Note: Descriptions are shown in the official language in which they were submitted.
WO 95/32778 2 1 9 1 6 4 1 PCT/CA95/00303
Title: ADJUSTABLE SEE-SAW APPARATUS
3 This invention relates to educational play equipment for children.
6 BACKGROUND TO THE INVENTION
8 The principle of the see-saw is well-known, in which two children sit at opposh~ ends of a beam,
and the beam pivots for up/down movement about a tulcrum mounted on a support post. The
10 invention combines the use of the basic see-saw idea with an a~just~h'e mechanism to create a
11 teaching/ leaming apparatus, in which children use their own physical bodies to help them
12 acquire abstract conc~pL. in mathematics and physics. Using their own bodies provides young
13 children with a powerful bridge to funda",6r,Lal abstract concepls in mall,6r.,ati.;s and physics,
14 such as numerically-balanced equations, addition, leverage, and moment force.
16
17 BASIC FEATURES OF THE INVENTION
18
1~ The invention makes use of a see-saw apparatus c~"p,i:.i"g the usual beam mounted for
rocking motion on a pivot. The beam includes left and right arms ~ftendi"g in opposite
21 di,~;lions away from the pivot.
22
23 The beam carries respectivo left and right seats, each of which is suitable for ,t:cei~;.,g a child
24 thereon, and the apparatus is so arranged that the beam can undergo up/down pivoting
movement, relative to the fulcrum point. The beam is so arranged as to define respective leR and
26 right moment amms for esch seat; an operable adjustment means, when operated, is effective to
27 allowthe length of at least one of the moment arms to be adj~ste~
28
2~
THE INVENTION AS COMPARED WITH SOME PRIOR ART DEVICES
31
32 A well-known aid for teaching numerical ,~ ' nships to children is the desk-top mall,e."atical
33 balance-bar apparatus, as found in many class-rooms. In this apparatus, a beam is provided
34 with hooks, upon which weighted tags may be selectphly hung. The hooks are placed at
intervals along the length ot the beam, whereby, for example, tags at posiLiol1s 5 and 3 on one
S6 arm of the beam will balance tags (of equal weight) at positions 1, 3, and 4, on the other arm of
37 the beam.
38
39 This mathe",~lical balance is a well-known useful aid tor teaching maLl,ei,-atical concepL, such
as addition and numerical equivalence. The apparatus ot the invention is aimed at giving
~1 children direct physical ex~,erience of balance-force equivalence and numerical equivalence,
which helps children acquire those concepts.
2 1 ~
WO 95132778 PCT/CA95/00303
Young children of course learn concrete concepts more readily than abstract concepts. Similarly,
2 children acquire abstract concepts more readily when the teaching env.,~ .,er~l creates
3 opportunities for them to acquire the abstract concepts in concrete ways, for example through
4 direct experience with gross-motor and sensory-motor activities. The learning of mathematical
5 concepts, in particular (since those concepts are generally abstract) is made easier by providing
6 the children with concrete experiences, using a wide variety of manipulatives. This is especislly
7 the case in the pre-school and primary school years.
Another prior art apparatus is a see-saw in which the see-saw device includes a means tor
10 sensing a weight imbalance between the two children using the device, and includes a counter-
11 bslance weight which automatically moves to equalke the moment arms of each side of the see-
12 saw in response to the sensed imbalance. The contrast between this idea and the invention is
13 very clear: in the imention, the aim is to enable the child to feel, physically, the effects of a
14 weight imbalance, and to leam the manual skill of adjusting the beam accor. Iyly.
16 In relation to this prior device, it may be pointed out that a device which automatically
17 compensates for dfflerences in children's weights by-passes the child's chance of acquiring a
18 per~ieplion of his own weight; indeed, making the device such that his own weight does not
19 count in the moment arm equation may be regarded as an educ~tional disservice to the child.
21 In the invention, the child is given the opportunity to make allowances for his own weight, and to
22 leam how to adjust, numerically, for the magnitude of his own weight. When the adjustment is
23 made aulc""atically, the child leams nothing: or worse, he might even leam to stifle any
24 pe,ceplions he acg~ i ~s of diif~ ,ces between his own weight and other children's.
26 Of course, the device of the invention, insofar as it is a see-saw, serves the usual play purpose of
27 see-saws generally, in providing gross motor experience, and in providing for social and
28 ope.~tio..al co-operation between the participants.
2~
30 The type of teaching apparatus to which children give their best allention is the type which the
31 children can act on and manipulate not only with their hands but also with their whole bodies.
32 Also, a t~cl, ,9 apparatus, if it is to be utilised attentively by children, should be such as to
3a require the children to think at a level spprupriate to their coy, ~e abilities. From these two
34 standpoints, it is an aim of the af,ust-hle see-saw invention to ensure a high level of mental
35 attention by the children.
a6
37
3B DETAILED DESCRIPTION OF PREFERRED EMBODIMENT
39
40 E~y way of further explanation of the invention, ex~l"plary embodiments of the invention will now
41 be described with le~:,el)ce to the accompanying drawings, in which:
42
43 Fig 1 is a pictorial view of a see-saw apparatus that embodies the invention;
WO 95/32778 2 1 9 1 6 4 1 PCT/CA95/00303
_ 3
Fig 2 is a corresponding view of the apparatus of Fig 1, in which the apparatus has been
2 s~ cted to a dfflerent configuration;
3 Fig 3 is an _.., la~ed view of some of the components of another see-saw apparatus;
4 Fig 4 is a side-elevation of another see-saw apparatus that embodies the invention;
5 Fig 5 is an end-elevation of the apparatus of Fig 4;
6 Fig 6 is a cross-section of another apparatus that ell~bodies the invention;
7 Fig 7 is a diayl~nlillhlic view of a see-saw, shcJ~i.,g an altemative for a numerical scale;
8 Fig 8 is a side clcv~tiùn of snother apparatus that ell.b~ ' ES the invention;O Fig 9 is a pictorial view of another ~pp~PtUs that er"boJies the invention;
10 Fig 10 is a cross-section of another apparatus that er"Ls " s the invention;
11 Fig 11 is a pictorial view of another, plafforrn-type, apparatus that ell)~dies the invention;
12 Fig 12 is an DYplccled view of the cGr"poner,L~ of another apparatus that e",bGdies the invention;
13 Fig 13 is a side elevation of the apparatus of Fig 12;
14 Fig 14 is a side elevation of a component of the apparatus of Fig 12, shown in a dfflerent
15 condition;
16 Fig 15 is a close-up showing a component that may optionally be added to the apparatus of Fig
17 12.
18
19 The apparatuses shown in the accompanying Jln~/.i. ,gs and desc,iLed below are e,.---, r'e~ which
embody the i,.~tntion. It should be noted that the SCOpQ of the invention is defined by the
21 accompanying claims, and not necess6rily by specific features of ~,~e",rl~ry 6,.,bocli",eots.
22
23 The apparatus 20 shown in Fig 1 includes a sturdy upright post 23, which is mounted fixedly on
24 a base or plinth 25. The post 23 includes a series of through-holes 27, ~,vhich are each adapted
to receive a pivot pin 2~.
26
27 The apparatus 20 also includes a beam 30. The beam 30 is of composite construction, and
28 includes left and right end-pieces 34L,34R and a centre section 36. The centre section 36 is
2~ pivoted in the middle to the pivot pin 2~.
31 The centre section 36 is in two pieces. These are provided on their inner, opposed surfaces with
32 tongues 38. The end-pieces 34L,34R are tommed with cc,r"r'e .,e,l~ry grooves 40, which engage
33 ~ith the tongues. By virtue of the tongue-in-groove engage",e"~S, the end-pieces may slide
34 longitudinally relative to the centre section 36, but are constrained against all other modes of
movement relative to the centre section.
36
37 Each end-piece is pruJided with a respecthe saddle 43, and a handle 45 for holding on. These
38 items remain fixed to the end-pieces during operation of the apparatus and during adjustment,
39 aHhough the items may be made detachable for di_.-.an~li.,g/ storage purposes.
41 Locking pins 47 are withdrawn whilst adjustment of the position of the end-piece relative to the
42 centre section is being P~ijusted Then, the locking pin is inserted and serves to lock the end-
43 piece to the centre section. The end-sections are provided each with a number of lock-pin-holes
~ WO 95132778 2 1 9 1 6 4 ~ PCT/CA95100303
48, whereby the end-pieces 34L.34R may be locked at different extensions or locations relative to
2 the centre section 36.
4 The lock-pin-holes 48 are numbered, as shown at 49, according to the number of units of
5 distance each hole is from the fulcrum point defined by the pivot pin 29. The numerals 49 serve
6 as a visible display scale, for indicating to the child what is the current setting of the moment arrn
7 of his seat.
The two end-sections S4L,34R need not be set each to the same lock-pin-hole 48 numeral, and
10 in fact are set to dmerent lock-pin-holes to cater for dfflerent sizes of children. The apparatus is
11 <.y.."..el,ical, however, whereby when both end-pieces are set to the same lock-pin-hole numeral,
12 the beam 30 is nominally in balance.
13
14 In the altemative shown in Fig 3, lock-pin-holes are replaced by a through-slot 50 formed in the
15 end-piece 52. The components are shown exploded in Fig 3: in the ope,~tional device, in fact,
16 the locking pin 54 normally resides in the slot 50. The pin 54 is threaded, and is of such a
17 stnucture as to facilitate liyl~leni"9 by small hands. In order to develop problem-solving and other
18 cognitive skills, children must be able to adjust the position of the end-pieces for themselves. Of
1~ course, young children will normally be supervised, and assisted as required. Children need to
20 be initblly taught how to use the apparatus.
21
22 The see-saw shown in Figs 4 and 5 is a~just-~le as regards the position of the fulcrum along the
23 length of the see-saw beam. The beam 56 is provided with a series of pivot pin holes 58. The
24 pivot pin 60 is inserted in a suitable one of the holes, to provide the required balance between
25 children of dmerent weights.
26
27 In the Fig 1 device, the children can adjust both moment arms independently; whereas in the
28 Fig 4 device, only one end is ~ ter~ in effect; the other end is adjusted autor"atically in
2~ unison. Although the Fig 4 design is simpler, whilst achieving basically the same result as the
30 Fig 1 design, the Fig 1 t-'~.c~p..,g design has a more engaging appeal for children, which
31 siyl '-Ently enhances the leacl ,g-learning process.
32
33 Fig 6 shows a device that is like Fig 4 in that adjustment is done by moving a single-ccn"pone"
34 beam from socket to socket. The Fig 8 beam can also rotate about the socket.
3O It is found that when using the devices as de:.~,iLed, children come to appr~ ~e mathematical
37 I~' ' ns more meaningfully. Children say such things as ~Nhen I am on 6, she has to be on 5
38 to balance me~. These numbers help children acquire a concept of just what the physical
3~ dfflerence is between dfflerent numbers. Children come to ~feel~ the effect of the dilie~nces.
41 Using the invention, it is expected that children will develop the ability to estimate other children's
42 weights. This can occur with children even as young as age 4.
43
WO 95/32778 2 ~ 9 ~ 64 ~ PCT/CA95/00303
Many pre-school children can count. But the counting is usually just rote-learned. Even if pr~
2 school children can count out a number of objects (4 oranges, 5 apples, etc), leamed as part of
3 a counting sequence, the concepts learned in terms of object groupings usually do not come
4 until later.
6 The visible scale should be marked in whole numbers, e.g from 1 to 10 for primary school
7 children, and 1 to 5 for pre-school children. Although children may come to r~COg~ E numerical
8 quantity or magnaude as a continuum more readily with the invention than previously, counting in
discrete i"c.~ment~i i5 pr3f~ ,tld with young children.
11 Fig 1 shows that the numerals 49 may be marked along the lengths just of the end-pieces
12 34L,34R. Alternatively, as shown in Fig 7, both the end pieces and the centre section may be
13 provided with numerically-marked scales.
14
15 It will be understood that a may be necessary to explain to young children that they need to
16 balance the beam of the see-saw to compensate for the dilterence in weight between them, and
17 it may also be necessary to show them how to do this, ie how to adjust and use the device ~in a
18 safe manner). The device is not intended for self-instruction, although once children recehe
1~ instruction that enables them to see how the device functions, they often leam to solve balance
20 beam problems without adult supervision - even at 4 years old.
21
22 An aim of the invention is to provide an ecluc~tional device whereby children can leam the
23 con~e~ of balance, addaion, mu"i, '; ~ n, numerical equivalence, leverage, etc, and come to
24 perceive the ~ 'f( r~:nce be~.~en weights on a see-saw, and learn to adjust them acc.,,.lil ,91~ in
25 order to balance the beam. In the process of using this equipment, the child comes to feel not
26 just the effect of his own weight, but of his own weight in relation to the other children's weight.
27
28 Preferably, the device is designed for use indoors, where a is less likely that the ~lju~n''e
2~ co",poner,l~ will become detached and lost, and where supervision is easier. Altematively, the
30 device may be adapted for use outdoors.
31
32 In Fig 1, the base 25 is marked wah the dial of a geographical-d;l~ ional col"pass. When the
33 apparatus is such that the beam can rotate, as well as teeter, the beam can be aligned wah a
34 particular direction. Teachers may inaially need to teach children such opposing d t!~lions as
35 North-South and East-West; but children usually leam for themselves to rotate and set the beam
36 with ~YIe~:nce to the dial after a period of repeated experience (with instructional input). Again,
37 this q~ k.,ess and ease of leaming arises bec~use the child is using his own body as a point of
38 n '~ ence in relation to other points: the child active 3 aligns himself with other points, and looks
3~ along the particular d;,~ction.
41 The plinth might be provided with clock markings, altematively.
42
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WO 95/32778 PCT/CA95/00303
_
Fig 8 shows snothQr way in which the moment arm of the see-saw may be made adjustable.
2 Here, the beam 60 and seats remain fKed, and the beam is provided with a weight 63, which is
3 slidable on a suitable track 65. A numerical scsle (not shown in Fig 8) indicstes to the children
4 the current setting of the position of the sliding weight.
6 The vsrious provisions for supporting the a~jnsts~le see-saw, and provisions for adjusting the
7 moment-arm, ss described above, may be integrated into a single structure. Here, a free-
8 stsnding fulcrum supports a set of three related balance besms thst tunction in three dfflerent
ways, ss follows:
10 1. a telescoping mechanism st each end of the ~scljust4hle balance is used to adjust the bslance
11 beam mounted in the centre of the structure;
12 2. a weight anchored to, and sliding along a track mechanism running the length of the bslance
13 is used to sdjust the see-saw mounted st the left side of the entire apparatus'
14 3. a set of hook-on weights is used to adjust what smounts to a Isrge mathematic bslance, which
15 is mounted st the right side of the spparatus.
16
17 The adjus~nh'e balance with the track mechanism (at the left side) that ensbles the weight to be
18 resdily shifted anywhere along the beam is the easiest bslance to use with young children. They
1~ soon understand that it the children riding the see-ssw sre dmerent in weight, sliding the weight
20 slong the trsck on the lighter child's side of the beam will help to bring the beam back into
21 bslance.
22
23 Once the children grasp the idea of balancing weight in a systematic manner, they csn pr~.g,~ss
24 to the te:escs~ ng beam (in the centre) in which they lesm that moving their own weight swsy
25 trom or towsrds the hlcrum systematicslly i"c,~ases and decresses their influence (ie moment
26 force) on the balance.
27
28 The '- 'P5Cpi.l9 and track a!j.~tn~le balances provide opportunities for children to understsnd
2~ the ,~ ' ~nshi~ in IllaU~ lic.s and physics that teschers attempt to help children leam in
school. When these see-saw systems are set up in playgrounds, parks, snd school yards,
31 children of all ages from pre-school to esrly ndnlescr-,ce will explore and play with all three of
32 the see-saws in any order. I 1~ e., there will be a tendency tor the younger children to play
33 with the se~ssw that is essiest to understsnd, and for the older children to plsy with the balsnce.
34 which is the hardest to unde, .land. In general, the te'es~sFi.,g see-saw is likely to receive the
most ~lle"lion, being the most populsr feature of this system.
36
37 Fig ~ shows a stnucture of see-saw balance beam having Sestures as described sbove.
38
3~ The non-rotsting plinth 120 carries a csp 117, which serves ss a vertical-axis bearing for the
rotstsble sleeve 122. Tnunnion plates 116 sre bolted to the sleeve 122.
41
42 The two sir pumps 124 sre secured st their lower ends via pins to the trunnion plstes 116. The
43 piston rods of the sir pumps 124 sre secured by sngle brMcket:i u"de",esth the centre sectlon
21 91 641
WO 95/32778 PCT/CA95/00303
113 of the cross-bar of the see-saw.
3 The centre-section 113 is mounted for up/down pivoting via the main hGiuoll~l-sxis pivot-pin
4 114. The brscket 111, to which the section 113 is pivoted, is fixed to the rotatable sleeve 122.
6 Mounted on top of the brscket 111 is a hollow tube 126, made of clesr plastic msterisl. Inside
7 the tube is a ping-pong ball 125. The ping-pong ball is such a fn inside the tube that the ball is
8 free to move without touching, up and down inside the tube, and yet the fit of the ball is tight
enough thst air cannot easily flow through the gap between ball and tube. The m is such that
when air is pumped into the portion of the tube below the ball, enough pressure can build up
11 that the ping-pong ball rises up the tube. On the other hand, when the pumping stops, air can
12 leak around the bsll, whereby the ball grsdually sinks down the tube.
13
14 The space below the ball is connected via plsstic pipes to the sir pumps 124.
16 The top of the tube 126 includes a means for preventing the ping-pong bsll being pumped right
17 out of the tube.
18
1Q Also fixed to the bracket 111 is a protractor 123, marked with a scale of angles, as shown. The
20 section 113 is marked with arrows, whereby children may rQsd off the angle through which the
21 see-saw beam is being operated.
22
23 The section 113 may be of square aluminum tube. The saddle sections are cu." ' "entarily
24 1 ,.ensioned, and a-.~nged to t~ scope into the centre section 113.
26 As regards the numbers marked 1-10 on the centre section (Fig 9) it is beh_r I I if the children
27 can see the pru~sion and sequence of the numbers in the scale, ~ lel~by the numbers, or the
28 position of an ;"d - ~ ~ cc",e~pond;.,g to the numbers, remains hidden until uncovered by
2~ movement of the scale. It is advant geous that during t~'~.scDp.ng the child sees the inside end
30 of the saddle section being u~;uJ_.ed, through the slot on top of the centre section.
31 Altematively, the numbers may be marked on the saddle section, whereby the numbers are
32 uncovered and appear as the section is t9~e.,~-d. Or, the des;y.,er may arrange the
33 ta'es~ ,g such that the centre section lies inside the saddle sections.
34
35 The saddle sections may be detached from the centre section, in which case the apparatus may
36 be used more or less like a conventional bslance bar, in which weights are hung from set points,
37 to explore the lever/balance êffect. It is better, from this standpoint, it the numbers are marked
38 on the centre section rather than on the (detachable) saddle sections.
3~
40 The wheels 102 secured unde,-,eath the saddles serve to cushion the blow it the see-ssw should
41 fsll too quickly. Also, the wheels msy serve as trundle wheels to measure round-the-circle
42 dis~ ~ces when the see-saw is rotated about the verticsl-axis bearing.
43
2~ 9~ ~41
WO 9SI32778 PCT/CA95/00303
EDUCATIONAL VALUE IN COGNITIVE TERMS
3 As a specific multi-purpose, construction toy with a number of accessolies and interchangeable
4 parts, the arlpJst~hle power balance see-saw apparatus, which may be termed the science see-
5 saw, is a manually-a~ rt-hln, see-saw-balance with a number scale on each arm of the ride-on
6 beam. Through direct ex~eri.:nce in riding and manipulating the apparatus, children receive a
7 meaningful opportunity to acquire a host of fundamental concepts in mathe,..atics and science
8 primarily. To be specific, the science see-saw is an educational toy that has been designed and
stnuctured to facilitate the develop,ne,lt of the following five dmerent sets of cog, P-/e concept in
10 ",all,er..atics, science and social studies to children in the pre-school and element~ry school
11 years:
12
13 I) MATHEMATICAL BALANCE CONCEPTS
14 (1) Addition, M~tip'ic~tion and Equivalence in Mathematics
(2) Simple Algebra
16 (3) Simple Linear Scaling
17 (4) Balance
18 (5; Weight and Mass
13 (6) Leverage and Levers
21 Il) WORK AND POWER
22 (7) Cause and Effect Relations
23 (8) Work and Power
24 (9) 1 lori~ul ,tal and Vertical Axes
26 Ill) BRIDGING TO CONCEPTS IN SOCIAL STUDIES
27 (10) From Mechanical Power to External Power and Control
28 (11) From Power of Balance to Balance of Power
2~ (12) From the cc"cepb of Power and Control in a dyadic ~ erie"ce to the concept of
d~r"G~ cy
31
~ Iv) ROTATION AND ORIENTATION IN SPACE
33 (13) Rotation
34 (14) Radius and Circumference of a Circle
(15) CeG9,~Ph ~l Di,~c~ions
36 (16) Slope and Angle
37 (t7) Level
38
39 V) LEARNING AND PROBLEM-SOLVING STRATEGIES
(18) The Scientific Method
41 (19) The Strategy of Sy~le"-atic Manipulation
42 (20) Allelltion Span
43 (21) Analytic-lntegrative Leaming Styles
2 ~ q ! 6~ 1
WO 95/32778 PCT/CA95/00303
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2 To elaborate in more detail, the preferred form of the science see-saw is a manually-operated toy
3 that integrates an adjucPhle, mathematically scaled, ride-on beam mounted on a rotatable
4 fulcrum, with a system of mechanical devices for harnessing the besm's motion and reflecting the
5 p~"u"l.ance of the children opersting the apparatus. Simrlistic~lly, it may be viewed as an
6 integration of three very popular devices - i.e., (1) see-saws, ~2) mathematical balances, and (3)
7 container balances for comparing mass and weight - used for two dmerent purposes: (1)
8 amusement and (2) educAti~n. As a see-saw, serving primarily an amusement hnction, the
apparatus has been ."- "'k~ to make it educAtional. As a ...htl.e...atical balance, or set of
10 weight balances serving edurAtional purposes, the apparatus has been dcv~loped to also make
11 it enjoyable and physically involving for children. Thus, in considering an old idea *om and
12 educPtional pe.:,pecli~e, using what was traditionally considered an amusement toy, it has been
13 des;gned primarily tor educAtional and child dcv.loF~ e~l~ purposes to stimulate problem-solving
14 activities and teach fundamental conce~t~ in mall,~:",atics and science.
16 STAGES IN THE CONSTRUCTION OF THE APPARATUS
17
18 A key feature of the apparatus is that weights i",posed on the beam can be manually shifted
1~ away *om or to~vards the fulcrum in the process of helping children achieve balance and leam
20 about le/~.~ge. One of the most meaningful ways for children to accG"-, ~ jh this manoeuvre is
21 to use a ride-on, tG'_s -, i..g-beam with seats that enables them to not only ride on the beam,
22 but to also adjust their position in and out *om the fulcrum by pushing the t~les~ ~ p ,g
23 extensions in or pulling them out. Thus, although the mid-section of the beam is balanced and
24 scaled in equal increments *om 0 to 10 on each side of the hlcrum, there are tel~s~F'
25 extensions with seats tor acco....,.odati..g children that have been added to each end of the
26 beam.
27
28 To the cG...pon~.ds of this structure, certain parts can be added or removed for related, multi-
2~ hnctional purposes. When the teles~-F:..g e,~tensiol.s of the beam are removed, the science
30 see-saw functions as a ,.,..lher..atical balance or lever balance. From a d-~alopl"erl~l
31 vi6..r_ It, pre-school children are ready to use the science see-saw with the ~J~tensions before
32 being ready to use it without the e>.ten~iol,s. The science see-saw gives younger or less
33 ~aJ~loped children direct, con~;lete e,~l,erience with concept i in ",alher..~ ,s and physics that
34 are normally taught to older primary school children using conventional balances in a more
35 abstract way.
36
37 When a ...echan' -I system for har..essi,.g the energy gene...ted from the beam's motion is
38 added to the apparatus, a third stage in the constnuction of the apparatus is created which
3~ addresses conce,~ on work and power.
41 The connecting mechanism between the base and the centre post of the apparatus enable the
42 beam to rotate 360 degrees around the fulcrum like a carrousel. This l~tational feature not only
43 cArtivrt?s the 8llt "lion of young children, but creates an opportunity ~o acquire several concept~
21 9 1 641
WO 95132778 PCT/CA95/00303
-
on rotation snd orientation in space.
3 REFINEMENTS ON THE CONSTRUCTION OF THE BEAM
5 The beam portrayed in Fig 9 consists of three sections: the main, middle section, balanced
6 directly over the fulcrum, which includes a number scale from 0 to 10 on each arm, and two
7 extensions that slide inside each arm of the mid section and can be locked into one of 10
8 positions along the scale of the main section with a drop-in, gravity pin. Using this kind of
9 teles~F .,g mechanism, the Pdjust~h!e nature of the beam is a key feature in the construction of
10 the science see-saw.
11
12 Instead of making the teleccoping extensions slide inside the middle section of the beam, there is
13 an educational advantage, esperi~lly for preschoolers or under developed children, in making the
14 e~ensions slide over the middle section of the beam so that the numbers on the scale of the
15 main beam are covered when the extensions are pushed in and revealed when they are pulled
16 out. For children who are just learning their primary number concepts and are just beginning to
17 understand the y~l~,.,atic pr,,y,~ssion involved in the sequence of numbers from 0 to 5 or 0 to
18 10, it is mush easier for children to grasp the signfficance of this progression when they
13 simultaneously observe how the length of an arm of the beam systematically ;...;.~ ases as the
20 sequence of numbers on the hidden scale systematically increase when the arm's eAtension is
21 pulled out. For example, is the eAtension of an arm is pulled out one unit of length from 1 to 2 or
22 from 2 to 3 and the child observes the beam increase in length a additional unit, then the child
23 quickly leams that 3 is greater than 2 and 2 is greater than 1 and so on. However, these
24 concept~ are more difficult to learn when children, espe~,: ily undeveloped children, are up
25 against the challenge of leaming these concepts in the midst of the whole scale in lieu of the
26 most relevant part. Further more, this manipulative, hidden-scale feature has the extra advantage
27 of creating a higher level of interest among young children who are still ~asci..at~d with the
28 poss~h 'ity that hidden phenG-..ana still exist, even when they cannot be seen. Being put in the
2~ position of manipulating a device which altemately hides and reveals the eAi~ence of a hidden
30 phenG,nena has the added effect of i-.c.easi..g the child's interest in both the phenc----ena and
31 the device.
32
33 MATHEMATICAL BALANCE CONCEPTS
34
35 A key feature of the science see-saw is the way the beam has been developed and desiy. .ed.
36 The a~ rt~'e extensions enable children of unequal weight to make the adjustments needed to
37 balance their weight on the apparatus in the process of riding it. As a result of these
38 de~elop,l.ents, the concel~t:, of addition and equivalence, balance and leverage, are the first set
3~ of key ~;oncepl:j that can be taught to young children in the early primary years using this
40 ~ppa~atl~s
41
42 When the science see-saw is used strictly as a mathematical balance without the l~.esc~...g
43 ~Atens;ons, a number of mathematical operations can be leamed. A weight placed on one side
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of a mathematical balance creates a moment about the fulcrum causing the arm to swing and
2 then come to rest in an inclined position. To restore the arm to its horizontal position it is
3 necessary to create an equal but opposite moment about the fulcrum. Because of the design of
4 the mathematical balance, a weight placed on any scaled position along the beam appears to
5 assume the numerical value of that position. Thus, rf, for example, one weight is placed on the
6 right-hand side of the arm on the position numbered 6, the resulting moment torce may be
7 balanced not only by placing one weight on position 6 on the left-hand side of the arrn, but by
8 placing one weight on position 5 and one weight on position 1, or in many other combinations.
9 The op~,~tion just desc,il,ed is written as follows:
6x 1 = 5x 1 + 1 x 1
11 orsimply: 6 = 5 + 1
12 To children, the math~r.,~lical balance is a means of setting up equations and checking their
13 accuracy. It allows them to discover number lelaticJIlshi\ - for themselves, although guided
14 leaming from the teacher is recommended. To take an example, rf a child of six or seven is
15 asked to find out how many ways the number ten may be balanced by two other numbers, then
16 he/she is really finding the set of ordered pairs that satisfy the following equation:
17 x + y = 10
18 1 + 9 = 10
19 2 + 8 = 10
3 + 7 = 10
21 4 + 6 = 10
22 5 + 5 = 10
23 6 + 4 = 10
24 7 + S = 10
8 + 2 = 10
26 9 + 1 = 10
27
28 At this eariy stage, teachers may be content to view this e,~.erience with the mathematical
29 balance as simply a matter of findihg the ~number bonds~ that equate to 10, but if the child's
d~~cJ_ries are c,,ynni~ed in the form of a table, then other pattems become evident, including
31 the commutative aspect of addition which is usually e,~,rt,ased as:
32 a + b = b + a
33 Examples for 10: 1 + 9 = 9 + 1
34 2 + 8 = 8 + 2
3 + 7 = 7 + 3
36 4 + 6 = 6 + 4
37
38 The child may solve, and the teacher may dei"or, .l~e, many ",~li,e",atical exampies of
35~ addition, s~ on~ m~"i; ' ~ ' -n, division and equations using the mathe",dlical balance
i,,co,~u,aled into the science see-saw.
41 _ + 4 = 6 15- _ = 6
42 4 x 3 = _ 19-5 = _
43 4_- 2 = 10
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_
2 When the science see-saw is used strictly as a mathematical balance without the teles~i.,g
3 extensions, children may acquire the principles of balance and leverage as they learn how to
4 baiance weights on the aMms ot the beam. For example, if 8 weight is placed on the end of one
5 arm, 10 equal increments out from the fulcrum, and two similar weights are placed half way down
6 the other arrn, 5 equal inclel"~"ls out from the fulcrum, then children learn that the weights not
7 only balance. but also learn that a weight gains more strength and leverage on one side of the
8 fulcnum in lifting a heavier set of weights on the opposite side as it is moved away from the
fulcnum. However, when the tele~c2p..,g extensions are added to the beam, enabling the
10 apparatus to operate as a see-saw, offering children more direct physical involvement and
11 eA~,elience, then these same conceptS and principles become even easier to learn. In leaming
12 how to operate the science see-saw, children leam how to gain leverage or lose leverage by
13 respectively moving away from or towards the fulcrum. A mathematical scale with the numbers
14 i"sc,iLed or lettered along the beam gives children the opportunity to learn how the principles of
15 balance and leverage can be precisely achieved using 8 mathematical measuring system in
16 conjunction with the concept of addition.
17
18 In addition to the mathematical concepts of addition and equivalence, children learn to deal with
1~ the primary numbers of 0 to 5 or 0 to 10 in conjunction with a non-standardized, linear scale.
20 Standardized scales may be introduced later as children learn about measurement in their
21 mathematics curriculum. In general, children learn to understand how a scale functions in
22 providing a scie,ltirc frame of ~~f.r~"ce for observing the effects of systematic change.
23
24 In addition to the physics of leverage and balance, children leaM to deal with the concept of
25 weight from a ~: ,tir,~. pe,;,pe~live. Usually, weight is kept constant and leverage or moment
26 force is varied in acq~ illg the principles of balance and leverage in using the apparatus.
27 However, a greater understanding of the concept of weight can be achieved, if leverage or beam
28 length is kept constant, while weight is varied in the use of this apparatus. Indeed, the science
29 see-saw has been desiylled so that containers for receiving various weights can be attached or
30 detached from the ends of the beam. In this way, such interchangeable parts, enable the
31 science see-saw to function as a both a number (i.e., mall,el..sticsl) balance and weight (i.e.,
32 container) bslance.
33
34 WORK AND POWER
36 The science see-saw, also called the power balance, has incorporated other features to enhance
37 its involvement and educPtional value for children. Mechanical hardware can be added to the
38 apparatus for the dual purpose of harnessing the energy generating from the motion of the
39 balance and for measuring the performance of the children in operating the apparatus. There are
40 several ways to design such systems, including one for a manually-operated, water pump.
41 However, a pll:f~ d version of the toy has attached a set of air pumps to the mid-section of the
42 beam so that the up and down motion of the beam can be used to pump air into a vertical plexi-
43 glass tube mounted over the fulcrum. Air pressure building up in the tube is used to raise an
W095132778 2 1 9 1 6 4 1 PCT/CA95100303
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object such as a ping pong ball for example. A scale running up the tube in equsl increments
2 from O to 10 enables the children to measure their performance. The ball rises in the tube to a
3 lever sccording to the amount of air pressure created which is cor,li"ge"l upon the amount of
4 work that children put into pumping the beam. The effects which such mechanical accessories
5 produce encourage greater involvement and interest on the part of the children in using the
6 apparatus.
8 The feer~hack and perfommance features of the apparatus foster the dcv~lop",e"~ of another set of
concepts that the balance is designed to address. Mechanical hardware, like the air pump
10 sssembly just described creates the opportunity to enhance children s understanding of the
11 concepts of work and power from the more visible and concrete cause-eflect relations that have
12 been built into the apparatus. Children tend to get more readily involved with rl:sponsive toys
13 that produce i".",edi..te and stimulating effects in response to their manipulations. Indeed, the
14 science se~saw is desiylled to help children develop their notions of power stemming from the
15 amount of work and resultant pe,lu""ance they ex~,erie"ce on this apparatus.
16
17 Children learn that different amounts of work produce dfflerent levels of perf~,""6nce. They leam
18 that the harder they work at levering the balance, the greater the results in terms of observable
1~ outcomes. On the other hand conventional see-saws produce no observable effects other than
20 their usual hypnotic-like sensations.
21
22 When the air-tube accessory is mounted on the apparatus the science see-saw includes 8 set of
23 three scales altogether: two hOI~Olltal scales - one on each arm of the main beam - and a
24 vertical scale - posflioned over the fulcrum at right angles to the ho,i~untal beam. All three scales
25 run from O to 5 for pre-school children or O to 10 for primary school children. In manipulating
26 and adjusting the te ~s-~i.,g e~tens;u"s and seats on the beam, children learn for example that
27 two is greater than one and five is more than four as they watch the arms of the beam illC~Ga5E
28 in length. In pumping the beam, children also leam that the harder they work the higher the ball
2~ rises in the calibrated tube. ~ .~v,e.er, although children gain greater leverage in moving their
30 weight (i.e. moment torce) away trom the tulcrum, they lose power in their efforts to raise the ball
31 in the air-tube bee~se in the process of ne9~ ; ,9 a longer stroke they cannot pump up and
32 down as quickly as when they are posflioned closer to the fulcrum. In this way, children
33 ope,~li"g the apparatus also leam more about the ~ sh;~ b~t~ n a scale running up a
34 vertical plane and a scale running along a holi~u~l plane and about the tactors in that
35 ,. ~s~i, . In this respect, fl should be noted that the erection of a scaled air-tube on the
36 vertical axis of the apparatus creates an opportunity for children to learn about such geo",t~t.ic
37 axes as the vertical axis and the horuo,ltal axis as a prerequisite to the concept of geG",et~ co-
38 o,Ji"..tes. Furthermore, for very young devL!cF ,9 children in particular who are working
3~ vigorously to raise the ball in the tube, the scale on the vertical tube furthers their grasp of the
40 concept of ~greater than~ and the primary, cardinal number concepts.
41
42 BRIDGING TO BALANCE CONCEPTS IN SOCIAL STUDIES
43
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With balance as the key concept, severai math and science concepts emerge and develop out of
2 the specific design and use of the science see-saw; yet, interesting~y, the concept of balance, as
3 addressed by the science see-saw, is also a bridging concept that goes well beyond the math
4 and science concept~; that have been ~iscussed so far.
6 In consicleri,lg the power of balance, there are specific principles that children discover in using
7 the apparatus. Usually they discover that children who are well balanced on the beam can
8 produce more mechanical power between them with less effort, while children who are not well
balanced on the beam need to put more effort into producing the same amount of power.
Fu,ll,~""o,e, if one of the two children riding the beam has significantly more weight and
11 leverage than the other, then that child gains greater control over the other child riding the
12 apparatus and so a second kind of power emerges. On the other hand, when both children are
13 well balanced, neither child is in control. Control becomes a shared experience. This second
14 type of power, having to do with external power, should be distinguished from the first, having to
do with intemal power (a form of control inherent within the balance's mechanics), because it is
16 more directly related to the broader, more abstract concept of balance of power that children
17 leam about in social studies later.
18
1~ The connections and the relations that can be drawn between the concrete represer,Lations of the
apparatus and its abstract symbolic meanings (i.e., between children trying to achieve technical
21 balance around a hlcrum versus people striving for a balance of power between organizations,
22 communities, countries, etc.) are what make this apparatus a particularly meaningful tool. The
23 mathematics and physics that can be taught about a beam resting or balanced over a fulcrum in
24 primary school can lead to lessons and di~cussions in social studies on the concept of the
balance of power later in rle."entary and secondary school. In addition, the issues of power and
26 control that children ex~.erience on the apparatus on a dyadic basis provides an excelle,lt
27 opportunity to extend these issues into the political arena to aid in the dev~lopr"ent of the
28 del~Gcl~tic concept.
2~
ROTATION AND ORIENTATION IN SPACE
31
32 The hnal set of features incorporsted into the design of the pr~ d version of the science see-
33 saw foster the dc~Llop",er,l of a third set of concepls in young children. Unlike movement in
34 outer space, the laws of gravity on earth enable most children to tum around a full 360 degrees
on a hori~unLnl plane, but restrict their r"o~e."e"t on a vertical plane (e.g., ~ ,9 walls). The
36 fact that the beam ~,vill rotate around the fulcrum a full 360 degrees on a hGr.~u,l~l plane
37 l~ulv;"g around a vertical axis as well as move within safe limits on a vertical plane that partially
38 revolves around a hcli~ullt~l axis, creates the opportunity for young children to develop their
3~ concepta on rotation and orientatiûn in space in a 5;111~ J, Ill~lh_'--ql way. With respect to
this particular apparatus, these conce~L-~; include the concept of rotation, the geographical
41 directions of north, south, east and west, and the concepl:. of slope, angle and level. The
42 rotatable nature of the fulcrum, enabling children riding the science see-saw to spin around a
43 fixed point, not unlike a carousel, creates an opportunity for children to experience the concept of
~ W O 95132778 2 1 9 1 6 4 1 PC~r/CA9~100303
rotation which is basic to an understanding of how the earth spins how a radar system works
2 or how the planets revolve around the sun, for example. As chiidren revolve around a fixed point
3 opportunities to learn about the circ~ ence of a circle emerge. The wheel mounted directly
4 under the seat at each end of the beam not only cushions the fall as children come down on the
5 balance, but 81so functions as a trundle wheel tor measuring the circu~ .t nce of a circle. As
6 the length of the arms on the beam vary, children leam about the direct relation that exists
7 between the radius and circu,nft:,~"ce of a circle.
9 The face of a geographic cc""pass card, centred and placed over the base under the fulcrum
and oriented apprupliately within the context ot the ~ /;,or""ent, creates opportunities for young
11 children to develop their concept of north, south, east, and west within a stimulating and playful
12 context and to leam to orient th~",-elves in space acco,d,"gly. In the process of playing such
13 '' t:clional games as spin-the-co",pass, children develop an awareness of how the beam,
14 including their position on the beam is oriented in space in geographical terms. They leam to
track and understand how key reference points in space, in the context ot their sunoundings
16 relates to standard ~ tiol,s. This kind of systematic experience ultimately fosters the
17 developr"e"l of a better sense of di ~- lion in children, espe-- lly when travelling across tenitory
18 (whether country or urban areas) that is unfamiliar.
19
In addition to leaming about movement and J;,~ction on a ho,i~orl~al plane, the science see-saw
21 enhances the devulop~6nt of such conce~ as slope, angle, snd level, which has to do with
22 ori~,ltation in space on a vertical plane. Features of the science see-saw that foster the
23 de~ FIll~:nt of these conceptS and their degrees of deviation are (1) a pair of modified
24 protractors on plexi-glass discs - mounted at the peak of the fulcrum around each side of the
beam scaled in i,.cl~",ent . of 15 degrees from 0 to ~0 - in conjunction with (2) i" '' ~ anows
26 on each arm of the main beam and (3) an a~ljusto' le fulcrum centre-post for cl,an_' ,g the height
27 of the beam along the vertical axis. Since the educ~otiQnal ap~ ns of this apparatus has
28 been designed for use with el~",e,lt~ry school children the use of a protractor and cc""pass is
29 limited to the 90 degrees found in a quarter of a circle. I lo~ er, dfflerent prul,~.c~or plates from
simple to CGIIl, ' : can be used acco,l" ,9 to the level of develop",~,lt of the children using the
31 apparatus.
32
33 As children move up and down on the see-saw, the slopQ and angle of the beam changes. Line
34 markers, arrows, and plumb lines on the apparatus can be used in conjunction with the
protractor lines and ",arl~i"gs to aid the process of measuring the slope and angle of the beam.
36 I" " ' r arrows on the beam enable children to deter",' ,e when the beam is level or ho,i~o,lt~l
37 with no slope.
38
3~ In consicJ~,i"g the full use of the science see-saw, it is impoitant that teachers using this
apparatus in the classruor,l and parents using it at home understand how the various physical
41 features of this apparatus related to the three different sets of knowledge conc~ in
42 mathff",atic~ and physics that children explore and study in primary and ~l~r"er,~ry educ-o-tion.
43 To summarize, first the beam and its ~,~tensions foster the development of leverage and
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mathematical balance; second, the protractor and compass arrangements foster the development
2 ot rotation plus gecn"et,ic and geographical orientations in space; third, the mechanical air-tube
3 a~c~csolies foster the deY.lopn,er,~ of toncepl!; like work and power. The concepts of work and
power are related to the basic apparatus; the mechanical accessories further the dcvelopl"er,l of
5 these cul ,ce~.ls.
7 INTERCHANGEABILITY OF PARTS
A feature of the science see-saw that has been briefly addressed at relevant points in the text is
10 the versatile, interchangeable nature of certain cG~Ilponenls. It is this characteristic, resulting in
11 dfflerent variations of the apparatus or conversely in the production ot toy with a number of
12 options and access~,ies, that helps make the apparatus so stimulating.
13
14 Of the various pcss L ' ~s for exchanging parts, certain components offer a variety of dfflerent
15 pcss ' '~ies while other components offer a variety of similar possibilities. With respect to the
16 latter, the plexi-glass discs mounted on the fulcrum for lessons on slope and angle can be
17 exchanged for a series of simple to complex protractors that are tailored to the child's level of
18 develo,ul.lenl. Similarly, the compass plates mounted over the base of the apparatus for lessons
1~ on rotation and orientation in space can be exchanged for a series of cc,f "passes that increase in
20 CGIl Fl- y accGI. ,9 to the level of develol,",ent of the child. For example, in helping children
21 acquire such ' ~livnal concepl~ as north, south, east and west, a simple cli,~ ional plate
22 could be later exchanged for i,l..l~asi"gly c~ c~:d ones as children prc~yl~ss in their
23 dev~ilopl "eut.
24
25 With respect to the components offering a variety of dfflerent possib ' ?~. it is helpful to review
26 the 'Stages in the Construction of the Apparatus~ and ~lork and Power" as distinct stages in the
27 construction of the ~pp~rph~e The componer.~5 that distinguish these stages from one another
28 are (1) the l~lesc~, ..,g extensions on the beam and (2) the mechanical hardware used to
29 materialke the power which the pumping action on the beam produces. These components can
30 be tlAchanged for very dmerent parts. For example, in lieu of the extensions for riding the
31 science see-saw, hand levers can be used to conduct expe-i"len~ on leverage and levers.
32 Similarly, in lieu of the air pump and tube system described earlier, a water pump for producing a
33 variety of effects could be hooked up to the apparatus. In these ways, the interchangeable
34 features of the appA~at~e significantly enhance its educA~ rlal value. Fulllle----v-~, a'1r,.e.lt~ry
35 school teachers today cannot afford to spend their budget on high-priced educAtional materials
36 unless they address a multitude of fundamental concep~ and functions in the math, science, and
37 social studies curriculum.
38
3~ Although the stage-construction feature is also a contributing factor, the interchangeable nature of
40 the science see-saw's cGr"ponei,ls leads to the production of optional acceseory kits, among
41 which teachers make choices depending upon their budgets and curriculum needs. To start, a
42 basic science see-saw package may include a floor-size balance with numbered scales, the
43 t~'~sccr..,g, eAtensiuns, seats and safety wheels. With this basic package, teachers can address
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most of the bridging and mathematical balance concepts as described. The rest of the concept~
2 on work and power and rotation and orientation in space may be addressed using the ~ollowing
3 optional kits:
4 1. air pump and calibrated tube system for teaching concepts on work and power
2. water pump and fountain system as a work and power altemative
6 3. generator-light system as a third option for add,~ssi"g work and power
7 4. series of di,~clional cor"pass cards for teaching specific conce,ut~ on orienttllions in
8 space
5. series of exchangeable protractor plates tor teaching level, slope and angle conce~ts
6. trundle wheel accessories with underlying mat of concer,l~ic circles and vectors for
11 teaching concepts on rotation radius and circumference of circle, and finally
12 7. hand lever ~).tensions and container balance ~ccessories for teaching concepl~ on
13 leverage and levers and weight and mass respectively
14
16 LEARNiNG AND PROBLEM-SOLVING STRATEGIES
17
18 In addition to the knowledge concept; that the science see-saw fosters there are a number of
1~ leaming ~ t.~ 3s and problem-soiving concept5 that it helps to develop. Among these is the
20 s~ ,tir,c approach to leaming how to systematically manipulate a variable to obtain di c~.~, le
21 results. For example through the sy:.te",atic man~ n of a lever, children leam that, the
22 greater the moment force on one side of the fulcnum, the easier it is to lift a weight on the other
23 side. The bct that the science see-saw is designed to encourage the sy~t~r"iti~ man ~ n ot
24 a number of variables like this leads to the dG.~e1cp "ent of the sc;er, rlc approach to leaming and
25 problem-solving on a Yaluable generic basis.
26
27 The science see-saw has been desiyl ,ed iike a construction toy. A system of wing-nuts and peg-
28 in-hole conne~ tiol1s make it easy for young children to make adjustments on the equipment or to
2~ take the apparatus apart and put it tos~tl,er with little or no help from older children or adults.
30 This take-apart / put-(ug~hel feature of the system creates lots of opportunity for action and
31 manipulation. Toys which offer action and mar;pu - ; n help maintain children's interest and
32 tocus and increase their allerltion span; but the take-apart / put-togetl ,er feature takes their
33 coy, Je develaplll~ even further. Like puzzles it fosters the dcv_lo,c",ent of their analytic-
34 i"ley~ /e ~tl_te_ -s.
36 Ot the many thinking prucesses and Sl.~t~ies that facilitate problem-solving and leaming the
37 ability to analyze and integrate i"fu""ation and ideas are among the most important. Wl.eleas
38 analysis is basically a functional thinking strategy for ~ .arerlti~i"g and isolating ideas or things
3~ into colll~one,ll parts, integration or synthesis is a strategy for CGIIl' . 19 and making perceptual
40 and conceplual connecliùlls between things (parts) in the process of fomning an organized
41 whole. As two generic modes of problem-solving that work together in prucessillg i~fun.~ation~
42 the analytic function defines the degree of focus while the integrative functions dehnes the degree
43 of organization.
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2 Child dev~lop",e,lt research has shown that children not only vary siy"if,~n~ly in their analytic-
3 integrative abilities, with some children having better developed abilities than others, but that
4 children with better developed analytic-integrative abilities solve problems much more effectively
5 and leam concepts more readily than others. As a result, certain features have been
6 incorporated into the design of the science see-saw to facilitate the ~cv~lop"-ent of such analytic-
7 integrative p,ucesses The fact that the science see-saw can be systematically broken down and
8 built back up in three distinct stages, functioning so",e.~',at cJH~elllly at each stage at a different
d.Jelop",~rltal level, helps children tocus and organize their thinking abilities better. In a similar
10 way, the a~ hle and manipulative nature of the device stimulates the dcvelopr"ent of
11 children's analytic-i,ltey,uli~e abilities to the extent that such direct physical contact encourages
12 children to focus their attention.
13
14 SOCIAL VALUE OF THE ADJUSTABLE BALANCE
16 The fact that two parties are required to operate any se~saw automatically demands their co-
17 oper~tion. In the case of conventional see-saws, a simple non-verbal agreement to work together
18 is often all that is required. I lo.vever, the ar~jus~nhle science see-saw tends to encourage more
1~ social interaction and verbal communication, especially when it comes to making the various
20 adjustments ~i~cussed earlier. For example, science see-saw adju~l,.,er,L:. often require social
21 problem-solving in which children are encouraged to exchange ideas on what to do and then
22 take tums experimenting with them.
23
24 PHYSICAL VALUE
26 Of the three major aspects of a child's devclopr"erlt to consicler, it would appear at first that the
27 ~ JstR~Ie science see-saw would make its biggest contribution to physical dcvelopl"e"t,
28 particularly gross-motor as opposed to fine-motor dev~lûp",l:"t. In the case of conventionsl see-
23 saws, this is certainly the case. I hJ~C ~cr, having studied and reviewed the various features of the
30 newly dcv_'~FFd, educ~tisnal balance, it now is easier to appre ~r how a see-saw-like
31 app~at~s can have a much bigger impact on the social and CGyll ~c dev~lo,G",ent of young
32 children then on their physical develop",ent.
33
34 SPATIAL REC~UIREMENTS
36 The floor-size model of the science see-saw ms into any Kindergarten with ample space; but, it
37 can take up more space than some primary claS5~UOIIIS can afford when the apparatus is fully
38 extended. Fortunately, a number of factors can usually be t~el~,i ed to readily solve this
33 potential problem.
41 Measuring 7 feet (2m) in length when fully extended, the apparatus will certainly fit into any
42 ~ .uu,,, with enough space for circle activities. Although there were a number of reasons for
43 doing so, the science see-saw was designed and developed as a construction toy in order to
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solve the spatial problems in small classruor"s. In classrooms that are tight tor space, it will
2 need to be taken apart and put away, preterably on a cart organizer tor easy snd convenient
3 storage and transportation. It should be emphasized, however, the science see-saw csn be set
4 up in a variety of settings in and around the school. It csn be set up outdoors as well ss
5 indoors. The gymnasium area of a school is also a very appropriate place to put it. I lo~:~ver, it
6 is not a toy that csn be left out in unsupervised play areas tor any length ot time. For such use,
7 a ."odified version of the science see-saw would be preferred, which would retain the ~djusto~'e
8 but eliminate the exchangeable take-apart / put-together teatures.
10 MOTIVATIONAL ADVANTAGES
11
12 Mathematicsl and container balances have been around for a long time and are conside~d
13 standard equipment in most schools. However, most young children do not take the initiate in
14 using them until their classroom teacher initiates an activity involving their use. Even then, school
15 children may not be illlrillsically motivated to use these devices until their teacher finds a way of
16 making their interactions with them interesting and mesningtul. At any rate, more effort is usually
17 required on the teacher's part to cognitively enhance the learning ~A~ erience to ensure the
18 children are doing more than simply going through the mechanics of the teacher's instructions.
1~
20 One ot the main advantages ot the science see-saw over the mathematical balance is that
21 children are illtlillsically motivated to use it. Teachers do not need to put extra time snd energy
22 in to msking their math and science lessons interesting. The child-oriented nature ot the science
23 see-saw already looks after that aspect of lesson planning and preparation. Indeed, in the words
24 of one teacher who has used the apparatus in her classroom, ~the science see-saw is an
25 indispensable tool when you want to quickly capture the hesrts and imayillations of young
26 children.-
27
28 The reasons the science see-saw captures and holds the aller,Lion ot young children may be
2~ _..,5c ~d as tollows. First of all, children can play with it. In fact, they It coyl,ke it as an
30 amusement toy with which they can have fun. I . ~ .,r, unlike conventional amusement devices,
31 it is cognitively stimulating to use and so does a much better job of holding the alle,ltion of
32 young children, In addition, the science see-saw is action-oriented: it tums, moves up and
33 down, and is highly ",ar, u'~trvc. This characteristic is importsnt for the ~ i.,g resson: it is
34 the action a toy offers that attracts the child. Indeed, the opportunities for action and
35 mariru' ~ n are sigr, - ntly more apparent with the science see-saw than they are with any ot
36 the bucket, number, pan, and lever balances.
37
38 The science see-saw may do a remarkable job of capturing the allenlion ot young children, not
33 to mention adults, but was never desiylled to eliminate the need for teaching. Children still need
40 d;.t:ulion and guidance on how to use it, at least on a periodic basis, and teachers still need to
41 deliver their lesson plans on the concepts the science see-saw add,t:sses.
42
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In sum, the acljuct~hle science se~saw is an effective educ~tional tool for not only teaching
2 fundamental conceptS in math, science, and social studies, and stimulating social and physical
3 dcv6'~F.,-ent. but is aiso a promising educ~tional resource for stimulating language development
4 and teaching children how to think.
6 A SCIENCE CENTRE
8 As pointed out above with regard to lesrning and problem-solving :.(rlt~3 ~~, learning to use and
apply the scielltific method calls upon the abilKy to use several higher-order thinking skills. In
10 addition to exerc;~;-lg their analytic-integrative abilKies, children leam to observe, compare,
11 suggest or predict, and test hypothesis, gather and classify data, interpret and evaluate results.
12
13 The real value and essence of science is not the kno~edge K offers per se, but the methodology
14 and process it involves for acquiring knowledge. Using the scielllific approach to systematically
15 manipulate and play with variables is a valuable way for young children to learn to think. The
16 science sHe-saw has been designed and structured to facilitate the early development of this type
17 of problem-solving strategy in young children. Specif~~ly, the a~ t~hle and numerically scaled
18 teatures and characleristi~,s of the science see-saw help to conc~ e the scient~c experience for
1~ young children in a structurally well organized way. Using the sc ~tir,c approach is normally an
20 abstract process of manipulating an i"dependel,L variable to observe how it affects some
21 depende,lt variable. I '~e~cr, when the science see-saw is er.,r'~fed, children get directly
22 involved in sy:.lel,.atically manipulating the horizontal beam, which ~pr~sents the independent
23 variable, in order to directly observe how K affects results (e.g the height of the ball in the vertical
24 air tube), which represent the dependent variable. Except for the contingency awareness events
25 in which children love to patticipate at an early age, the science see-saw is about as close as
26 young children will get to directly observing the experimental process visually unfold before their
27 very eyes. Indeed, there are a number of interesting experiments which young children can learn
28 to conduct using the science see-saw apparatus.
2~
SO An u"de.:.t~r. " ,g of the concrete relations between the science see-saw and the s- - d~c
31 method makes K increasingly clear that the science see-saw is not just an educ~tional toy, but is
32 actually a science centre that teaches a host of concep~; and processes, and teachers will get
33 more valuable use out of the apparatus, if they view it as such, planning programs around K that
34 draw upon the ideas des~;,iL,ed.
36 CONCEPTUAL FRAMEWORK AND DEFINITIONS
37
38 See-saws and sc;~,ltii'ic balances (eg, pan balances, mathematical number balances, etc.) are
3~ popuiar materials found in a variety of outdoor and indoor env;,or.,.-e-,l-~ that both entertain and
40 educate. ~I.e,~as mather"ati~l balances are limKed to particular settings (e.g '~s~ruunls)~ see-
41 saws - another type of balance - are found wherever children are found - in backyards,
42 playgrounds, scl)ooly~rd~, and recreation areas. Indeed, see-saws have been around for long
43 time, well before they became popular piece of playground equipment. Per~ieived as primarily an
2~9~6~
WO 95132778 PCT/CA95/00303
21
amusement item, their educational value has been largely overlooked. However, the educational
2 value of table-top balances are welM~coyrli~ed. By developing new structures that combine the
3 see-saw v~ith the balance, or the balance with the see-saw, well-established market needs are
4 better met and new markets open up. This is because elements of the playful, which stimulate
the emotions, are combined with elements of the educ~tional which stimulate the mind.
6 l li~tu,ically in the dcv~lopr"erlt of material for children these two clw"anls were usually separated
7 --but more by sccident than by design. Today, modern trends and phi~Ds~,rh E9 of educAtion
8 recognize the importance of combining them to create more sophi~tic~tPd educ~tional products
9 that not only make learning more fun, but are also designed to make it easier to leam.
11 Although both see-saws and balances are col"rnonly tound devices, children are often more
12 interested in see-saws, at least initially. This is because children can directly ex~erience their
13 stronger sensory-motor effects. Consequently, desiy"i"g balances to operate like see-saws
14 siy'l ~ -rltly increases their emotional appeal to young children. On the other hand, incorporating
15 ecluc~tional and sc;ent;r,c features into see-saw designs significantly enhances their cognitive
16 value. Children typically spend more time interacting and playing with materials that are both
17 e,.,.~tionally and cognitively appealing than they do with materials that only meet their emotional
18 needs.
1~
20 Since the kind of apparatus being developed here is a more engaging, child-oriented version of a
21 cc",~ntional mathematical balsnce, it is important to have a clear understanding of just what a
22 ,.,dtl.e,.,_lical balance is. It is like a pan balance for teaching children about mass and weight
23 with a beam mounted over a fulcrum pivoting point, except that, instead of suspending
24 containers from the ends of the beam, number scales are inscribed along each arm of the beam
2~ with some means for attaching eql~: 'ent weights to the numbers. Teachers often use this type
26 of balance to help primary school children acquire better understanding of the concepls of
27 addition and m~ .h, espe - 'Iy in relation to the concept of balance. They are not as
28 co,r""on as pan balances but they are widely used in the e'e "er,lary school system everywhere.
2~
30 Mr-h~".alical balances are best distinguished from weight-container balances on the basis of
31 how they enable children to manually ",ar,i, u' ~ the variable of (1) weight and ~2) the
32 positiù" ,g of weights along the beam in relation the fulcrum balancing point. Whereas with pan
33 t - '- nces, weights are varied at fixed or constant di~l~nces from the fulcnum, in the case of
34 number balances, weights remain cons~r,t, while their scaled ' ~ ,nce in relstion to the fulcnum
35 varies. In using these variables to drsw parallels between balances and see-saws, container
36 b~'~nces may be more directly related to see-saws than number balances. By contrast, on the
37 other hand a mathematical balance is distinguished from a see-saw / container balance pri,--alily
38 on the basis of its number scales, which pemmit the ,~position ,g of weights along the beam.
3~
40 The science see-saw was dcv.loped on the basis of p,;, , 13.! in leaming and science. The first
41 principle, having to do with the learning process, is that effective leaming occurs in the course of
42 using hands-on, il,l,i"sically motivating materisls that offer young children lots of action and fun.
43 The second pri, , le has to do with the sc,iei,~ir,c method of systematically manipulating one
WO 95/32778 2 1 9 1 6 ~ 1 PCTICA95100303
22
factor, while keeping others constant. Since it is easier for young children to ~cquire concepl:,
2 on cau_c effQct relations in the course of engaging in the hands-on practice of manipulating one
3 fsctor while keeping others constant, the science see-saw was designed to facilitate the
4 de-~'.,r.,.ent of this fundamental sc;ellti~ic p,i,., la in young children. In the process of studying
5 see-saws and balances it was realized that a limited number of variables and constants csn be
6 physically snd nicely manipulated. Indeed, the basic vsriables of weights and position on the
7 beam are the two factors common to all see-saws and balances that can be systemstically
8 varied. Consequently, the science see-saw was desiyned to encourage the manipulation of these
two variables in systematic sc;entir,c fashion.
11 The following are festures in the dcvclop",erlt of the science see-saw:
12 (1) a comparison of the similarities and di~r~nces of related materials,
13 (2) the iden qcr' cn the develop",er,t of child-orier,~ted features that encourage children to
14 interact with the materials, and
15 (3) the dc~el~pl"er~l of scientir,c features that encourage and teach children in how to use the
16 scientific method.
17
18 The first step in the above process is one that is universally applied to the creation of any
1~ innovation. The second step is one that is essential to the creations of any engaging high calibre
20 toy. However, the third step is what gives the apparatus the specific science - oriented features
21 resulting in its generic label.
22
23 The science see-saw leads to a well-developed, highly-engaging i"l~y~tion of mathe",sticsl
24 balance with a see-saw-balance that enables children to systematically vary weights in fixed
25 positions, vary po~ilions wfth fixed weights, or vary both weights and positions simultaneously.
26
27 PLAYGROUND ADAPTATIONS
28
2~ Although there is no reason why the science see-saw cannot be used outdoors under
30 su~er; ~n, most playground eq~ e.~t is designed and built to meet the high safety
31 requl,~"lerl~ of unsupervised public playgrounds. Consequently, in order to meet such
32 requ erllents, the outdoor version (see Fig 10) does not include the rotational and t~'es~~F ,9
33 feature of the indoor, classrc.Grn version (see Fig 9).
34
35 Given the constructive, interchangeable nature of the parts making up the science see-saw, the
36 indoor version can be readily a~nrPd to meet outdoor standards. The ~ ' 5: -F ~9 extensions
37 can be removed from the beam and then 3 or 5 numbered seats can be added to each side of it
38 to produce an outdoor version of the science see-saw that actually looks and behaves more like
3~ a nlt.U,e",6lical balance. This version will not rotate, when locked-in or fixed, but the
40 opportunities to produce stimulating effects and create action are well beyond the abilities of
41 conventional see-ssws.
42
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WO 951327-78 PCT/CA95100303
23
Both the indoor and outdoor versions of the science see-saw employ the same fulcrum-frame
2 and power assembly. And both versions employ a scaled number system along each arm of the
3 main beam. However, the seating arrangements for the indoor apparatus is significantly different
4 from the outdoor apparatus. Whereas the indoor version uses a single seat on each arm of the
5 beam, the outdoor see-saw uses several seats on each arm. The single indoor seats are
6 adjusted in relation to distance from the fulcnum with extended, telec~pi~ig arrrls. The multiple
7 outdoor seats are locked in fixed positions along the scale of each arm.
Although the same fundamental concepLs in math and physics are involved regardless of the
10 seating arrangement and their method of adjustment, dfflerent thinking and leaming pr~cesses
11 are involved in both cases. The scaled telescoping beams teach and encourage children to be
12 analytical and to use a structured, methodical approach to shift weight along the beam. On the
13 other hand, the multiple seating arrangement of the outdoor apparatus does not aid in this same
14 thinking process. They merely accGr"r"odate each child directly to a position on the scale.
15 I IDv~ or, after children get the opportunity to exercise and deveiop their abilities in the
16 :~S'.~)GIll, as a result of using the science see-saw, their ability to transfer and generalize their
17 learning to the less structured experience of the unsupervised playground il,c,~ses.
18
13 In the plafform see-saw illustrated in Fig 11, children can employ a simple number scale 201,
20 with a set of sand boxes or trays 203 su~eri"".osed over the scale, to enable the children to
21 shovel sand into the boxes to adjust for d;ff~.el,oes in weight. In addition, since the plafform 2Q5
22 comprises beams strung l~g~ther side by side, the inside be,ams 207 surrounding the centre
23 beam 20~ can be desiy..ed to adjust in a t~lesc-,~i..g fashion. The hardware and a set of plans
24 for this particular see-saw may be made available to enable parents and teachers to build it on a
25 do-it-yourself basis.
26
27 FURTHER PLAYGROUND ADAPTATIONS
28
29 The same pril, ,5es that were used to develop the scaled-down and scaled-up versions ot the
30 science see-saw could be applied to other types of see-sa~,vs. For ex~",?lr,, the plafform see-saw
31 illustrated in Fig 14 could be n,~ "~ d so that children can employ a simple number scale with a
32 set of sand box trays su~,e,i,.,posed over it to adjust for d;~i~,ences in weight and leam other
33 co
34
Figs 12, 13, and 14 show a further pr~ d er.. b- ~ .,erl~ of the invQntion, in which the beam 301
36 of the see-saw simply rests on the pillar 302. Fig 12 sho~,vs the co",pol)e~ exploded, and
37 Fig 13 shows the asse",bly.
38
3~ The beam 301 is provided, at its mid-point, with a fulcrum pin 304. The pin is engageable ~,vith
slots 306 formed in the trunnion 308 on top of the pillar 302. The beam 301 can be removed
41 from the pillar by simply lifting the beam.
42
2 1 ~
-- page 24/1
The trunnion 308 is fixed to a component 310 of the pillar 302. A bearing 312, having a flange,
2 fits into the hollow interior of the component 310. Also, a flanged bearing 314 fits into the hollow
3 interior of the component 316 of the pillar 302. A bearing pin 318 is engageable with the two
4 bearings 312,314.
6 By this arrangement, the components simply rest upon and in each other. Fasteners are not
7 required. The pillar may be assembled and dismantled with little need for skill and appl -n.
8 Even so, the see-saw beam 310 is well-supported for rocking motion. The pillar 302 is fixed to
9 (four) legs 320. Also, the beam may be rotated about the vertical axis of the bearing pin 318, for
the reasons as previously described. As can be seen, these motions are safely constrained and
11 guided by the structure as described, notwithstanding the simplicity of the structure.
12
13 The beam 301 includes a centre piece 323 to which the fulcrum pin 304 is fixed. The piece 323
14 is hollow, and receives the left and right extenders 325,326 of the beam. The extenders may be
telescoped into and out of the centre piece 323, and locked at a particular extension point by
16 means of clips 327. Fig 14 shows the beam 301 with the right extender 326 fully extended, while
17 the left extender 325 is fully closed.
18
19 Numerals are marked on the respective top surfaces 328 of the extenders. Placed thus, the
numerals disappear as the extenders 325,326 are telescroped into the centre piece 323. Young
21 children find it quicker and surer to identify a point on a scale if the numerals are progressively
22 covered and uncovered, compared with a pointer running along the scale. On the other hand, it
23 is contemplated that the components may be arranged so as to make use of a pointer running
24 along a scale to give the numerical indication of the magnitude of the extension.
26 In the type of structure as shown in Fig 12, air pumps may be provided, as was described in
27 relation to Fig 9, which act to pump a light-weight ball up an air-tube. In place of the left and
28 right air-pumps, respective flap-type bellows may be palced in the left and right crooks between
29 the beam and the pillar. Fig 15 shows left and right bellows 350,351 adapted for securing
underneath the beam 301, and rendered operable simply by engaging the beam onto the pillar
31 302.
32
33 The structures shown in the prior-published patents DE-2129594, US-1904687, and US-1550040
34 are outside the scope of the present invention, as claimed.
36
2lql 64l
-- Additional page 24/1-A
Fig 16 is a pictorial view of another see-saw apparatus that embodies the invention.
Fig 17 is a sectioned end elevation of another see-saw apparatus that embodies the
invention.
In Fig 16, the see-saw comprises a beam 420, which is mounted on a pivot support 423 for
teetering about a horizontal axis.
The upper surface of the beam 420 is configured as a platform, whereby a child may walk
along the beam, towards and away from the fulcrum point on the pivot support. The upper
surface or walkway 425 of the platform is marked with a series of numbers 426, which are
so arranged that the child can see the numbers as he walks along the walkway. Thus, the
child can recognise that "I'm at 4" for example; he can also recognise that his companion
on the other side of the see-saw, "she's at 5". It may be arranged that the numbers are
also visible to children standing on the ground at the side of the see-saw. The numbers
may also be arranged so that the child can feel them, by tactile sense.
The beam is provided with handrails 427, whereby the child is constrained against falling
laterally off the walkway. The handrails may be waved, as shown, in order for the
handrails to be accessible to children of different heights. The waves may be made periodic
to coincide with the numbers, whereby the children again can "feel" the numbers, and can
perceive the effect of changing the numbers. It may be noted that, in the Fig 16 see-saw,
the child can sense not only the different leverage effect of different radiuses from the
fulcrum, but he can directly sense also the effect of changing the radius. When the child
had to get off the see-saw to change the radius, the sensing of the effect of a change in
leverage was not so direct.
The handrails 427 define a corridor, whereby the child can enter and leave the walkway
only by stepping over the extremities of the walkway, and not laterally.
Fig 17 shows a see-saw 430, in which the beam is mounted not only for teetering about a
horizontal axis, but also for rotating about a vertical axis 432. The axis structure is shown
diagrammatically in Fig 17. The benefits of such rotation were explained in relation to the
earlier drawings.
For safety and security reasons, especially when the apparatus is in a school yard, in which
children might play un-supervised, the vertical rotation axis is provided with a lock. The
lock includes a through-pin 435, which is inserted and removed by the teacher.
