THREE-DIMENSIONAL ARCH PUZZLE

Abstract

An arch puzzle includes a base having a substantially flat upper surface, a first ridge protruding upward from the upper surface at a first side, and a second ridge protruding upward from the upper surface at a second side. A notch is defined the first and second ridge. An arch support has a semi-circular block shape, dimensioned to receive a 6″ protractor on a face thereof. A plurality of arch pieces each have a keystone shape, and are preferably identically shaped. At least a first pair of shims each include an elongated body having a tapered upper surface and a horizontal lower surface. Each of the shims have an opening at a second end of the shim to facilitate removal of the shims from the puzzle.

Description

BACKGROUND OF THE INVENTION

The present invention relates to creating arches and, more particularly, to a three-dimensional arch puzzle.

The invention facilitates math and science of drystone masonry within a classroom to a broad range of learners. The design enables students to easily assemble a freestanding arch, illustrating the principles of friction and gravity. The arch dimensions match a 6″ wide protractor so students can quantify angles of 13 identical keystone shaped pieces. The shape specifically matches a half moon, and the 13 pieces represent the number of annual lunar cycles. This specific structural shape and numbers of pieces enables the intended use for lessons exploring astronomy and archeoastronomy. Other structural shapes enable the use by those with limited hand/eye coordination, or cognitive challenges.

As can be seen, there is a need for a three-dimensional arch puzzle.

SUMMARY OF THE INVENTION

In one aspect of the present invention, an arch puzzle comprises: a base comprising a substantially flat upper surface, a first ridge protruding upward from the upper surface at a first side, and a second ridge protruding upward from the upper surface at a second side, wherein a notch is defined therebetween; an arch support having a semi-circular block shape; a plurality of arch pieces having a keystone shape; and at least a first pair of shims each comprising an elongated body having a length, a width, and a depth, the depth gradually increasing from a first end to a second end defining a sloped upper surface and a horizontal lower surface.

In another aspect of the present invention, a method of making an arch comprises steps of: providing an arch puzzle comprising: a base comprising a substantially flat upper surface, a first ridge protruding upward from the upper surface at a first side, and a second ridge protruding upward from the upper surface at a second side, wherein a notch is defined therebetween; an arch support having a semi-circular block shape; a plurality of arch pieces having a keystone shape; and at least a first pair of shims each comprising an elongated body having a length, a width, and a depth, the depth gradually increasing from a first end to a second end defining a sloped upper surface and a horizontal lower surface, placing the sloped-upper surfaces of the first pair of shims against each other and placing the pair of shims in the notch; placing the arch support on top of the pair of shims; placing each of the plurality of arch pieces along an upper edge of the arch support forming an arch with the plurality of arch pieces; removing the shims using the singular finger-shaped hole; removing the protractor shaped arch support to create a freestanding arch of keystone shaped arch pieces.

These and other features, aspects and advantages of the present invention will become better understood with reference to the following drawings, description, and claims.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a perspective view of an embodiment of the present invention;

FIG. 2 is a perspective view of an embodiment of the present invention, illustrating placement of shims;

FIG. 3 is a perspective view of an embodiment of the present invention, illustrating placement of an arch support;

FIG. 4 is a perspective view of an embodiment of the present invention, illustrating placement of arch pieces;

FIG. 5 is a perspective view of an embodiment of the present invention, illustrating placement of arch pieces;

FIG. 6 is a section view of the present invention taken along line 6-6 of FIG. 5;

FIG. 7 is a perspective view of an embodiment of the present invention, illustrating removal of the shims; and

FIG. 8 is a perspective view of an embodiment of the present invention, illustrating removal of the arch support.

DETAILED DESCRIPTION OF THE INVENTION

The following detailed description is of the best currently contemplated modes of carrying out exemplary embodiments of the invention. The description is not to be taken in a limiting sense but is made merely for the purpose of illustrating the general principles of the invention, since the scope of the invention is best defined by the appended claims.

The present invention includes a stone or clay, and wood three-dimensional freestanding arch puzzle. The present invention can easily be assembled and disassembled on a small flat surface. Further, the present invention does not require knowledge of a language and can help perpetuate best known practices in the construction of arches.

Referring to FIGS. 1 through 8, the present invention includes an arch puzzle. The arch puzzle includes a base 10 having a substantially flat upper surface, a first ridge protruding upward from the upper surface at a first side, and a second ridge protruding upward from the upper surface at a second side. A notch 12 is defined between the first and second ridge. The arch puzzle further includes an arch support 18 having a semi-circular block shape. Preferably, the arch support 18 has a 6″ diameter to accommodate placement of a 6″ wide student protractor on a face of the arch support 18 to facilitate students making angular measurements of aspects of the puzzle.

A plurality of arch pieces 20 have a keystone shape. Preferably, the plurality of arch pieces 20 include 13 identically shaped arch pieces 20. At least a first pair of shims 14 each include an elongated body having a length, a width, and a depth, the depth gradually increasing from a first end to a second end defining a sloped upper surface and a horizontal lower surface. The second end being thicker than the first end and having a finger hole 16.

The base 10 may be made of wood. The base 10 is used to hold the plurality of arch pieces 20 in place and to support the arch. Therefore, the upper surface of the base 10 is substantially flat and lies within a horizontal plane.

The arch support 18 may also be made of wood. The arch support 18 temporarily supports the arch pieces 20 when constructing the arch. The arch support 18 includes an upper edge having an arc shape to place the arch pieces 20 on top of the arch support 18. Preferably, the arch support 18 has a 6″ diameter to facilitate placement of a standard 6″ student protractor against a face of the arch support 18 for making angular measurements.

As mentioned above, the arch pieces 20 are preferably a keystone shape. Preferably, the plurality of arch pieces 20 includes thirteen arch pieces 20. The keystone shape includes tapered sidewalls forming a wedge and a bottom edge having an arc shape. Preferably, each of the plurality of arch pieces 20 are identically formed. More preferably, the tapered sidewalls of the arch pieces 20 have a length of 1.5 inches, an inner edge of the arch pieces 20 have a length of about 9/16 inch, and an outer edge of the arch pieces 20 have a length of about ⅞ inches. The plurality of arch pieces 20 may be made of clay or stone. The arch pieces 20 are used to construct the freestanding arch.

As mentioned above, the first pair of shims 14 each include an elongated body having a length, a width, and a depth, the depth gradually increasing from a first end to a second end defining a sloped upper surface and a horizontal lower surface. The present invention may utilize a second pair of shims 14 each having the elongated body having a length, a width, and a depth, the depth gradually increasing from a first end to a second end defining a sloped upper surface and a horizontal lower surface. Each of the shims 14 may include an opening 16 defined at the second end, the opening 16 is dimensioned to receive a user's finger therein, to facilitate removal of the shims 14 from beneath the arch support 18. Each of the shims 14 may be made of wood. The shims 14 are used to temporarily support the arch support 18.

A method of making a freestanding arch using the arch puzzle may include the following. Place the sloped upper surfaces of the first pair of shims 14 against each other to form a rectangular cuboid shape. Place the sloped upper surfaces of the second pair of shims 14 against each other to form a rectangular cuboid shape. Place the first and second pair of shims 14 onto the upper surface of the base 10 within the notch 12. Place the arch support 18 on top of the first and second pair of shims 14. Place each of the plurality of arch pieces 20 along an upper edge of the arch support 18 forming an arch with the plurality of arch pieces 20. Remove the first and second pair of shims 14 from the notch 12 by grasping the opening 16 and pulling the shims 14 away from the base 10. Remove the arch support 18 from the notch 12 by pushing the arch support 18 from the upper surface of the base 10. The arch made of the arch pieces 20 is left standing on the base 10.

The components of the present invention demonstrate to students how stone arches are made using best known practices. The wood base 10 holds the temporary wood supports as well as the permanent stone arch pieces 20. The wood shims 14 rest on top of the wood base 10, and beneath the wood semi-circle arch support 18. The wood semicircle arch support 18 rests on the shims and supports the thirteen stone arch pieces 20 while being built. The arch pieces 20 support themselves using friction and gravity after the wood shims 14 and wood semicircle arch support 18 are removed. In addition to teaching physics concepts of friction and gravity, the present invention provides a vehicle to teach other subjects to students. With the arch pieces 20 formed according to the preferred dimensions, the wood semicircle arch support 18 will be dimensioned to receive a standard 6-inch semicircular protractor, a common school supply item for K-12 students. This permits students to make angular measurements of the arch pieces during construction of the arch, facilitating teaching and developing understanding of related math and geometry topics. Selection of the identically shaped arch pieces 20 and the shims 14 expands the student base which may utilize and learn from the invention to reduce the complexity of the puzzle and the placement and arrangement of the puzzle components. The construction of the nineteen parts with all-natural materials in this instructional tool provides a segue to instruction into other natural sciences topics.

It should be understood, of course, that the foregoing relates to exemplary embodiments of the invention and that modifications may be made without departing from the spirit and scope of the invention as set forth in the following claims.

Claims

1. An arch puzzle comprising: a base comprising a substantially flat upper surface, a first ridge protruding upward from the upper surface at a first side, and a second ridge protruding upward from the upper surface at a second side, wherein a notch is defined therebetween;an arch support having a semi-circular block shape;a plurality of arch pieces having an identical keystone shape; andat least a first pair of shims each comprising an elongated body a length, a width, and a depth, the depth gradually increasing from a first end to a second end defining a sloped upper surface and a horizontal lower surface, wherein the sloped upper surfaces of the first pair of shims are placed against each other to form a rectangular cuboid shape.

2. The arch puzzle of claim 1, further comprising a second pair of shims each comprising an elongated body having a sloped upper surface and a horizontal lower surface.

3. The arch puzzle of claim 2, wherein each of the first pair of shims and the second pair of shims comprise an opening defined at the second end.

4. The arch puzzle of claim 1, wherein each of the plurality of arch pieces are made of clay or stones.

5. The arch puzzle of claim 1, wherein each of the plurality of arch pieces are of identical dimensions.

6. The arch puzzle of claim 5, wherein the plurality of arch pieces includes thirteen shaped arch pieces.

7. The arch puzzle of claim 6, wherein each of the plurality of arch pieces have a sidewall length of about 1.5 inches, an inner edge length of about 9/16 inches, and an outer edge length of about ⅞ inches.