Abstract:
A system that includes a plurality of toy blocks and a method for reconfiguring one or more of the plurality of toy blocks. The method including taking off a first removable wrap from the one of the plurality of toy blocks so as to separate the first removable wrap from a core of the one of the plurality of toy blocks. The first removable wrap includes content associated with a first area of subject matter. The method also includes placing a second removable wrap around the core, the second removable wrap including content associated with a second area of subject matter. In variations of the invention, some of the cores include an instability feature, which imparts an instability when the toy block is positioned in a predetermined orientation with respect to one or more other toy blocks.

Description:
CROSS-REFERENCE TO RELATED APPLICATIONS  
       [0001]     This application claims priority under 35 U.S.C. §119(e) to U.S. provisional application Ser. No. 60/493,534 entitled CONSEQUENCE BASED STORY BLOCK LEARNING SYSTEM, filed Aug. 7, 2003, and is related to U.S. non-provisional application Ser. No. ______ entitled CONSEQUENCE BASED STORY BLOCK LEARNING SYSTEM, filed concurrently herewith on Aug. 6, 2004, which are herein incorporated by reference in their entirety. 
     
    
     BACKGROUND OF THE INVENTION  
       [0002]     1. Field of the Invention  
         [0003]     The present invention relates generally to learning systems and methods, and more specifically to building blocks utilized in learning systems and methods.  
         [0004]     2. Discussion of the Related Art  
         [0005]     One of the most common toys enjoyed by children is building blocks. Basic building blocks are typically cube-shaped such that they are easily stackable. Often, the blocks include numbers, letters or pictorial representations on the sides.  
         [0006]     Basic building blocks have been modified for use in complex puzzles and games. For example, games have been developed which require a participant to place blocks together so that graphical characters are aligned with similar graphical characters on adjacent blocks.  
         [0007]     Some games have been established which utilize blocks to teach relationships, similarities and differences in a number of subject matters. For example, each block may include at least two sets of indicia, which bear a relationship to one another such that manipulation of the block discloses the relationship between the indicia or lack thereof.  
         [0008]     Other games have been developed that require participants to take turns placing irregularly-shaped blocks on top of each other in a manner which permits the resulting structure to remain erect rather than collapsing.  
       SUMMARY OF THE INVENTION  
       [0009]     In one embodiment, the invention can be characterized as toy block comprising: a core including at least one end block being disposed to convey content; and a removable wrap detachably coupled to the core, the removable wrap including four faces; wherein at least one of the faces of the removable wrap includes additional content thereon.  
         [0010]     In another embodiment, the invention may be characterized as a toy block system comprising: a plurality of cores, each of the cores including a plurality of inner faces; a plurality of removable wraps including a plurality of outer faces, each removable wrap being configured to wrap around, and detachably couple with, a corresponding one of the cores so as to be capable of forming a plurality of toy blocks.  
         [0011]     In a further embodiment, the invention may be characterized as a method used in connection with a system that includes a plurality of toy blocks, the method for reconfiguring one of the plurality of toy blocks comprising: taking off a first removable wrap from the one of the plurality of toy blocks so as to separate the first removable wrap from a core of the one of the plurality of toy blocks, the first removable wrap including content associated with a first area of subject matter; and placing a second removable wrap around the core, the second removable wrap including content associated with a second area of subject matter.  
     
    
     BRIEF DESCRIPTION OF THE DRAWINGS  
       [0012]     The above and other aspects, features and advantages of the present invention will be more apparent from the following more particular description thereof, presented in conjunction with the following drawings wherein:  
         [0013]      FIG. 1  is a perspective view of a front side of a structure resulting from a participant&#39;s successful answering of questions presented in connection with a story according to one embodiment of the present invention;  
         [0014]      FIGS. 2A-2F  are six respective faces of a piece that may be used as one of the pieces of the structure of  FIG. 1  according to one embodiment of the present invention;  
         [0015]      FIG. 3  is a flowchart depicting steps carried out as part of the novel educational method according to one embodiment of the present invention;  
         [0016]      FIGS. 4A-4F  depict respective views of each of six faces of an exemplary content piece that may be used as one of the pieces of the structure of  FIG. 1  according to another embodiment of the present invention;  
         [0017]      FIGS. 5A-5F  depict respective views of each of six faces of an exemplary question piece that may be used as one of the pieces of the structure of  FIG. 1  according to an embodiment of the present invention;  
         [0018]      FIG. 6  is a perspective view of an “assembly side” of a stable structure assembled from the content and question pieces of  FIGS. 4 and 5  respectively according to an exemplary embodiment;  
         [0019]      FIGS. 7A and 7B  depict perspective views of one embodiment of a piece with a mechanical instability feature as oriented when an answer is correct and incorrect, respectively;  
         [0020]      FIG. 8  is a is a perspective view of a piece with a recessed portion to accommodate the raised portion of the piece depicted in  FIGS. 7A and 7B ;  
         [0021]      FIG. 9  is a perspective view of a piece including instability features realized by magnets in accordance with another embodiment;  
         [0022]      FIG. 10  is a perspective view of a piece with a removable outer wrap that has been detached in accordance with one embodiment of the present invention;  
         [0023]      FIG. 11  is a perspective view of the piece of  FIG. 10  with the removable outer wrap attached in accordance with one embodiment of the present invention;  
         [0024]      FIG. 12 a  perspective view of a content wrap that may be used to implement sides one through four of the content piece of  FIGS. 4A-4F ;  
         [0025]      FIG. 13  is a perspective view of a question wrap that may be used to implement sides one through four of the question piece depicted in  FIGS. 5A through 5F ;  
         [0026]      FIG. 14  is a perspective view of a piece, which incorporates a magnet to realize an instability feature in accordance with another embodiment of the present invention;  
         [0027]      FIG. 15 , shown is a side view of the core of  FIG. 14 ;  
         [0028]      FIG. 16  is a cut-a-way view of the core taken along line  16 - 16  in  FIG. 15 ;  
         [0029]      FIG. 17  is a perspective view of another embodiment of the core of  FIG. 10  including magnets embedded therein;  
         [0030]      FIG. 18  is a playing surface configured to support pieces depicted in  FIGS. 2, 4  and  5  in accordance with one embodiment of the present invention;  
         [0031]      FIG. 19  is a perspective view of an embodiment of a piece of  FIG. 1  implemented as an electronic piece; and  
         [0032]      FIG. 20  is a cut-a-way view taken along line  20 - 20  in  FIG. 19 . 
     
    
       [0033]     Corresponding reference characters indicate corresponding components throughout the several views of the drawings.  
       DETAILED DESCRIPTION  
       [0034]     The following description is not to be taken in a limiting sense, but is made merely for the purpose of describing the general principles of the invention.  
         [0035]     The present invention contemplates a novel educational system and method, which in various embodiments may have attributes of a book, a block game, and/or a puzzle. According to several embodiments, the inventive system includes a plurality of pieces, e.g., building blocks, of potentially different geometric shapes, which are ultimately arranged, as a result of a participant&#39;s elicited responses, into a structure, which by its textual, graphical, and/or sculptural appearance as a whole communicates an image, idea and/or concept. In some embodiments for example, the resulting structure conveys a principle to the participant.  
         [0036]     In several embodiments, the participant&#39;s responses are elicited by questions presented in the context of a story. The participant, for example, is presented with a story and the participant follows along with the story until a question, which relates in some way to the subject matter of the story, is presented to the participant. Based upon the participant&#39;s response to the question, the participant is directed to orient the piece in a particular manner and place the piece to form a portion of the structure. In this way, the participant&#39;s answers affect the appearance of the resulting structure.  
         [0037]     Advantageously, the educational method according to several embodiments of the present invention provides immediate visual, and in some embodiments, tactile feedback to the participant about their response, which reinforces the participant&#39;s retention of the principles conveyed. Furthermore, the participant&#39;s interest is more easily engaged because the participant is involved with both a story and a gradual, yet substantially continual, building of a structure. Thus, the education system and method according to several embodiments of the present invention provides an effective learning tool, which is often more entertaining than a book intended to convey a similar concept.  
         [0038]     Referring first to  FIG. 1 , shown is a perspective view of a front side of a structure  100  resulting from a participant&#39;s successful answering of questions during a story according to one embodiment of the present invention. As shown, the structure  100  is comprised of several pieces  102   A-J  that have been arranged, as a result of a participant&#39;s responses to questions, to convey a message that includes a moral for the participant to take away from the story.  
         [0039]     In the present embodiment, the structure presents a textual message in connection with artistic graphics, and several pieces include a portion of the textual message so that when arranged, the pieces convey a principle, e.g., a moral. Although only one side of the structure  100  is shown with a message and graphics, it should be recognized that the front side alone or both the front and back side of the structure  100  may include a message and/or graphics.  
         [0040]     As shown in the exemplary embodiment depicted in  FIG. 1 , the pieces are uniformly shaped, e.g., of a general cubic shape. In other embodiments, however, the individual pieces vary in size and shape.  
         [0041]     In some embodiments, the pieces are sequentially ordered and each piece contains a portion of a story. Referring next to  FIGS. 2A-2F , for example, shown are six different faces of a piece  200  that may be used to implement the structure  100  of  FIG. 1  according to one embodiment of the present invention. In the exemplary embodiment depicted in  FIGS. 2A-2F , each piece  200  includes a portion of the story, a question, directions to place the piece and a two faces with a portion of a picture and/or text that form a portion of a front and back face of the structure  100 .  
         [0042]     While referring to  FIGS. 2A and 2F , simultaneous reference will be made to  FIG. 3 , which is a flowchart representing steps carried out as part of the novel educational method according to one embodiment of the present invention.  
         [0043]     Initially, a portion of a story is provided to a participant (Step  300 ). As shown in  FIG. 2A , a first face of the piece  200  in this embodiment includes a textual presentation of a portion of a story. The portion of the story is then either read to the participant or the participant reads the portion of the story. In other embodiments, the portion of the story is presented to the participant by other means as discussed further herein.  
         [0044]     After the participant has read or has had the portion of the story read to them, a question is presented to the participant (Step  302 ). In the exemplary embodiment shown in  FIG. 2B , the question is presented on a second face of the piece, but this is certainly not required. In variations of this embodiment, the question relates to the subject matter of the portion of the story presented to the participant on the first face of the piece  200 .  
         [0045]     In one embodiment, for example, the portion of the story provided to the participant (Step  300 ) sets up a moral predicament for a character in the story, and the question asks the participant to choose among two or more potential actions that the character should take to handle the predicament.  
         [0046]     In another variation, the portion of the story provided to the participant (Step  300 ) provides information to the participant about a subject, and the question is directed to testing the comprehension and/or retention of the participant.  
         [0047]     Next, based upon the response that the participant provides, the participant is provided with directions indicating how the piece should be oriented with respect to other pieces (Step  304 ). In the present embodiment shown with reference to  FIG. 2C , a third face of the piece includes the directions, which indicate how the user is to orient the piece.  
         [0048]     As shown in  FIGS. 2D and 2E  respectively, a fourth face and fifth face of the piece include part of a picture and/or part of a message. In this embodiment, if the participant answers the question correctly, the directions indicating how the piece should be oriented will direct the participant to place the piece so that the part of the picture and/or message on the fourth and fifth faces line up with respect to other portions of the picture and/or message on adjacent pieces.  
         [0049]     If the participant answers incorrectly, the directions indicating how the piece should be oriented will direct the participant to place the piece so that the part the picture and/or message on the fourth and fifth faces do not line up with respect to other portions of the picture and other portions of the message on adjacent pieces.  
         [0050]     In the present embodiment, as shown with reference to  FIG. 2F , a sixth side of the piece includes an instability feature that makes the piece unstable when oriented in a particular manner with respect to other pieces. In the present embodiment, when the participant answers the question incorrectly, the participant is provided with directions that lead the participant to place the piece so that a portion of the resulting structure will be unstable.  
         [0051]     In the exemplary embodiment, the resulting instability from an incorrect answer is immediately noticeable; thus providing immediate feedback to the participant that the answer was wrong. This noticeable instability advantageously provides an association between instability and the incorrect answer they provided. In other words, the instability helps to provide reinforcement, which merely reading alone cannot provide, that the incorrect answers provide undesirable consequences. Conversely, when an answer is provided correctly, the participant receives positive reinforcement from the feeling of setting a piece down, which does not wobble, and provides a solid foundation for other pieces.  
         [0052]     Furthermore, it is believed that some people may learn better when interacting, e.g., touching, rather than merely reading, in part because of the associations discussed above, but also because the tactile interaction may help some people learn and retain information better.  
         [0053]     In the present embodiment, when a question is answered incorrectly, and hence, a piece is unstable when placed (Step  306 ), the question is presented to the participant again (Step  302 ), and steps  304  and  306  are carried out again until the participant answers correctly. In this way, the participant is provided with quick feedback while the question is still fresh in the participant&#39;s mind.  
         [0054]     In other embodiments, the user is able to continue receiving portions of the story, answering questions and placing blocks, even though there may be instabilities in the structure produced. In these other embodiments, it is contemplated that the participant will be able to later locate sources of the instability and related it back to incorrect decisions and/or answers made during Steps  300  through  304 .  
         [0055]     If there are no more pieces to be placed (Step  308 ), then a structure (e.g., the structure  100 ), which as a whole conveys a principle, is presented to the participant (Step  310 ). In one embodiment as shown with reference to  FIG. 1 , the principle is a moral, but this is certainly not required. Additionally, in the present embodiment, the pieces implemented in accordance with  FIGS. 2A-2F  produce a structure with a picture and/or textual content on the side (not shown) opposite the front face of the structure  100 .  
         [0056]     In another embodiment, the pieces are functionally divided into content pieces, which include a portion of a story, and question pieces, which include a question relating to the portion of the story on a corresponding content piece. For example,  FIGS. 4A-4F  are views of each of six faces of an exemplary content piece  400  and  FIGS. 5A-5F  are views of each of six faces of an exemplary question piece  500 .  
         [0057]     As shown in  FIG. 4B , a second face of the content piece  400  in this embodiment includes the portion of the story that is provided to the participant (Step  300 ), and once the participant has received the portion of the story, the participant is directed to place the content piece  400  by an arrow on a fifth face of the piece  400  as shown in  FIG. 4E . A sixth face, as shown in  FIG. 4F , which will make up a portion of the final presentation (e.g., image and/or message) is on a face opposite (i.e., parallel) to the fifth face.  
         [0058]     As shown in  FIGS. 4A, 4C  and  4 D, the remaining faces of the content piece  400  in this embodiment are three faces available for textual and/or graphical information. These remaining illustrations do not form a larger image or message based upon the participant&#39;s answers, but instead may be complete, self-contained images or may be portions of a larger puzzle formed with other content and/or question pieces. In the exemplary embodiment, the fourth face of the content piece depicted in  FIG. 4D  and third face of the question piece depicted in  FIG. 5C  include content that makes up the portion of a puzzle. In this way, the pieces depicted in  FIGS. 4A-4F  and  5 A- 5 F may be used to implement a structure in accordance with the method outlined with reference to  FIG. 3 , or may be used as portions of a puzzle.  
         [0059]     As shown in  FIG. 5B , after the participant has positioned the content piece  400 , the participant is questioned about the portion of the story just presented (Step  302 ) with a question presented on a second face of the question piece  500 . As shown in  FIGS. 5B and 5D , two potential answers are presented to the participant, and as shown in  FIG. 5E , the participant is provided with directions to position the piece  500  based upon the answer selected by the participant (Step  304 ). Specifically,  FIG. 5E  shows arrows directing the participant to place the piece with the selected answer facing up. If the piece  500 , as positioned, is stable (Step  306 ), and there are more pieces to be placed (Step  308 ), then Steps  300  through  304  are repeated. If the piece is unstable (Step  306 ), the Steps  302  and  304  are repeated until the piece is stable. Once there are no more pieces to be placed (Step  308 ), the final structure (e.g., structure  100 ) is presented to the participant (Step  310 ).  
         [0060]     Referring next to  FIG. 6 , shown is a perspective view from an “assembly side” of a stable structure  600  positioned on a playing surface  602  assembled from content and question pieces  400 ,  500  of  FIGS. 4 and 5  according to an exemplary embodiment. As shown, the structure  600  includes nine numbered pieces, and on the assembly side are directional arrows on the fifth face of both the content and question pieces  400 ,  500  described with reference to  FIGS. 4E and 5E  respectively. In this embodiment, the first, third, fifth, seventh and ninth pieces are content pieces  400 , and the second, fourth, sixth and eighth pieces are question pieces  500 . Also shown with dotted lines are general locations on the pieces where instability features  610  may be implemented.  
         [0061]     In the present embodiment, to arrive at the structure shown in  FIG. 6 , the participant places the pieces  400 ,  500  in accordance with the steps outlined with reference to  FIG. 3  beginning with the first piece and ending with the ninth piece. In one embodiment, until the structure  600  is complete, the participant&#39;s view of the pieces  400 ,  500  is from the perspective of the assembly side, and when the structure  600  is complete, the participant views the opposite side, which shows the final picture and/or message.  
         [0062]     As shown, the first piece in this embodiment is a content piece  400 , and as such, the piece is simply placed in the prescribed manner (as indicated by the arrow on its face) by the participant on the playing surface  602  and there are no instability features  610  that affect its stability. Although the first piece includes a top instability feature  610   A , the instability feature  610   A  in the first piece of this embodiment is utilized to interact with the instability features  610   F-G  of the fourth piece and is not implicated in play until the fourth piece, a question piece  500 , is placed in what eventually becomes the structure  600 .  
         [0063]     The third and fifth pieces are similar to the first piece in that they are content pieces  400  that are simply positioned according to their respective arrows and have respective instability features  610   E ,  610   H  that are not implicated until question pieces  500  (i.e., the sixth and eighth pieces) are positioned on top of them.  
         [0064]     As shown, the second piece is a question piece  500 , which includes top and bottom instability features  610   B ,  610   c . As shown, the playing board  602  also includes an instability feature  610   D , which is compatible with the bottom instability feature  610   C  of the second piece and incompatible with the top instability feature  610   B  of the second piece.  
         [0065]     In this way, when the participant attempts to place the second piece with the top instability feature  610   B  facing the playing board instability feature  610   D , the second piece is perceptibly unstable to the participant. On the other hand, when the user places the second piece with the bottom instability feature  610   C  facing the playing board  602 , the second piece is perceptibly stable to the participant.  
         [0066]     As shown, the fourth, sixth and eighth pieces, which are respectively positioned after the third, fifth and seventh content pieces  400 , are question pieces  500 , which are positioned according to the participant&#39;s answers. The instability features  610   F,G,I,J,K,L  of the fourth, sixth and eighth pieces, however, potentially interact with the top instability features  610   A,E,H,  of the first, third and fifth content pieces.  
         [0067]     In the present embodiment, the seventh and ninth pieces are content pieces  400  that do not include instability features  610 . As such, they are respectively placed on the fourth and sixth pieces with their respective arrows pointing up.  
         [0068]     It should be recognized that  FIGS. 2, 4  and  5  illustrate exemplary embodiments of the pieces  200 ,  400 ,  500  of the present invention. In other embodiments, the information presented on each of the faces of the pieces  200 ,  400 ,  500  shown in  FIGS. 2, 4  and  5  may be presented in a variety of ways. The information may be consolidated so that one face, for example, combines what is shown on two faces of the pieces  200 ,  400 ,  500  in  FIGS. 2, 4  and  5 . As another example, a side with an instability feature  610  may have an illustration or text. As yet another example, additional information not shown in  FIGS. 2, 4  and  5  may be added to one or more of the faces. Likewise, some information (e.g., a portion of a picture), may be removed from a piece  200 ,  400 ,  500  without departing from the scope of the present invention.  
         [0069]     Referring next to  FIGS. 7A and 7B , shown are perspective views of one embodiment of a piece  700  with a mechanical instability feature  702  as oriented when an answer is correct and incorrect, respectively. As shown in the exemplary embodiment, the instability feature  702  is a raised portion, which has a pyramidal shape. As shown in  FIG. 7A , when a question is answered correctly, the participant is directed to place the raised portion in an upward direction and the piece is placed so an opposite end  704  from the raised portion rests in a stable manner with another piece or on the playing surface  602  (e.g., a table top or a game board).  
         [0070]     When an answer is incorrect, the participant in the present embodiment is directed to place the piece  700  so the raised portion  702  is directed downward, as shown in  FIG. 7B , against another surface; thus leaving the piece  700  in an unstable position. The raised portion, after an incorrect answer, for example, is placed against a face of another piece (e.g., a raised portion of another piece), or the playing surface  602 .  
         [0071]     Referring next to  FIG. 8 , shown is a perspective view of a piece  800  with a recessed portion  802  to accommodate the raised portion  702  of the piece  700  described with reference to  FIGS. 7A and 7B . As shown, to accommodate the raised portion  702  of the piece  700 , the piece  800  in the present embodiment has a recessed face  802  that accommodates the raised portion  702  (e.g., that accommodates a pyramidal shape). In this way, when the participant answers a question correctly, and the piece the participant is setting down is being set on another piece with a raised portion, the piece the participant is setting down will be stable when released.  
         [0072]     Referring next to  FIG. 9 , shown is a perspective view of a piece  900  including instability features realized by magnets  902  in accordance with another embodiment of the pieces described with reference to  FIGS. 2A through 2F  and the second, fourth, sixth and eighth pieces in  FIG. 6 . As shown, the piece  900  includes a top magnet  902   A  located at a top face  904  of the piece  900  and a bottom magnet  902   B  located at a bottom face  906  of the piece  900 .  
         [0073]     The magnets  902   A,B  in the present embodiment are positioned such that an outward face of the top magnet  902   A , labeled N, is the same polarity as an inward face of the bottom magnet  902   B , also labeled N. Because opposing faces of the magnets have opposing polarity, the outward face of the bottom magnet  902   B  has a polarity that is opposite from the outward face of the top magnet  902   A . Thus, a bottom face of another piece having magnets configured in the same way will be attracted to the top face of the piece  900 , and a top face of another piece will be repelled by the top face of the piece  900 .  
         [0074]     In operation, when a user answers a question correctly, the participant will be directed to place the piece  900  so that the bottom face  906  of the piece  900  rests next to the top face of another piece (having magnets that are similarly configured). This placement results in the two pieces being attracted to each other. If the participant answers a question incorrectly, however, the participant will be directed to place a top face of the piece  900  onto a top face of another piece, which results in mutual repulsion between the pieces, and hence, instability. It should be recognized that the piece in  FIG. 9  may be adapted to include only one magnet (e.g., to implement the first, third and fifth pieces of  FIG. 6 ).  
         [0075]     Referring next to  FIGS. 10 and 11 , shown are perspective views of a piece  1000  with a removable outer wrap  1002  that has been detached and attached respectively from a core  1004  in accordance with one embodiment of the present invention. As shown, the outer wrap  1002  includes four faces  1006   1-4  that are coupled with hinge portions  1008   1-3  that allow the four faces  1006   1-4  of the outer wrap  1002  to cover four corresponding faces of the core  1004  by wrapping them around the core  1004  so that when in place, an extreme end  1010  of the fourth face  10064  is juxtaposed against an extreme end  1012  of the first face  10061 . Advantageously, the architecture of this exemplary embodiment allows the content and/or questions on each piece  1000  to be changed by replacing the outer wrap  1002 . In this way, the content presented to the participant may be changed so as to present the participant with new learning lessons and/or to prevent boredom.  
         [0076]     In one embodiment for example, different sets of outer wraps may be developed to present a different lesson to the participant. For example and without limitation, different value-based sets of wraps may be developed with each set including content and questions to teach one or more of the following values: honesty, courage, responsibility, persistence, respectfulness and kindness.  
         [0077]     The removable outer wrap 1002  may be made from a variety of materials including, but not limited to, plastic (e.g., polypropylene), cardboard or wood, but plastic is typically preferred because it is relatively inexpensive, strong and is not as prone to splintering as wood, for example. As one of ordinary skill will appreciate, the outer wrap  1002  may be detachably coupled to the core  1004  in a variety of ways including hook-and-loop type fasteners, snaps, friction coupling and combinations thereof.  
         [0078]     Also shown in  FIG. 10  are end blocks  10221 ,  2  that may include graphical and/or textual information. In one embodiment for example, the end blocks  10221 ,  2  are utilized to present the fifth and sixth faces of both the content and question pieces  400 ,  500  described with reference to  FIGS. 4 and 5 .  
         [0079]     Referring next to  FIG. 12 , shown is a perspective view of a content wrap  1200  that may be used to implement sides one through four of the content piece  400  of  FIGS. 4A-4F . In the exemplary embodiment, the content wrap  1200  is an adaptation of the outer wrap  1002 , which includes a graphic on a first face  12021 , story content (e.g., a portion of a hypothetical situation) on a second face  12022 , a graphic related to the story content on a third face  12023 , and a portion of a puzzle on a fourth face  12024 .  
         [0080]     Referring to  FIG. 13 , shown is a perspective view of a question wrap  1300  that may be used to implement sides one through four of the question piece  500  described with reference to  FIGS. 5A through 5F . As shown, the four faces  1302   1-4  of the content wrap  1300  correspond to the four faces described with reference to  FIGS. 5A  to  5 D.  
         [0081]     Referring next to  FIG. 14  shown is a perspective view of a piece  1400 , which incorporates a magnet  1430  to realize an instability feature in accordance with another embodiment of the present invention. For purposes of illustration, the piece  1400  is shown separated into an outer wrap  1402  and a core  1404 . In the present embodiment, the core  1404  includes an inner wrap  1420 , which is positioned between two end blocks  1422 . As shown, a first face  1424  of the inner wrap  1420  includes two locator pins  1426  and a second face  1428  includes the magnet  1430 , which is partially embedded so that an exposed portion extends above the surface of the second face  1428 .  
         [0082]     The outer wrap  1402  in the exemplary embodiment includes two locator holes  1406  on a first face  1408 , to receive the two locator pins  1426  when the first face  1408 , of the outer wrap  1402  is placed on the first face  1424  of the inner wrap  1420 . The locator pins  1426  assist the proper placement and coupling of the outer wrap  1402  to the inner wrap  1420  of the core  1404 .  
         [0083]     In addition, a second face  14082  of the outer wrap  1402  includes a recessed portion  1410  on an inner surface to accommodate the exposed portion of the magnet  1430  when the second face  14082  of the outer wrap  1402  is placed over the second face  1428  of the inner wrap  1420 . In one embodiment, the outer wrap  1402  and the end blocks  1422  are made of polypropylene and the inner wrap  1420  is made of high impact polystyrene, but this is certainly not required, and one of ordinary skill in the art will appreciate that the piece  1400  may be realized with a variety of materials. The magnet  1430  in the exemplary embodiment is a Nickel plated Neodymium Iron Boron (NdFeb) magnet, but it is contemplated that other varieties of magnets may be utilized instead.  
         [0084]     Although the core  1404  depicted in  FIG. 14  includes only one magnet  1430  (e.g., to implement the first, third and fifth pieces of the structure  600  of  FIG. 6 ), it should be recognized that it is adaptable so as to include another magnet on a fourth face (not shown) of the inner wrap  1420  opposite the second face  1428  (e.g., to implement the second, fourth, sixth and eight pieces of the structure  600  of  FIG. 6 ). The outer wrap  1402  is also readily adaptable so as to include a second recessed portion positioned on a fourth face  14084  of the outer wrap  1402  to receive the second magnet.  
         [0085]     Referring next to  FIG. 15 , shown is a side view of the core of  FIG. 14  with the core  1404  positioned such that the second face  1428  (not shown) of the core  1404  and the second face  14082  of the outer wrap  1402  face an upwardly direction. As shown, the outer wrap  1402  is in an affixed position surrounding the core  1404  so that the top surface of the second face  14082  is covering the magnet  1430  (not shown) and is flush with a top surface  1500  of the end blocks  1422 .  
         [0086]      FIG. 16  is a cut-a-way view taken along line  16 - 16  in  FIG. 15  illustrating the positioning of the magnet  1430  relative to the recessed portion  1410  of the outer wrap  1402  and the inner wrap  1420 . As shown, the magnet  1430  is partially embedded in the inner wrap  1420  so that a portion of the magnet  1430  extends into the recessed portion  1410  of the outer wrap  1402 . As shown in  FIG. 16 , the recessed portion  1410  has a depth, which is substantially the same as the portion of the magnet  1420  that extends above the surface of the core. In addition, the thickness of the outer wrap  1402  in the recessed portion above the magnet  1430  is thinner than other portions of the outer wrap. In this way, the magnet  1430  is positioned closer, and hence, imparts a stronger magnetic field, to the outer surface  1602  of the outer wrap so as to interact (i.e., attract or repel) with a magnet in another piece placed on top of the piece  1400 .  
         [0087]     Referring next to  FIG. 17 , shown is a perspective view of another embodiment of the core of  FIG. 10  including magnets  1702  embedded within end blocks  1704  of the core  1700 . As shown, the magnets  1702  are positioned so as to be in close proximity with magnets similarly located in end blocks of another piece when placed on the other piece.  
         [0088]     Referring next to  FIG. 18 , shown is a playing surface  1800  configured to support pieces  200 ,  400 ,  500  of structures  100 ,  600  in accordance with one embodiment of the present invention. As shown, the playing surface  1800  includes three positions for receiving three corresponding pieces (e.g., the first, second and third pieces of structure  600  shown in  FIG. 6 ). Within the second position are shown potential locations for instability features (e.g., to interact with the instability features  610   B,C  of the second piece of  FIG. 6 ).  
         [0089]     As shown, a mechanical instability feature  1805  may be placed on the playing surface  1800  to impart instability upon the piece  700  described with reference to  FIGS. 7A and 7B . Alternatively, a magnet may be positioned at location  1820  so as to impart instability upon the piece  1400  described with reference to  FIG. 14 . In yet an alternative embodiment, magnets may be positioned at locations  1810  to impart instability upon the piece  1700  described with reference to  FIG. 17 .  
         [0090]     Referring next to  FIG. 19 , shown is a perspective view of an embodiment of a piece of  FIG. 1  implemented as an electronic piece  1900 . In the present embodiment, the electronic piece  1900  includes an electronic display  1902  on a first face  1904  for displaying a portion of an idea conveyed to a participant. In one embodiment, the electronic display is a liquid crystal display (LCD), but other types of displays may be used as well.  
         [0091]     In some embodiments, every piece  1900  within a resulting structure includes an electronic display, but this is certainly not required, and although a single display  1902  is shown in the present embodiment, it is contemplated that an electronic piece may have two displays, e.g., one display to present a portion of a message and another display to present a portion of a picture.  
         [0092]     Advantageously, one display (e.g., the display  1902 ) may be used for presenting a portion of a story, then presenting a question for the participant, and subsequently, a portion of either a message or a picture after the piece is placed among other pieces.  
         [0093]     Referring next to  FIG. 20 , shown is a cut-a-way view taken along line  20 - 20  in  FIG. 19  illustrating display control circuitry on the inside of the piece according to one embodiment. As shown, in this embodiment an input portion  2002  is coupled to a CPU  2004 . The CPU  2004  is coupled to a display driver  2006  and a memory portion  2008 , and the display driver  2006  is coupled to the electronic display  1902 .  
         [0094]     In operation, the electronic piece  1900  is programmable so that when it is part of a structure along with other pieces and/or electronic pieces, it presents a portion of a message and/or picture conveyed by the overall structure. Specifically, the memory  2008  includes display information for potentially hundreds of (portions of) messages and/or pictures. In one embodiment, the memory  2008  also includes portions of a corresponding story and questions for each stored message and picture.  
         [0095]     In one embodiment, the participant is able to set each electronic piece so they are all associated to the same story by entering information via the input portion  2002 . For example, the input portion  2002  may be a simple push button that allows the participant to select, by number displayed on the display, a particular story.  
         [0096]     Once the participant selects a story, the participant then interacts with the electronic pieces in much the same way as the pieces described with reference to  FIGS. 2, 3 ,  4  and  5 . In one embodiment for example, each electronic piece  1900  is numbered and presented to the participant in a sequential order. The participant begins by selecting the first electronic piece, and makes an entry with the input portion  2002  to notify the piece to present a portion of the story to the participant. After the electronic piece presents a portion of the story on the electronic display, a question and potential answers are presented for the participant on the electronic display  1902 .  
         [0097]     Based on the participant&#39;s answer, the participant is provided instructions on how to place the electronic piece  1900 . In some embodiments, the electronic piece  1900  notifies the participant via, e.g., the electronic display  1902  that the user made an incorrect response before the electronic piece  1900  directs the user to place the piece  1900 . In other embodiments, the electronic piece  1900  has an instability feature, e.g., a raised portion or a magnet, and the participant is able to tell from the instability that their answer was incorrect.  
         [0098]     After all the electronic pieces  1900  are placed to form a structure, the electronic pieces together as a whole present a message and/or a picture to the user.  
         [0099]     Although the invention herein disclosed has been described by means of specific embodiments and applications thereof, numerous modifications and variations could be made thereto by those skilled in the art without departing from the principles of the invention.  
         [0100]     In some embodiments for example, the faces of the piece are fixed and do not change. In these embodiments, the pieces may be made from wood, plastic or a composite of materials. In other embodiments, however, the content on the faces may be changed so that the pieces are able to present several different stories, questions and associated principles. In one of these embodiments for example, each piece is designed so one or more faces may be removed; thus allowing the stories to change along with the questions, message (e.g., lesson summary) and pictures. In one embodiment, e.g., the faces are removable by sliding the face out of grooves at edges of the piece.  
         [0101]     Additionally, although the story in several embodiments has been described herein as being presented in a piecemeal fashion on a face of each piece, in other embodiments, the story is presented to the user with another source, e.g., a book, which has, e.g., a numbering system to associate portions of the story with each piece. In a similar manner, the other source, e.g, the book, may also have questions and directions indicating where each piece is to be placed based upon the participants answers.  
         [0102]     It should also be recognized that, in other embodiments the shape of a resulting structure itself, after being assembled piece by piece, with the question and answer procedure described with reference to  FIG. 3 , conveys a message, e.g., a principle, to a participant. The structure itself, for example, may be an allegory for a virtue espoused by the story. In another embodiment, the final structure may be a representation of an aspect of a story, e.g., a castle, which is described in the story.  
         [0103]     Furthermore, the structure in some embodiments lies flat on a surface, e.g. a game board, and in yet other embodiments, the pieces fit as part of an existing game board, which has a topology the pieces couple with.