A target area setting unit 1 sets a target area for placement of one word made up of an arbitrary number of characters, in a face of board that does not include black cells in an initial stage. A word placing unit 2 places, in the set target area, one word made up of an arbitrary number of characters falling within an area length of the target area. The target area is set at a position that secures a widest free area capable of placement of a next word without restriction owing to an existing character in a crossing cell and restriction owing to an existing character in an adjoining cell, in a remaining area except the target area and an existing area where a word has already been placed. Therefore, a larger number of words can be placed in such a manner that words are placed one by one while leaving a room for enlarging an area where a next word is freely placeable, as much as possible.

Mathematical teaching aids (100) and a method of enhancing the mathematical perception skills of a target person, preferably of practicing abductive reasoning, which teaching aids (100) include a number of teaching tiles (102), each of the teaching tiles (102) having at least one mark (104), wherein at least two teaching tiles (102), when combined, together form an identifiable pattern via the marks (104).

Mathematical teaching aids (100) and a method of enhancing the mathematical perception skills of a target person, preferably of practicing abductive reasoning, which teaching aids (100) include a number of teaching tiles (102), each of the teaching tiles (102) having at least one mark (104), wherein at least two teaching tiles (102), when combined, together form an identifiable pattern via the marks (104).

A method and apparatus for teaching power distribution with an educational board game includes providing a game board that includes a power station location, power pole locations, and a target building location. A power pole indicator is placed at a power pole location and a power line indicator is connected from the power station location to the power pole indicator during the player's turn. Additional power pole indicators are positioned at additional power pole locations during the player's subsequent turns and the power line indicator is connected from the power station location to the target building location via the power pole indicator and the additional power pole indicators.

A method and apparatus for teaching power distribution with an educational board game includes providing a game board that includes a power station location, power pole locations, and a target building location. A power pole indicator is placed at a power pole location and a power line indicator is connected from the power station location to the power pole indicator during the player's turn. Additional power pole indicators are positioned at additional power pole locations during the player's subsequent turns and the power line indicator is connected from the power station location to the target building location via the power pole indicator and the additional power pole indicators.

A reconfigurable puzzle for providing education, therapy, and entertainment is disclosed. The reconfigurable puzzle comprises a set of individual puzzle pieces with reconfigurable electronic display screens on at least one side, wherein one individual puzzle piece is mechanically connected with a connecting puzzle piece along one of the four surface areas using one or more mechanical connectors. Each of the at least one display screen of each individual puzzle piece is reconfigured to display parts of an image. Each individual puzzle piece comprises a processing unit having at least one wired interface including at least two wires. The processing unit is configured to transmit and receive data via the at least two wires of the at least one wired interface. Further, the display screens are aligned in a correct pattern configured to display a composite image of the individual images on the display screens of the individual puzzle pieces.

A reconfigurable puzzle for providing education, therapy, and entertainment is disclosed. The reconfigurable puzzle comprises a set of individual puzzle pieces with reconfigurable electronic display screens on at least one side, wherein one individual puzzle piece is mechanically connected with a connecting puzzle piece along one of the four surface areas using one or more mechanical connectors. Each of the at least one display screen of each individual puzzle piece is reconfigured to display parts of an image. Each individual puzzle piece comprises a processing unit having at least one wired interface including at least two wires. The processing unit is configured to transmit and receive data via the at least two wires of the at least one wired interface. Further, the display screens are aligned in a correct pattern configured to display a composite image of the individual images on the display screens of the individual puzzle pieces.

A 4-dimensional periodic table of elements (4D PT) based on the 4 known quantum numbers of the atomn (principal), l (azimuthal), m (magnetic) and s (spin)which determine the 4D Cartesian co-ordinates (n,l,m,s) of a 4-dimensional cubic lattice. Since the four quantum numbers of each element are unique by Pauli's exclusion principle, each chemical element occupies a different vertex of this lattice and a unique location in the 4D PT. The 4D PT of elements extends to chemical molecules and compounds by adding coordinates of individual elements into composite coordinates of molecules and compounds in a larger expansive PT. The higher-dimensional table of elements and compounds can be represented in digital media or print media as 2D charts or cards. The 4D PT can be physically built as 3D model kits comprising nodes and struts and 2D panels, or as 2D model kits comprising panels or tiles.

Training labs for training linemen and other power or utility technicians are disclosed. The training labs can be configured to provide equipotential zone (EPZ) grounding training in overhead and/or underground power scenarios. In some instances, the training labs can be mobile. For example, a mobile training lab can comprise an overhead training side that comprises one more deployable overhead power poles and/or an underground side comprising one or more component cabinets.

Training labs for training linemen and other power or utility technicians are disclosed. The training labs can be configured to provide equipotential zone (EPZ) grounding training in overhead and/or underground power scenarios. In some instances, the training labs can be mobile. For example, a mobile training lab can comprise an overhead training side that comprises one more deployable overhead power poles and/or an underground side comprising one or more component cabinets.