Educational device

Abstract

A three-dimensional educational device 10 comprises a substantially spherical core 100 provided with attachment means 102 on an exterior surface of the core and a plurality of pieces 112 attachable to the attaching means, wherein, when the plurality of pieces is attached to the core, the pieces cover the exterior surface of the core. The attachment means may be hook and loop means. In an embodiment, the pieces depict tectonic plates and may also show the borders of countries and other information e.g. capital cities. The core splits into hemispheres which depict the inner structure of the Earth (fig.2). The spherical core is supported on a stand 200 having a base 202 and a prong 204 inserted in a recess in the core.

Description

FIELD OF INVENTION The present invention relates generally to three-dimensional educational devices and more specifically to three-dimensional puzzles for promoting learning of geography, geology, seismology, and other related areas. BACKGROUND OF THE INVENTION Traditional teaching methods typically consist largely of rote learning and rely heavily on a student’s ability to memorise information. However, this may not be appropriate for many children, especially younger children, who benefit from more visual and tactile learning environments. Traditional pedagogic devices to teach geography and / or geology are provided as either a two-dimensional maps or as a three-dimensional puzzle with standard shaped puzzle pieces (i.e., substantially square with protrusions and recesses to engage with other puzzle pieces). This limits a student’s understanding of the concepts being taught and restricts any tactile aspect of the device. The two-dimensional map inevitably skews aspects of any region, such as shape, angle, or area. Providing three-dimensional puzzles with traditional puzzle pieces does not solve the issue either since this requires high degrees of patience, fine motor control, and spatial reasoning in a way which does not help a student learn about geography and / or geology. A further limitation of traditional three-dimensional puzzles is that they lack stability and structural integrity. Removing and / or replacing a piece compromises the structural integrity which relies on tension across the surface of the device. The present invention aims to at least ameliorate the aforementioned problems. SUMMARY OF THE INVENTION According to a first aspect of the present invention, there is provided a three-dimensional educational device. The three-dimensional educational device comprises a substantially spherical core provided with attachment means on an exterior surface of the core, and a plurality of pieces attachable to the attaching means of the core. When the plurality of pieces is attached to the core, the pieces cover the exterior surface of the core. Pieces may equally be referred to as tiles. Cover may mean cover substantially the whole of the exterior surface of the core and / or cover the whole of the exterior surface of the core. Advantageously, providing a core allows for greater structural stability to the three-dimensional educational device which reduces the risk of the device breaking if it is dropped. Providing a core to which pieces are attached also allows for removal of the pieces without comprising the structural integrity of the device, unlike earlier devices which rely on tension across the surface of the device between the pieces. Further advantageously, providing the educational device in three dimensions about a core provides the user with greater appreciation for the way in which the pieces are arranged on the exterior surface of the core. Each piece of the plurality of pieces may represent a geographical region. Each of the plurality of pieces may have substantially the same shape as a geographical region. A geographical region may include tectonic plates, continents, countries, oceans, and / or seas. Advantageously, having the pieces represent a geographical region increases the user’s appreciation for the shape of said region, via tactile learning, and the way multiple regions border each other. Prior art devices where each piece has a similar shape with no regard to geographical boundaries or are not arranged on a three-dimensional core are less effective. The core may comprise a first and second hemisphere and the two hemispheres may be separable. Each of the two hemispheres may comprise a hemispherical surface and a flat circular surface. The hemispherical surface may be substantially hemispherical to the same extent that the core is substantially spherical. The flat circular surfaces may be substantially circular to the same extent that the core is substantially spherical. The flat circular surfaces may be substantially flat, they may have corresponding protrusions and / or recesses so that the two flat circular surfaces can engage to form the core. Each of the first and second hemisphere may be formed from solid material. The solid material may be a plastic. The first and second hemisphere may be referred to as a lower and upper hemisphere or southern and northern hemisphere, respectively. Advantageously, providing the core as two separable hemispheres may reduce the manufacturing complexity. Additionally, the flat circular surfaces may have corresponding protrusions and channels arranged in a way that conveys geological information and represents the structure of the Earth’s core. In some embodiments, the first and second hemisphere may be hollow. Alternatively, the first and second hemisphere may be solid. Advantageously, providing hollow hemispheres allows the device to remain relatively lightweight, thereby allowing users to lift and manipulate the device. Advantageously, providing solid hemispheres allows for easier manufacturing. In some embodiments, the first and second hemisphere are substantially hollow and are provided with internal ribs. Advantageously, providing internal ribs improves the structural integrity of the hemispheres without adding too much material and weight. The three-dimensional educational device may further comprise a stand for mounting the core. The stand may comprise a base and a prong. The prong may be configured to engage with the core. Advantageously, the stand supports the device thereby preventing it from rolling away due to the core’s spherical shape. The prong may engage with the first hemisphere through an aperture in the first hemisphere. The aperture may pass through the whole hemisphere. The aperture may have a first opening on the hemispherical surface of the first hemisphere. The aperture may have a second opening on the flat circular surface of the first hemisphere. Preferably, the first opening is located near the region representing the South Pole. Preferably, the second opening is located near the centre of the flat circular surface. The prong and aperture may be engageable by push-fit. Alternatively, the prong may have a resiliently deformable rib that is engageable with a valley in the aperture so as to provide slight resistance to separation of the prong and aperture once engaged. The aperture in the first hemisphere may extend partially through the first hemisphere or may extend through the whole first hemisphere. Advantageously, by providing a prong that is engageable with an aperture, the amount of surface area of the device that is not visible when the prong is engaged with the device, is minimised. The prong may engage with the second hemisphere into a recess in the second hemisphere. Advantageously, this allows for both hemispheres to be retained by the prong. In an alternative embodiment, the first hemisphere has a recess for receiving the prong. The entrance to the recess may be locatable on the hemispherical surface of the first hemisphere. The recess may allow the prong to engage into the first hemisphere. In this alternative embodiment, the prong does not engage with the second hemisphere. Advantageously, in this alternative embodiment, the prong stays recessed within the first hemisphere and does not protrude from the flat circular surface of the first hemisphere, thereby allowing more information to be presented to the user on the flat circular surface. The prong may have an asymmetric profile. An asymmetric profile may have a rib that extends the length of an otherwise cylindrical or frustoconical prong. Equally or alternatively, the two hemispheres may have corresponding pairs of magnets locatable near the flat circular surface. The corresponding pairs of magnets may be arranged asymmetrically about the aperture of the first hemisphere and the recess of the second hemisphere, thereby allowing only a single rotation of the second hemisphere with respect to the first hemisphere. Advantageously, providing an asymmetric profile restricts the rotation of the first and second hemispheres with respect to each other and with respect to the stand once the two hemispheres are engaged with the stand. In an alternative embodiment, the flat circular surface of the first hemisphere may have a domed region near the centre of the flat circular surface. The domed region may be configured to be received within a recessed region in the flat circular surface of the second hemisphere. The domed region and recessed region may be asymmetric so that the second hemisphere is restricted to one orientation with respect to the first hemisphere when the first and second hemisphere are engaged. In an alternative embodiment, the core is formed by a unitary piece. In this embodiment, where the prong is described above as interacting with the first and second hemisphere, it is also envisaged that this applies, mutatis mutandis^ to a unitary core. Advantageously, providing a unitary core allows for easier manufacturing since there are fewer pieces to manufacture. At least one piece of the plurality of pieces may engage with the prong. The at least one piece that engages with the prong may have an aperture that can receive the prong. The prong may be flared, or provided with a shelf, so as to restrict movement of the piece down the prong. Alternatively, the piece may be fixed to the prong. Advantageously, providing a piece that can be engaged with the prong allows the user to operate and complete the puzzle without having to remove the core from the stand and arranging the remaining pieces around the already in situ piece. The prong may form an acute angle with the vertical with respect to the base. Vertical with respect to the base may mean perpendicular to a flat surface of the base. The angle formed by the prong and the vertical may be between 0 to 45 degrees. Preferably, the angle may be between 20 and 25 degrees. Most preferably, the angle is 23.5 degrees. Advantageously, the angle of 23.5 degrees represents the tilt of the Earth’s rotation axis with respect to the Earth’s orbital plane. Providing the prong at or near this angle allows for the user to deeper understand the tilt of the Earth’s rotation in a more tactile manner as well as further understanding natural phenomena that is a direct result of said tilt, such as seasons. Each of the plurality of pieces may have a first and second curved surface. The first and second curved surface may be connected by a wall. Each of the first and second curved surface of a piece may be substantially parallel to the exterior surface of the core when said piece is attached to the core. Advantageously, this allows the pieces to sit substantially flush with the core once the pieces are engaged with the core. When the plurality of pieces is attached to the core, the walls of the plurality of pieces may form channels. The width of the channels may not exceed 5 mm. Optionally, the width of the channels is between 1 mm and 10mm, preferably the width of the channels is between 1mm and 5mm, more preferably, the width of the channels are approximately 2mm. Approximately may mean within a 10% error margin. Advantageously, the pieces may substantially cover the exterior surface of the core. The skilled person will understand that two pieces may be provided with certain tolerances so that the walls do not touch but are sufficiently close with correspondingly shaped walls. The attachment means may comprise a plurality of hook and loop fasteners. The hook and loop fasteners may comprise corresponding hook patches and loop patches. Each of the hook patches may be attached to each of the pieces. Each of the loop patches may be attached to the core. Alternatively, the hook patches may be attached to the core and the loop patches may be attached to the pieces. Further alternatively, a mixture of hook and loop patches may be attached to the core, with its corresponding loop / hook patch attached to each of the pieces. Advantageously, providing corresponding hook and loop patches allows for easy attachment and removal of the plurality of pieces. Alternatively or equally, the attachment means may comprise pairs of magnets, with one of the pair disposed at, on or just below the exterior surface of the core and the other being disposed on the underside of each of the plurality of pieces, and / or Additionally or alternatively, the attachment means may comprise corresponding push pegs and recesses. The push pegs and recesses may have various corresponding cross sections thereby restricting which piece may be attached to specific regions of the core. Alternatively or equally, the attachment means may comprise corresponding protrusions and recesses. As an example, protrusions may be provided on the surface of the core, with one or more recesses provided on the underside of each of the plurality of pieces. This configuration may be similar to the protrusions and recesses provide on LEGO® components to couple said components together. Alternatively, the protrusions may be provided on the underside of each of the plurality of pieces The attachment means may comprise one or more protrusions grouped together on the surface of the core / underside of a piece with a corresponding group of recesses on the underside of a piece / surface of the core arranged to couple to the group of protrusions. Advantageously, this may require a user to match a piece to one specific region of the core in order for the piece to be held in place on the surface of the core. According to a second aspect of the present invention, there is provided a three-dimensional educational device. The three-dimensional device comprises a substantially spherical core provided with attachment means on an exterior surface of the core, and a plurality of pieces attached to the core via the attachment means thereby covering the exterior surface of the core. The plurality of pieces may be removable from the core. All features described in connection with the first aspect may equally be used to describe the second aspect. BRIEF DESCRIPTION OF THE DRAWINGS Embodiments of the invention shall now be described in detail by way of example and with reference to the accompanying drawings in which: Figure 1 illustrates a perspective view of a three-dimensional educational device according to an example embodiment of the present invention; Figure 2 illustrates an exploded view of a three-dimensional educational device according to an example embodiment of the present invention; and Figure 3 illustrates a perspective view from below of a stand according to an example embodiment of the present invention. It should be noted that the Figures are diagrammatic and not drawn to scale. Relative dimensions and proportions of parts of these Figures have been shown exaggerated or reduced in size, for the sake of clarity and convenience in the drawings. The same reference signs are generally used to refer to corresponding or similar feature in modified and different embodiments. DETAILED DESCRIPTION OF EMBODIMENTS In an exemplary embodiment of the present invention, as shown in Figure 1, there is provided a three-dimensional educational device (hereinafter, a device) 10. The device 10 comprises a core 100, a plurality of pieces 110, and a stand 200. The core 100 is substantially spherical and is provided with a plurality of attachment means 102. The plurality of pieces 200 can be attached to the core 100 by way of the attachment means 102. Figure 1 shows some of the plurality of pieces 110 attached to the core 100 and others removed from the core 100. In the present embodiment, attachment means 102 is one of a hook or loop patch. The other of the hook or loop patch is provided on the concave surface of a piece (not shown) of the plurality of pieces 110. In the present embodiment, the plurality of pieces 110 represent tectonic plates. The skilled person will understand tectonic plates to mean the sections into which the Earth’s lithosphere is parted. Tectonic plates are divided into 7 major plates and 8 minor plates. Whilst preferably, there would be one piece for each plate, it is oftentimes impractical to do so, either due to manufacturing constraints on the size of pieces, or due to limitations resulting from the size of the attachment means. Therefore, the skilled person will readily understand that some of the pieces may represent at least one minor tectonic plate combined with either another minor tectonic plate and / or a major tectonic plate. Figure 1 further shows some of the plurality of pieces 110 with labels indicating the name of the tectonic plate, such as “AUSTRALIAN PLATE”. The borders of countries are also depicted as well as country names. This provides the user with further geopolitical information. The plurality of pieces 110 have various arrows 112 drawn on them. The arrows 112 represent the movement of the corresponding tectonic plates. This can be further the user’s understanding and explain various geological phenomena, such as the formation of the Himalayas by the collision of the Indian and Eurasian plates. The skilled person will understand that further information may be presented on the plurality of pieces 110, such as capital cities, geological formations, climate types, etc. Turning to Figure 2, there is shown an exploded perspective view of the present invention. Figure 2 shows the core 100, a stand 200, and a piece 110a of the plurality of pieces 110. The core is split into a first and second hemisphere 100a, 100b. Each of the first and second hemisphere 100a, 100b are shown with a hemispherical surface 104a, 104b respectively. The attachment means 102 are located on the hemispherical surfaces 104a, 104b. The first hemisphere 100a is shown with a circular surface 106a, the second hemisphere 100b has a corresponding surface but is not shown in Figure 2. The circular surface 106a shows a pictorial representation of the structure of the inside of the Earth, including but not limited to inner core, outer core, lower mantle, upper mantle, and crust. The circular surface 106a also shows flow of magma from the mantle to the crust, this helps teach the user about formation of volcanoes and such in a more tactile manner. The crust has arrows showing the effects of divergent and convergent plate boundaries. The circular surface 106a is provided with a domed region 108, the second hemisphere 100b has a corresponding recessed region (not shown) for receiving the domed region 108. The domed region 108 has a radial valley (not shown) that provides asymmetry to the domed region 108. The recessed region is provided with a corresponding radial ridge for receiving the radial valley. The domed region 108 and recessed region provide a guidance to the user for how the first and second hemispheres 100a, 100b align. When the firstand second hemisphere 100a, 100b are properly aligned, the circular surface 106a and the corresponding surface on the second hemisphere 100b lie flush. The skilled person will readily understand that alternative alignment features are equally envisaged, such as providing two pairs of off-centre magnets inside the first and second hemisphere 100a, 100b, and / or providing an off-centre dog-bolt and corresponding recess. The stand 200 has a base 202, and a prong 204. The prong 204 is received within the core 100, whilst the base 202 can be placed on a surface and supports the whole device 10. The prong 204 is angled at 23.5 degrees from the vertical. Equivalently, the angle between the prong 204 and the base is 66.5 degrees. The base 202 is flat for standing the stand 200 on a flat surface. The prong 204 is attached to the base 202 in such a manner that when the device 10 is fully assembled, the centre of mass is above the base 202, thereby stable. The piece 110a has an aperture (not shown) for receiving the prong 204. In this embodiment, the prong 204 is flared in a manner such that the aperture has the same size as a cross-section of the prong 204 at a specific length along the prong 204. The skilled person will understand that alternative features to support the piece 110a at a given length along the prong 204 are possible, such as providing a shelf on the prong 204. Turning to Figure 3, there is shown a perspective view of a portion of the stand from below of the present invention. The prong 204 (not shown in Figure 3) is connected to the base 202 using a series of snap hook mechanisms 206. The snap hook that is closest to the edge of the base 202 is larger since that is the side which will have to resist the most pressure due to the angle of the prong 204. The base 202 has a series of ribs 208 emanating from where the prong 204 is attached to the base 202. This allows the base to be relatively light whilst still maintaining structural integrity. Features which are described in the context of separate embodiments may also be provided in combination in a single embodiment. Conversely, various features which are, for brevity, described in the context of a single embodiment, may also be provided separately or in any suitable subcombination. The applicant hereby gives notice that new claims may be formulated to such features and / or combinations of such features during the prosecution of the present application or of any further application derived therefrom. For the sake of completeness it is also stated that the term "comprising" does not exclude other elements or steps, the term "a" or "an" does not exclude a plurality, a single processor or other unit may fulfil the functions of several means recited in the claims and reference signs in the claims shall not be construed as limiting the scope of the claims.

Claims

1. A three-dimensional educational device comprising:a substantially spherical core provided with attachment means on an exterior surface of the core; anda plurality of pieces attachable to the attaching means of the core, wherein, when the plurality of pieces is attached to the core, the pieces cover the exterior surface of the core.

2. The three-dimensional educational device of claim 1, wherein each piece of the plurality of pieces represents a geographical region.

3. The three-dimensional education device of any preceding claim, wherein:the core comprises:a first hemisphere; anda second hemisphere; andthe first and second hemispheres are separable, and each comprise a hemispherical surface and a flat circular surface.

4. The three-dimensional educational device of any preceding claim, wherein:the device further comprises:a stand for mounting the core, the stand comprising:a base; anda prong; andwherein the prong is configured to engage with the core.

5. The three-dimensional educational device of claim 4, wherein the prong is configured to engage with the first hemisphere.

6. The three-dimensional educational device of claim 5, wherein the prong engages with the first hemisphere through an aperture in the first hemisphere.

7. The three-dimensional educational device of either claim 5 or 6, wherein the prong is configured to engage with the second hemisphere.

8. The three-dimensional educational device of claim 7, wherein the prong engages with the second hemisphere into a recess in the second hemisphere.

9. The three-dimensional educational device of claim 4 to 8, wherein the prong has an asymmetric profile.

10. The three-dimensional educational device of any of claims 4 to 9, wherein at least one of the plurality of pieces is configured to engage with the prong.

11. The three-dimensional educational device of any of claims 4 to 10, wherein the prong forms an acute angle with the vertical with respect to the base.

12. The three-dimensional educational device of any of claims 4 to 11, wherein theprong is rotatable with respect to the base.

13. The three-dimensional educational device of any of the previous claims, wherein each of the plurality of pieces have a first and second curved surface, the first and second curved surface each connected by a wall.

14. The three-dimensional educational device of claim 13, wherein each of the first and second curved surface are substantially parallel to the exterior surface of the core when attached to the core.

15. The three-dimensional educational device of claim 13 or 14, wherein, when the plurality of pieces is attached to the core, the walls of the plurality of pieces form channels, wherein the width of a channel does not exceed 5mm.

16. The three-dimensional educational device of any of the previous claims, wherein the attachment means comprise a plurality of hook and loop fasteners.

17. A three-dimensional educational device comprising:a substantially spherical core provided with attachment means on an exterior surface of the core; anda plurality of pieces attached to the core via the attachment means thereby covering the exterior surface of the core, wherein the plurality of pieces is removable5 from the core.

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