Educational book covers

Educational book covers including a spine, a cover member, and a pull mechanism. The cover member pivotally couples to the spine. The cover member has an outer face. The pull mechanism is attached to the outer face. The pull mechanism includes a track and a knob. The track is coupled to the outer face. The track defines fixed pull positions along the length of the track. The knob is complementarily configured with the track to selectively rest within the fixed pull positions. The cover member includes unique indicia aligned with each fixed pull position to identify and differentiate the fixed pull positions for educational purposes. More force is required to pivot the cover member relative to the spine by pulling the knob when the knob is selectively translated within the track closer to the spine than when the knob is selectively translated within the track farther from the spine.

BACKGROUND

The present disclosure relates generally to educational book covers. In particular, educational book covers with pull mechanisms to demonstrate torque concepts are described.

Education is recognized as one of the most powerful instruments for building a prosperous, secure, and healthy community. In today's rapidly advancing world, a solid grasp of science, technology, engineering, and math (STEM) concepts is crucial. For students to truly comprehend STEM principles, they need access to essential resources like books, libraries, study materials, labs, electronic devices, and proficient STEM educators.

Without these essential resources and tools, students may resort to rote memorization of concepts, potentially hindering their ability to grasp the underlying principles and reasons behind the concepts. This could have a detrimental effect on the future workforce, especially given the swiftly evolving global landscape, characterized by technological breakthroughs and intricate challenges demanding innovative solutions. Unfortunately, a significant number of students lack access to these vital resources, particularly students in low-income, underserved communities; students who are homeschooled, and students in refugee camps.

Not every government, educational institution, and parent can afford traditional educational resources, electronic devices, or private tutoring. As a result, society must find solutions to bridge this gap and ensure equitable STEM education for all.

It would be desirable to have educational tools to help bridge education gaps and to provide accessible STEM education to everyone. The tools should be inexpensive and easy to ship to enable wider distribution. Tools that do not require electronic devices to use would be preferred because many students do not have access to electronic devices.

For educational effectiveness, the educational tools should be simple to use and engaging. The tools would make educational concepts more interesting to foster a deeper understanding of the subject matter. Preferably, the educational tools would enable students to experiment with physics concepts through physical interaction with the tool as a supplement to reading and listening to teacher lessons about the concepts.

For example, with the physics concept of torque considered, it would be desirable to have a tool that enabled students to experiment with the physical attributes of torque. The equation
Torque(L)=Force(F)×Distance(r)×sin(θ)
describes the torque relationship between force, distance, and angle of force application. A tool would foster interest and comprehension of torque concepts if it enabled students to experiment with altering a moment arm distance, adjusting the force acting on a moment arm, and varying an angle of force application. Such a tool would allow students to observe and feel the torque resulting from their manipulation of the moment arm, force, and angle parameters.

It would be desirable if an educational tool could be incorporated into a book or binder cover. Books and binders are commonly used to deliver educational material to students, so utilizing the covers as an educational tool would provide an opportunity to amplify the educational power of the books and binders. Further, incorporating an educational tool into a book or binder delivered to students adds an additional educational tool without requiring one to ship an additional item, which reduces costs and increases distribution opportunities.

Thus, there exists a need for educational book covers that facilitate providing widespread access to STEM education. Examples of new and useful educational book covers relevant to the needs existing in the field are discussed below.

Existing patent filings relevant to educational book covers include U.S. Pat. No. 463,014A, U.S. Pat. No. 7,237,756B2, U.S. Pat. No. 11,613,139B2, US20080217903A1, U.S. Pat. No. 3,161,035A, KR200474438Y1, US20190084335A1, US20090140511A1, and US20070272757A1. The complete disclosures of these listed patent filings, identified by either patent or publication number, are herein incorporated by reference for all purposes.

SUMMARY

The present disclosure is directed to educational book covers including a spine, a cover member, and a pull mechanism. The cover member is pivotally coupled to the spine. The cover member has an outer face, and the pull mechanism is attached to the outer face.

The pull mechanism includes a track and a knob. The track is coupled to the outer face. The track defines fixed pull positions along the length of the track. The knob is complementarily configured with the track to selectively rest within the fixed pull positions.

The cover member includes unique indicia aligned with each fixed pull position to identify and differentiate the fixed pull positions for educational purposes. More force is required to pivot the cover member relative to the spine by pulling the knob when the knob is selectively translated within the track closer to the spine than when the knob is selectively translated within the track farther from the spine.

In some examples, the track is pivotally coupled to the outer face. This document describes certain examples where the track is pivotally coupled to the outer face proximate the spine. As described below, in particular instances, the track is pivotally coupled to the outer face proximate a medial position of the spine.

In select embodiments, the track includes a first longitudinal end. The track may be pivotally coupled to the outer face at the first longitudinal end.

In some examples, the track is configured to pivot about a range of 180 degrees between a first orientation and a second orientation. The track may extend towards a top of the outer face in the first orientation. The track may extend towards a bottom of the outer face in the second orientation.

This document describes certain examples where the length of the track is at least 80% of the width of the outer face perpendicular to the spine to provide an instructive range of pull positions.

In select embodiments, the outer face includes a far end opposite the spine. The far end extends parallel to the spine. The fixed pull positions include a maximum torque position proximate the far end when the track is oriented perpendicular to the spine.

As described below, in particular instances, the fixed pull positions include a minimum torque position proximate the spine when the track is oriented perpendicular to the spine. A maximum amount of force is required to pivot the cover relative to the spine when the knob is translated to the minimum torque position.

In some examples, the fixed pull positions include a plurality of intervening torque positions between the maximum torque position and the minimum torque position.

This document describes certain examples where the knob includes a body, a neck, and a head. The neck may extend from the body. The head may be fixed to the neck.

In select embodiments, the track includes a trough and a top member. The trough may define a channel. The top member may be supported on the trough over the channel. The top member may define a slot extending longitudinally along the length of the track and providing access to the channel.

As described below, in particular instances, the body of the knob is disposed in the channel between the trough and the top member. The neck of the knob may extend through the slot. The head of the knob may be disposed outside the channel.

In some examples, the body is restricted from passing through the slot by having a body dimension corresponding to a gap dimension of the slot that exceeds the gap dimension.

This document describes certain examples where the fixed pull positions are each defined by a notch defined in the slot. In select embodiments, the neck and the notch are complementarily configured to enable the neck to extend into the notch. As described below, in particular instances the notch restricts the knob from translating in the track when the neck extends into the notch.

In some examples, the educational book cover includes pages bound to the spine to define an educational book. This document describes certain examples where the outer cover covers the pages bound to the spine until the outer cover is pivoted relative to the spine away from the pages.

In some examples, the educational book cover includes a ring coupled to the spine to define an educational binder. The ring may be configured to support pages selectively mounted to the ring.

DETAILED DESCRIPTION

Definitions

“Comprising,” “including,” and “having” (and conjugations thereof) are used interchangeably to mean including but not necessarily limited to, and are open-ended terms not intended to exclude additional elements or method steps not expressly recited.

Terms such as “first”, “second”, and “third” are used to distinguish or identify various members of a group, or the like, and are not intended to denote a serial, chronological, or numerical limitation.

Educational Book Covers

With reference to the figures, educational book covers will now be described. The educational book covers discussed herein function to enable students to experiment with torque concepts by physically manipulating torque parameters of moment arm distance, pivoting force, and force application angles. The novel educational book covers discussed below help bridge education gaps and to provide accessible STEM education to everyone.

Importantly, the reader should understand that the term book in educational book covers is used for convenience and familiarity to common applications for the novel educational covers. However, the novel educational book covers described herein are not limited to book applications. Indeed, the educational book covers may be used on books, binder, folders, portfolios, protective covers, and the like.

The reader will appreciate from the figures and description below that the presently disclosed educational book covers address many of the existing challenges with making STEM educational accessible to more students. For example, the novel educational book covers are relatively inexpensive and easy to ship to enable wide distribution to students. The novel educational book covers do not require electronic devices to use, which makes them accessible to students who do not have access to electronic devices.

The novel educational book covers are educationally effective because they are simple to use and engaging for students. The novel educational book covers make educational concepts more interesting to foster a deeper understanding of physics related subject matter. Beneficially, the novel educational book covers enable students to experiment with physics concepts through physical interaction as a supplement to reading and listening to teacher lessons about the physics concepts.

In particular, the novel educational book covers enable students to experiment with the physical attributes of torque. The novel educational book covers fosters interest and comprehension of torque concepts by enabling students to experiment with altering a moment arm distance, adjusting the force acting on a moment arm, and varying an angle of force application. As a result, the novel educational book covers allow students to observe and feel the torque resulting from their manipulation of the moment arm, force, and angle parameters.

Advantageously, the novel educational book covers are incorporated into a book or binder cover. Thus, the novel educational book covers amplify the educational power of books and binders provided to students. Further, the novel educational book covers being incorporated into a book or binder delivered to students adds an additional educational tool without requiring one to ship an additional item, which reduces costs and increases distribution opportunities.

Educational Book Cover Embodiment One

With reference toFIGS.1-7, an educational book cover100will now be described as a first example of an educational book cover. A second example of an educational book cover, educational book cover200, is shown inFIG.8.

The role of educational book cover100is to demonstrate physics concepts to students. In particular, educational book cover100demonstrates torque related concepts to students by allowing students to observe the relative force required to pivot open book cover100by pulling from different positions on book cover100. The different pull positions enabled by book cover100derive from students translating a knob107within a track105on a cover member102and/or rotating track105relative to cover member102. Thus, educational book cover100allows students to experiment with both linear and angular aspects of torque.

As shown inFIGS.1-7, educational book cover100includes a spine101, a cover member102, and a pull mechanism104. Further, in the present example, educational book cover100includes pages130to define an educational book127. The spine, cover member, pull mechanism, and pages components are discussed in detail below.

The size and shape of the educational book cover may be varied as needed for a given application. In some examples, the educational book cover is larger or smaller than depicted in the figures.

Spine

Spine101enables cover member102to pivot open and closed. Cover member102pivoting relative to spine101serves to reveal pages130and to demonstrate how torque affects the force required to pivot cover member102. Further, spine101functions to bind pages130to configure educational book cover100as an educational book127.

In the present example, spine101is configured as a living hinge. The living hinge configuration allows cover member102to pivot open and closed.

The size and shape of the spine may be varied as needed for a given application. In some examples, the spine is larger or smaller relative to the other components than depicted in the figures.

The spine may be any currently known or later developed type of spine for books, binders, and the linke. Various spine types exist and could be used in place of the spine shown in the figures. In addition to the types of spines existing currently, it is contemplated that the educational book covers described herein could incorporate new types of spines developed in the future.

Cover Member

Cover member102serves to support pull mechanism104. Further, cover member102functions to selectively cover pages130. Cover member102also serves to display indicia160supporting torque experimentation with pull mechanism104.

With reference toFIG.1, cover member102pivotally couples to spine101. As depicted inFIGS.1and6, cover member102covers pages130bound to spine101until cover member102is pivoted relative to spine101away from pages130.

As depicted inFIGS.1-5, cover member102displays unique indicia160aligned with each fixed pull position106of pull mechanism104. Indicia160displayed on cover member102identify and differentiates different fixed pull positions106for educational purposes. Additional indicia referencing angular positions and summarizing educational concepts may be displayed on the cover member as well.

The reader can see inFIGS.1-6that cover member102has an outer face103. Outer face103is on an opposite side of cover member102than an inner face facing pages130bound to spine101. Indicia160are displayed on outer face103, and pull mechanism104is supported on outer face103.

As shown inFIGS.2and3, outer face103includes a bottom112, a top111, and a far end113. The reader can see inFIGS.1-6that far end113is opposite spine101and extends parallel to spine101between bottom112and top111of outer face103.

With reference toFIGS.2and3, outer face103has an outer face width150oriented perpendicular to spine101. Outer face width150extends across outer face103between spine101and far end113. As shown inFIGS.2and3, track105extends over at least 80 percent of outer face width150when track105is pivoted to be perpendicular to spine101. Track105extending over a majority of outer face103provides an instructive range of pull positions to effectively demonstrate moment arm effects on torque.

The size and shape of the cover member may be varied as needed for a given application. In some examples, the cover member is larger or smaller relative to the other components than depicted in the figures.

The cover member may be any currently known or later developed type of book or binder cover. Various book cover types exist and could be used in place of the cover member shown in the figures. In addition to the types of book covers existing currently, it is contemplated that the educational book covers described herein could incorporate new types of book covers developed in the future.

In the present example, the cover member is composed of a book board material. However, the cover member may be composed of any currently known or later developed material suitable for book cover applications. Suitable materials include Davey board materials, metals, polymers, wood, and composite materials.

Pull Mechanism

The role of pull mechanism104is to enable a user to selectively pivot cover member102relative to spine101. In particular, pull mechanism104functions to demonstrate physics concepts related to torque and moment arms by allowing a user to selectively adjust the position on cover member102relative to spine101where pulling or pivoting force on cover member102acts.

For example, when a user adjusts pull mechanism104to apply pivoting force farther away from spine101, which defines the pivot axis, the force required to pivot cover member102is relatively low. In contrast, when a user adjusts pull mechanism104to apply pivoting force closer to spine101, the force required to pivot cover member102is relatively high. The observed difference in pivoting force required to pivot cover member102provides students with a tangible demonstration of the interplay between torque and moment arms when opening cover member102.

With reference toFIGS.1-6, pull mechanism104is attached to outer face103of cover member102. As shown inFIGS.1-7, pull mechanism104includes a track105and a knob107. The track and knob components are discussed in the sections below.

The size and shape of the pull mechanism may be varied as needed for a given application. In some examples, the pull mechanism is larger or smaller relative to the other components than depicted in the figures.

The pull mechanism may be any currently known or later developed type of pull mechanism. Various pull mechanism types exist and could be used in place of the pull mechanism shown in the figures. In addition to the types of pull mechanisms existing currently, it is contemplated that the educational book covers described herein could incorporate new types of pull mechanisms developed in the future.

The number of pull mechanisms in the educational book cover may be selected to meet the needs of a given application. The reader should appreciate that the number of pull mechanisms may be different in other examples than is shown in the figures. For instance, some educational book cover examples include additional than described in the present example.

Knob107functions to enable a student to pivot open cover member102by pulling on knob107. Further, knob107cooperates with track105to allow a student to select the position on cover member102relative to spine101where the student's pulling force is located. The selective positioning of knob107relative to spine101beneficially and tangibly demonstrates torque related concepts to students.

For example, with reference toFIGS.1-3, more force is required to pivot cover member102by pulling knob107when knob107is selectively translated within track105closer to spine101than when knob107is selectively translated within track105farther from spine101. Further, more force is required to pivot cover member102by pulling knob107when track105is selectively pivoted to bring knob107closer to spine101.

As shown inFIGS.1-7, knob107is complementarily configured with track105to selectively rest within fixed pull positions106of track105. Fixed pull positions106provide defined locations for knob107to securely rest in track105when a user pulls on knob107to pivot cover member102. As shown inFIGS.1-5, indicia160aligned with fixed pull positions106is provided on outer face103of cover member102to facilitate students recording different pull position experiments and to facilitate an educator guiding students on which pull positions to try.

The reader can see inFIGS.1-7that knob107includes a body117, a neck118, and a head119. Body117supports neck118, and head119is attached to neck118.

As depicted inFIG.7A, body117is disposed in a channel121of track105. In particular, body117resides between a trough120and a top member122of track105. With reference toFIGS.7A and7B, body117is restricted from passing through a slot123of track105. Body117is restricted from passing through slot123because it has a body dimension125that exceeds a gap dimension124of slot123. The reader can see inFIG.7Athat body dimension125corresponds to gap dimension124in the sense that the two dimensions are aligned.

As shown inFIGS.1and7A, head119is fixed to neck118and enables a user to grip knob107. A user grips knob107via head119for multiple purposes. Indeed, a user grips knob107via head119to pull on cover member102to pivot it relative to spine101, to translate knob107within track105, and to rotate track105relative to cover member102. Additionally or alternatively, one may rotate track105by pressing on track105directly rather than pressing on knob107linked to track105.

The reader can see inFIGS.1-7that head119is disposed outside channel121of track105. Head119being disposed outside channel121and above top member122allows a user to conveniently interact with knob107despite body117and a portion of neck118being disposed within channel121.

The size and shape of the knob may vary significantly from the knob depicted in the figures. For example, the knob may have a square, triangular, or other regular polygon shape. In some examples, the head has the shape of a letter, number, or a symbol. In certain examples, the head has an ornamental design, such as resembling an animal, object, person, or place. In select examples, the knob has an irregular shape.

The number of knobs included in the pull mechanism may vary. For example, some pull mechanisms include two or more knobs.

In the present example, the knob is composed of metal. However, the knob may be composed of any currently known or later developed material suitable for pull member applications. Suitable materials include metals, polymers, ceramics, wood, and composite materials.

Track

Track105functions to enable a user to move knob107to explore the effect of different pull positions on torque. Further, track105serves to link knob107to cover member102such that pulling on knob107serves to pull on cover member102.

As depicted inFIGS.1-7, track105is coupled to outer face103of cover member102. In the present example, as shown inFIGS.2-5, track105is pivotally coupled to outer face103. In other examples, however, the track is fixed to the cover member without being configured to pivot.

As depicted inFIGS.1-5, track105includes a first longitudinal end108. With reference toFIGS.2-5, track105is pivotally coupled to outer face103at first longitudinal end108. In other examples, the pivotal coupling point is at a medial position of the track instead of on an end.

In the present example, as can be seen inFIGS.2-5, track105is pivotally coupled to outer face103proximate spine101. More specifically, as shown inFIGS.2-5, track105is pivotally coupled to outer face103proximate a medial position of spine101, which enables track105to pivot 180 degrees. However, the pivot point of the track may be located anywhere on the outer face of the cover member. For example, the pivot point could be located in the center of the cover member to enable the track to pivot 360 degrees.

In more detail, with reference toFIGS.2-5, track105is configured to pivot about a range of 180 degrees between a first orientation109and a second orientation110. As depicted inFIG.5, track105extends towards a bottom112of outer face103in second orientation110. The reader can see inFIG.4that track105extends towards a top111of outer face103in first orientation109.

In other examples, the track is configured to pivot less than 180 degrees or more than 180 degrees. For example, the track may be configured to pivot 45 degrees, 90 degrees, 360 degrees, or some intermediate amount. In some examples, the track is not configured to pivot relative to the cover member.

The reader can see inFIGS.2and3that track105has a track length151. To provide a meaningful range of moment arm locations for students to explore, track length151is at least 80% of outer face width150. With reference toFIGS.1-5, track105defines fixed pull positions106along the length of track105.

The reader can see inFIG.3that fixed pull positions106include a maximum torque position114proximate far end113when track105is oriented perpendicular to spine101. A minimum amount of force is required to pivot cover member102relative to spine101when knob107is translated to maximum torque position114.

With reference toFIG.2, fixed pull positions106include a minimum torque position115proximate spine101when track105is oriented perpendicular to spine101. Minimum torque position115is on an opposite side of track105than maximum torque position114. A maximum amount of force is required to pivot cover member102relative to spine101when knob107is translated to minimum torque position115. As shown inFIGS.2and3, fixed pull positions106include a plurality of intervening torque positions between maximum torque position114and minimum torque position115.

The reader can see inFIGS.1-5that fixed pull positions106are each defined by a notch126defined in slot123. As shown inFIGS.1-5, neck118of knob107and notch126are complementarily configured to enable neck118to extend into notch126. The reader can see inFIGS.1-5that notch126restricts knob107from translating in track105when neck118selectively extends into notch126.

The size and shape of the fixed pull positions may be varied as needed for a given application. In some examples, the fixed pull positions are larger or smaller relative to the other components than depicted in the figures.

The number of fixed pull positions in the educational book cover may be selected to meet the needs of a given application. The reader should appreciate that the number of fixed pull positions may be different in other examples than is shown in the figures. For instance, some educational book cover examples include additional or fewer fixed pull positions than described in the present example.

As shown inFIGS.1-5and7A, top member122is supported on trough120over channel121. Top member122retains body119within channel121while also allowing knob107to translate relative to track105.

The reader can see inFIGS.1-5that top member122defines a slot123extending longitudinally along the length of track105. Slot123provides access to channel121for neck118to extend out of channel121above top member122.

As depicted inFIGS.1-5,7A, and7B, slot123defines a gap dimension124. Neck118and slot123are complementarily configured to enable neck118to extend through slot123, to slide within slot123, and to be laterally supported by slot123. Body117is restricted from passing through slot123because it has a body dimension125that exceeds a gap dimension124of slot123. The reader can see inFIG.7Athat body dimension125corresponds to gap dimension124in the sense that the two dimensions are aligned.

The size and shape of the track may be varied as needed for a given application. In some examples, the track is larger or smaller relative to the other components than depicted in the figures. In the present example, the track is straight, but it may be curved, bent, or angled in other examples.

The track may be any currently known or later developed type of track. Various track types exist and could be used in place of the track shown in the figures. In addition to the types of tracks existing currently, it is contemplated that the educational book covers described herein could incorporate new types of tracks developed in the future.

In the present example, the track is composed of metal. However, the track may be composed of any currently known or later developed material suitable for slotted track applications. Suitable materials include metals, polymers, ceramics, wood, and composite materials.

Pages

Pages130serve to display printed matter or to record printed matter. As depicted inFIGS.1and6, pages130are bound to spine101to define an educational book127. As depicted inFIGS.1and6, cover member102covers pages130until cover member102is pivoted relative to spine101to uncover pages130.

The pages may be any currently known or later developed type of page for a book with any manner of printed subject matter thereon. The pages may be composed of paper or any other suitable material for book applications. The number of pages will vary widely between different educational book examples.

Additional Embodiments

With reference toFIG.8not yet discussed in detail, the discussion will now focus on an additional educational book cover embodiment. The additional embodiment includes many similar or identical features to educational book cover100. Thus, for the sake of brevity, each feature of the additional embodiment below will not be redundantly explained. Rather, key distinctions between the additional embodiment and educational book cover100will be described in detail and the reader should reference the discussion above for features substantially similar between the different educational book cover examples.

Educational Book Cover Embodiment Two

Turning attention toFIG.8, an educational book cover200will now be described as a second example of an educational book cover. As can be seen inFIG.8, educational book cover200includes a spine201, a cover member202, a pull mechanism204, and rings228. As is apparent fromFIG.8, educational book cover200with rings228defines an educational binder229.

Educational binder229enables students to experiment with torque parameters like educational book127discussed above. However, educational binder229allows a student or instructor to add and remove pages or sheets as desired in contrast to a book where the pages are generally fixed to the spine. Educational binder229can be shipped without pages to reduce weight and shipping costs. Thereafter, pages may be inserted into educational binder229in a location relatively close to the intended recipient.

The reader can see inFIG.8that rings228couple to spine201. In the present example, educational binder229includes four rings228coupled to spine201, but other educational binder examples include fewer and additional rings.

As depicted inFIG.8, rings228are configured to support pages or sheets selectively mounted to rings228. Further, rings228are configured to be selectively opened to selectively remove sheets or to selectively add additional sheets.

The size and shape of the rings may vary to meet desired specifications. For example, some ring examples are round whereas others are D-shaped or configured in other suitable shapes. Larger rings may be selected to accommodate more pages while smaller rings may be selected to yield a more compact educational binder.