts or coloured regions that correspond to the correct orientations. For example, an equatorial ring around the outer surface of a spherical item may be the colour of the corresponding aperture. In another embodiment the system may include outer surfaces that are textured, such as a stippled surface, that correspond to correction orientations. For example, an equatorial ring around the outer surface of a spherical item and the corresponding aperture may have stippled surfaces. In some embodiments the item can be separated into parts to add a further educational element to use of the system, requiring the item to be correctly assembled prior to use. For example, the item may be provided in segments that are assembled to form a sphere. In yet further embodiments a modular item is provided with parts that are able to rotate with respect to another part. In this way the profile of the item can be adjusted to add further complexities to use of the system. For example, a spherical item may be formed from two hemispheres and the parts are joined by a rotating connection so that a first hemisphere can rotate with respect to a second hemisphere. In some embodiments the education system may include at least one light source. For example, a light source may be provided on the surface, and or on the item. In a preferred example of a system with a light source, the at least one light source is provided on the surface which may include being on or in the aperture. The light source may illuminate the aperture and / or may selectively illuminate part of the surface under certain conditions. For example, the aperture may illuminate when an item is detected as passing through an aperture. In this embodiment the lighting of the aperture may indicate a user has successfully determined the orientation. To activate the at least one light, the surface may include at least one presence sensor arranged on the aperture to detect presence of the item when successfully engaged with the aperture. In yet a further embodiment the system may include a means for audible feedback. For example the system may include a loudspeaker that is operatively connected to a sensor (such as a presence sensor or orientation sensor) that generates an audible alert such as a chime or fanfare when an item is successfully delivered through an aperture. In another embodiment the educational system has at least one vibrating module. The vibration module may be activated to indicate a correct or an incorrect orientation to assist a user to correctly orientation. For example, the item may include a vibration module that is operable with a gyroscopic sensor (orientation sensor) to determine orientation. When an orientation that corresponds to an aperture is determined, the module may vibrate, or cease vibrating. Advantageously this haptic feedback may assist visually impaired users enabling them to easily use the educational system, for example the haptic feedback may be activated when the item is received in the correct orientation for the aperture. Preferred embodiments of the invention will now be described, by way of example and with reference to the Figures in which: Brief Description of Figures Figure 1 shows a first embodiment of the educational system; Figures 2A, 2B and 2C show plan views of the item in three different orientations that correspond to the insertion orientation for each aperture shown in Figure 1. Figures 3A and 3B show a second embodiment of the educational system with an ejection means; Figure 4 shows a third embodiment of the educational system; and Figure 5 shows the underside view of the third embodiment Detailed Description of Figures Figure 1 shows a first embodiment 100 of the educational system. The system 100 has a stand (surface) 10 with three apertures 11 A, 11B, 11C. Figure 1 shows three items 20A, 20B and 20C each aligned in the configuration required to pass through the corresponding aperture 11. The stand 10 has two legs 12 that elevate the upper region from the surface upon which the stand 10 is placed. The three apertures 11 A, 11B and 11C are evenly spaced across the upper region. Each aperture 11 has a different profile. Aperture 11A has five raised portions 13 and five recesses 14. Aperture 11B has four raised portions 13 and four recesses 14. Aperture 11C has three raised portions 13 and three recesses 14. Each item 20 shown has the same arrangement of projections 23 and grooves 24. Each item 20 is shown in a different orientation 20A, 20B, 20C that corresponds to the aperture 11 A, 11B, 11C (see Figure 1) that it is above so the projections 23 and grooves 14 of the item 20 that are presented to each aperture 11 are different. Figures 2A, 2B and 2C show plan views of the items 20A, 20B, 20C in three different orientations that correspond to the insertion orientation for each aperture shown in Figure 1. Item 20A is received in the pictured orientation through aperture 11 A. Item 20B is received in the pictured orientation through aperture 11B. Item 20C is received in the pictured orientation through aperture 11C. An upper face of the item 20A shown in Figure 2A has intersecting grooves 24 in a cross formation that define the profile for the second aperture 11B. The hemispherical edge of item 20A has five projections 24 and five grooves 23. An upper face of the item 20B has intersecting grooves 24 in a T-shaped formation that define the profile for the third aperture 11C. The hemispherical edge of item 20B has four projections 24 and four grooves 23. An upper face of the item 20C has intersecting grooves 24 that define the profile for the first aperture 11A. The hemispherical edge of item 20C has three projections 24 and three grooves 23. Figures 3A and 3B show a second embodiment 200 of the educational system with an ejection means 16. The educational system has a body 10 with three apertures 11 formed as elongate channels in the body. Each elongate channel 11 A, 11B, 11C has a closed base and an open end. The wall 15 of each elongate channel has raised portions 13 that extend into the channel and define a profile that corresponds to the profile of the items 20 when in a selected orientation. The items 20 have grooves 24 for engaging with the raised portions 13 of the apertures 11. Each elongate channel 11 has a different profile, 11 A, 11B, 11C. Aperture 11A has five raised portions 13, aperture 11B has four raised portions and aperture 11C has three raised portions. A corresponding item 20A, 20B, 20C is shown in each elongate channel 11 A, 11B, 11C. The body 10 has an ejection means that comprises a pull lever 16 that is connected to displaceable plates in the base of each elongate channel (not shown). When the pull lever 16 is pulled upwards the displaceable plates move upwards, thereby displacing the items 20A, 20B, 20C upwards so that they can be easily grasped and removed by a user. In the second embodiment 200 the items 20A, 20B, 20C each only show a single form with a single profile which is not a feature of the claim invention. However, all other features of the second embodiment show variations that may form part of the invention. In particular is it appreciated that the items 20 shown in the third embodiment in Figure 4 can be used with the second embodiment to achieve all claimed features of the invention. Figure 4 shows a third embodiment 300 of the educational system. The system 300 is similar to the system shown in Figures 3A and 3B but does not include a visible ejection means. The body 10 has three elongate channels 11 A, 11B, 11C. Each elongate channel has a different profile. Elongate channel 11A has five raised portions and five recesses, elongate channel 11B has four raised portions and four recesses, elongate channel 11C has three raised portions and three recesses. Additionally the items 20 shown have three profiles to permit engagement of the same item 20 in each of the three apertures 11 (elongate channels). The pictured embodiment 300 shows three identical items 20A, 20B, 20C, one received in each aperture 11 A, 11B, 11C. Each identical item 20 is received in a different orientation to correspond to the different profile of each aperture 11. Figure 5 shows an underside view of the third embodiment 300. The apertures 11 have a partially closed lower end that prevents the items from passing through whilst allowing for a means to eject the items since a user may place their fingers or an object through the lower opening in order to eject the items. The invention has been described by way of examples only and it will be appreciated that variation may be made to the above-mentioned embodiments without departing from the scope of invention as defined by the claims.

Claims

aims1. An educational system comprises at least one item and a surface, the surface has at least two apertures, each aperture has a unique profile formed therein, each profile is configured to allow the item, when correctly oriented with respect to the surface to pass therethrough, characterised in that, the at least one item has a first form defining a first profile which when in a first orientation passes through a first aperture and the at least one item has a second form, defining a second profile, which when in a second orientation passes through a second aperture; wherein the item has elongate grooves that intersect and projections on an outer surface that define the item profiles.

2. An educational system according to claim 1 wherein the surface is defined by a stand.

3. An educational system according to claim 1 or claim 2 wherein the stand is supported on two legs.

4. An educational system according to any preceding claim wherein a wall of the aperture has raised portions and recesses that define a profile.

5. An educational system according to any preceding claim wherein the grooves are elongate.

6. An educational system according to any preceding claim wherein the projections are elongate.

7. An educational system according to any preceding claim wherein the grooves have rounded interiors.

8. An educational system according to any preceding claim wherein the item is substantially spherical.

249. An educational system according to a claim 8 wherein each aperture is substantially round.

10. An educational system according to claim 4 wherein each aperture has two or more raised portions extending from a wall of the aperture and the item has corresponding grooves for each raised portion on different parts of the outer face of the item so that the item can only pass through each aperture in a corresponding orientation that aligns raised portions of the aperture with grooves of the item.

11. An educational system according to claim 4 wherein each aperture has two or more recesses extending into a wall of the aperture and the item has corresponding projections for each recess on different parts of the outer face of the item so that the item can only pass through each aperture in a corresponding orientation that aligns recesses of the aperture with projections of the item.

12. An educational system according to any preceding claim wherein the at least two apertures in the surface are elongate channels into which the item is received.

13. An education system according to claim 12 including an ejection means for removal the items from the channels.

14. An educational system according to any preceding claim having three apertures on through the surface and the item having three profiles.

15. An educational system according to any preceding claim including at least one light source to illuminate part of the surface under a certain condition.

16. An educational system according to any preceding claim including at least one loudspeaker operatively connected to at least one sensor to24generate audible feedback when an item is successfully delivered through an aperture.

17. An educational system according to any preceding claim including at least one vibrating module that is activated to indicate a correct or an incorrect orientation to assist a user to correct orientation of the item during use.

18. An educational system according to any preceding claim wherein the item can be separated into parts.

19. An educational system according to claim 16 or claim 17 including at least one orientation sensor to detect orientation of the item and generate audible or haptic feedback dependent on orientation of the item.

20. An item for use with the educational system according to any of claims 1 to 19 having a first form defining a first profile which when in a first orientation passes through a first aperture on a surface and a second form, defining a second profile, which when in a second orientation passes through a second aperture on the surface; wherein the item has grooves that intersect and projections on an outer surface that define the item profiles.17

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