CA1263126A - Game apparatus - Google Patents
Game apparatusInfo
- Publication number
- CA1263126A CA1263126A CA000467083A CA467083A CA1263126A CA 1263126 A CA1263126 A CA 1263126A CA 000467083 A CA000467083 A CA 000467083A CA 467083 A CA467083 A CA 467083A CA 1263126 A CA1263126 A CA 1263126A
- Authority
- CA
- Canada
- Prior art keywords
- game apparatus
- players
- player
- game
- cards
- Prior art date
- Legal status (The legal status is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the status listed.)
- Expired
Links
Classifications
-
- A—HUMAN NECESSITIES
- A63—SPORTS; GAMES; AMUSEMENTS
- A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
- A63F3/00—Board games; Raffle games
- A63F3/00003—Types of board games
- A63F3/00006—Board games played along a linear track, e.g. game of goose, snakes and ladders, along an endless track
-
- A—HUMAN NECESSITIES
- A63—SPORTS; GAMES; AMUSEMENTS
- A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
- A63F1/00—Card games
- A63F1/06—Card games appurtenances
- A63F1/10—Card holders
-
- A—HUMAN NECESSITIES
- A63—SPORTS; GAMES; AMUSEMENTS
- A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
- A63F9/00—Games not otherwise provided for
- A63F9/18—Question-and-answer games
Landscapes
- Engineering & Computer Science (AREA)
- Educational Technology (AREA)
- Multimedia (AREA)
- Toys (AREA)
- Management, Administration, Business Operations System, And Electronic Commerce (AREA)
Abstract
Rogers Bereskin and Parr CANADA
TITLE: GAME APPARATUS
INVENTORS: WAYNE GERALD WARREN
GARRY ALLAN BEDFORD
ABSTRACT OF THE DISCLOSURE
A game apparatus is provided, which includes a game board and a number of tokens, representative of the players, for movement around the board. The tokens are moved around the board, to determine the progress of the players.
Additionally, there is a set of cards bearing questions for solution by the players. The ability of the players to provide satisfactory solutions to the problems, determines their progress around the game board. A proposed solution to a problem, provided by a player, is judged by the other players, and the result of this determines how far the player moves.
The game apparatus can additionally include chance means, which is also used to determine how the players progress and which introduces a random element into the game.
TITLE: GAME APPARATUS
INVENTORS: WAYNE GERALD WARREN
GARRY ALLAN BEDFORD
ABSTRACT OF THE DISCLOSURE
A game apparatus is provided, which includes a game board and a number of tokens, representative of the players, for movement around the board. The tokens are moved around the board, to determine the progress of the players.
Additionally, there is a set of cards bearing questions for solution by the players. The ability of the players to provide satisfactory solutions to the problems, determines their progress around the game board. A proposed solution to a problem, provided by a player, is judged by the other players, and the result of this determines how far the player moves.
The game apparatus can additionally include chance means, which is also used to determine how the players progress and which introduces a random element into the game.
Description
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This invention relates to a game apparatus.
With the increasing amounts of leisure time available, there is an increasing need for amusement devices to occupy people in their leisure time. For indoor amusement, at the present time, there are a large variety of different games available.
Many of these games are board games. Such board games typically comprise the board itself, a number of tokens repxesentative of the different players, a set of cards with various instructions thereon, and one or more dice for determining the progress of the game. Additionally, there are a set of rules governing the progress of the game. Many such games are based on real life situations, and involve, for example, buying fictional property or travelling.
Most of these games are intended entirely for amusement purposes, and serve iittle or no educational function.
Also, a drawback with board games known to the applicants is that they are relatively restricted and limited, and do not allow for any individual input from the players. Thus, the games have a relatively rigid set of rules etc. Whilst one may be required to make decisions, the possibilitites available are set by the rules o~ the game, and there is no apportunity for any truly individual input. Even in the case of educational games, they are largely intended to assist in rote learning.
The present invention is dire~ted to problem solving.
It is recognized by the applicantsthat many people, particularly school children, have poor pro~lem solving skills. Accordingly, it is an object of the present invention to provide an enjoyable `~
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game, which will enable people or children to practice problem solving skills. As such, it is desirable to practice the basic skills of problem solving, rather than simply learning to solve narrow, rigid problems set by rules of a game.
In accordance wi-~ the present invention, there is provided a game apparatus for a plurality of players, the game apparatus comprising: a game board; a set o~ cards bearing open-ended questions deflning problems for solution b~ the players requiring each player to devise a solution to a problem and present that solution to the other players for evaluation; a pluralit~ of tokens representative of the players, for movement around the board, to measure the progress of the players in dependence upon the ability of the players to provide solutions to the problems on the cards.
Preferabl~, during each players turn, he or she is re~uired to select a card with a problem. The player then has lS to evaluate the problem and the solutions~ He then chooses a solution, which he puts to the other players. This solution is then evaluated by the other players. Depending on the evaluation of the solution by the other players, the first player's token is moved forwards or backwards or remains where it is.
It will thus be seen that, in contrast to known board games, the game apparatus or board game of tha present invention is quite open-ended. There are no set solutions to the problems. It is up to each individual player, to determine ~5 feasible solutions. He or she then has to evaluate these solutions, and determine the best solution. This is then evaluated by the other players.
In contrast to closed, rigid rules of conventional games, -this open-ended format is expected to assist in keaching ~ `
:, ` ' ~, ', - ,4 practical solutions to every day problemsO Also, as detailed below, it can be used to teach an accepted five step system for problem solving.
Further, it is expected that the game can be used to enhance communication skills, particularly the art of effective listening and speaking in a group. It is expected that the game will encourage the development of personal values and fairness when dealing within a competitive atmosphere, and can teach students to avoid many personal problems that are common today.
For a better understanding of the present invention, and to show more clearly how it may be carried into effect, reference will now be made, by way of example, to the accompanying drawings, which show a preferred embodiment of the present inventionr and in which:
Figure 1 shows a plan view of a game board according to the present invention;
Figure 2 shows a variant of the game board of Figure l;
Figures 3a, 3b and 3c show sample cards;
Figure 4 shows a sample card of diferent shape;
Figure 5 shows a perspective view of a tray for holding the cards;
Figure 6a and 6b show perspective views of tokens for use on the game board; and Fi~ures 7a and 7b show perspective views of voting chips~
Re~erring to Figure 1, there is shown a game board, generally denoted by the reference 1. This game board 1 can be manuEactured in known manner, pre~erably ~rom a suitably , .. ~ .; :
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stiff material such as car~board or acrylic. me board 1 is printed as shown, and may be covered with a layer of transparent protective material, such as plastic. Also, for ease of storage it can be folded along one or more lines, for example along the line
This invention relates to a game apparatus.
With the increasing amounts of leisure time available, there is an increasing need for amusement devices to occupy people in their leisure time. For indoor amusement, at the present time, there are a large variety of different games available.
Many of these games are board games. Such board games typically comprise the board itself, a number of tokens repxesentative of the different players, a set of cards with various instructions thereon, and one or more dice for determining the progress of the game. Additionally, there are a set of rules governing the progress of the game. Many such games are based on real life situations, and involve, for example, buying fictional property or travelling.
Most of these games are intended entirely for amusement purposes, and serve iittle or no educational function.
Also, a drawback with board games known to the applicants is that they are relatively restricted and limited, and do not allow for any individual input from the players. Thus, the games have a relatively rigid set of rules etc. Whilst one may be required to make decisions, the possibilitites available are set by the rules o~ the game, and there is no apportunity for any truly individual input. Even in the case of educational games, they are largely intended to assist in rote learning.
The present invention is dire~ted to problem solving.
It is recognized by the applicantsthat many people, particularly school children, have poor pro~lem solving skills. Accordingly, it is an object of the present invention to provide an enjoyable `~
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.
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game, which will enable people or children to practice problem solving skills. As such, it is desirable to practice the basic skills of problem solving, rather than simply learning to solve narrow, rigid problems set by rules of a game.
In accordance wi-~ the present invention, there is provided a game apparatus for a plurality of players, the game apparatus comprising: a game board; a set o~ cards bearing open-ended questions deflning problems for solution b~ the players requiring each player to devise a solution to a problem and present that solution to the other players for evaluation; a pluralit~ of tokens representative of the players, for movement around the board, to measure the progress of the players in dependence upon the ability of the players to provide solutions to the problems on the cards.
Preferabl~, during each players turn, he or she is re~uired to select a card with a problem. The player then has lS to evaluate the problem and the solutions~ He then chooses a solution, which he puts to the other players. This solution is then evaluated by the other players. Depending on the evaluation of the solution by the other players, the first player's token is moved forwards or backwards or remains where it is.
It will thus be seen that, in contrast to known board games, the game apparatus or board game of tha present invention is quite open-ended. There are no set solutions to the problems. It is up to each individual player, to determine ~5 feasible solutions. He or she then has to evaluate these solutions, and determine the best solution. This is then evaluated by the other players.
In contrast to closed, rigid rules of conventional games, -this open-ended format is expected to assist in keaching ~ `
:, ` ' ~, ', - ,4 practical solutions to every day problemsO Also, as detailed below, it can be used to teach an accepted five step system for problem solving.
Further, it is expected that the game can be used to enhance communication skills, particularly the art of effective listening and speaking in a group. It is expected that the game will encourage the development of personal values and fairness when dealing within a competitive atmosphere, and can teach students to avoid many personal problems that are common today.
For a better understanding of the present invention, and to show more clearly how it may be carried into effect, reference will now be made, by way of example, to the accompanying drawings, which show a preferred embodiment of the present inventionr and in which:
Figure 1 shows a plan view of a game board according to the present invention;
Figure 2 shows a variant of the game board of Figure l;
Figures 3a, 3b and 3c show sample cards;
Figure 4 shows a sample card of diferent shape;
Figure 5 shows a perspective view of a tray for holding the cards;
Figure 6a and 6b show perspective views of tokens for use on the game board; and Fi~ures 7a and 7b show perspective views of voting chips~
Re~erring to Figure 1, there is shown a game board, generally denoted by the reference 1. This game board 1 can be manuEactured in known manner, pre~erably ~rom a suitably , .. ~ .; :
~ , ~ 5 ~ ~
stiff material such as car~board or acrylic. me board 1 is printed as shown, and may be covered with a layer of transparent protective material, such as plastic. Also, for ease of storage it can be folded along one or more lines, for example along the line
2-2 marked on the drawing. Here, ~he outer peripher~v of the board l has the shape of a octagon an~ is 16" across.
Within the octagonal outer periphery of the board l, the~e is a playing zone, designated by the reference 3. This playing zone 3 has a dodecagonal outer periphery. In the centre, there is an hexagonal space 7. The playing zone 3 around the hexagonal space 7 is divided by 24 uniformly spaced radial lines into separate spaces 8. Further, each of these playing spaces 8 is divided into a token space lO, and an outer space 12, which can provide an indication of a player's progress around the game board l, as detailed below. There are thus twenty four token spaces lO and corresponding outer spaces 12. Two of the spaces 8 form a start space 5 and a finish space 6. Also, the outer spaces l~ are numbered to indicate players progFession around the board.
As indicated, the token and outer spaces lO, 12 can be alternately coloured, to provide for easier identification.
Here, the central, hexagonal space 7 comprises an outer peripheral strip 14 of uniform thickness, and an inner, smaller hexagon 16. As shown, the inner, smaller bexagon 16 can be provided with a number of ques~ion mark signs arran~ed radially. The outer peripheral strip 14, again as shownr can be provided with an identifying trade mark or the liker ~or example "T~IUMBS UP". ~:Lso, the outer peripheral space 14 can be marked with the slo~an "there are no simple solutions, only intelligent choices". (Not shown in the drawings).
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The game board shown in Figure 2 i5 generally similar to that shown in Figure l, and like parts are given the same reference numeral. Here, the game board is designated by the reference 20. The game board 20 also has an octagonal outer periphery. Inside it, a playing zone 24 has a dodecagonal outer periphery, but here it is not a regular dodecagonal periphery, as in the Figure 1 embodiment. Instead, the sides of the periphery of the playing ~one 24 are alternatively long and short. The playing zone 24 is here divided into 30 separate playing spaces 28, which are not divided into separate token and outer spaces. Against each side of the hexagonal space 6, there are five playing spaces 28. As shown, each long side of the playing zone 24 abuts three of the playing æones 2~, whilst each short side contacts two o~ the playing zones 28. Further, instead of simply colourin~ the playing zones, the playing zones 28 are each provided with a decorative symbol such as a picture of an automobile, a house or tWQ people walking along, as shownfor some spaces 28 only.
For use with the game board l or 20, there are provided a number o~ cards bearing problems to be solved. Two such cards are shown in Figures 3a and 3b. In Figure 3a, there is shown a card 30, which can be a rectangular card, formed from card material commonly employed for game board cards. As shown, the card 30 can be provided with an inner border 31, and within this border 31 is the question. Card 32 is similar to card 30, and includes the border: 31. Card 32 shows an alternative question.
It will be appreciated that many dirferent si2es and .
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shapes of cards could be used. Thus, for example, the cards need not be four-sided, and they need not have square corners.
By way of example, in Figure 4, there is shown an alternative shape of card, similar to that of Figures 3a and 3b, but having the corners cut at an angle. This card 34, shown in Figure 4, again is provided with a ~uestion. Also, as shown, it can include, as a background, a question mark sign 35.
Figure3c shows the reverse of the card of Figure 3a or 3b. The reverse side of the card is indicated at 36. It can be left blank, or marked in a desired way. However, as shown, it is marked with a symbol, the same as that used in the centre oE the game koard 1, and optionally with a trade mark.
Referring to Figure 5, there is shown a tray, designated by the reference 40, for holding the cards 30, 32 or 34. The tray 40 i6 divided into six compartments 41-46, for holding the cards. Here, each compartment 41-46 is rectangular corresponding to the cards 30, 32, although it will be appreciated that that these compartments can be shaped according to the shape of the cards. As shown, the sidewalls of the compartments 41-46 slope from front to back, and the bottom of each compartment can be correspondingly sloped, so as to present the cards better. As indicated at 47, the compartments 41-46 can be provided with a marking to identify each o~ the individual compartments 41-46. Thus, as shown, the marklng 47 can comprise the numbers 1-6.
Alternativelyr each of the compartments 41-46 can be assigned a colour at the location 47.
.
With reference to Figure 6a and 6b, there are shown two tokens suitable for use in the game. These two tokens are designated by the references 50, 52. Corresponding to the question mark signs used on the game board 1 and the cards 30, 32, _he first token 50 is in the shape o~ a question mark.
To identifv the individual tokens, in known manner, they can each be moulded in a differently coloured plastic. Also, any suitable shape of token can be used. For one variant of t~e game, described below, tokens of the shape shown in Figure 6b and designated by 52 can be used. These tokens 52 are adapted to receive rinys, for scoring purposes. As shown, the token 52 is provided with a shoulder 54, and extending up from the shoulder 54, the ~oken 52 is of generally uniform diameker A ring 56 is shown mounted on the token 52.
Referring to Figures 7a, b, there are shown voting chips for use in voting as described below. Figure 7a shows a solid chip 70. As shown, it is generally rectangular and of uniform thickness. I has dimensions o~, approximately, 1-1/2" long, 1-1-8" wide and 1/4" thick. Its edges are rounded as are the corners, to provide a smooth chip that is comfortable to handle. Figure 7b shows a similar voting chip 72. This second chip 72 is generally similar in exterior dimensions to the first chip 70. However, the second chip 72 is provided with a hole 74.
The chips 70, 72 are intended to symbolize a player's respanse to a proposed solution. Thus, the solid chip 70 indicates that one thinks a proposed solution is solid or good. The chip 72 with the hole 74 is used to ~,~
, '.: ~ ~ , indlcate that one thinks the proposed solution is incomplete or missing something, i.e~ one disapproves of it. Thus, the chips 70, 72 comprise a means enabling the players, except the one providing a solution, to provide an evaluation of the s solution proposed by that one player.
The chips 70, 72 can be made from any suitable material, such as a plastic, for example a semi-transparent plastic.
Additionally, the game apparatus can include at least one die. This can be a conventional, nuntbered six-faced die.
Alternatively, or as well, there can be in included a die with faces of six different colours.
Having described the various components of the game apparatus, the method of play will now be described.
As detailed below, thPre are a number of different techniques or rules that can be applied to the basic apparatus.
Before describing the method of play in detail, it should be appreciated that the game apparatus is intended to assist people in solviny everyday problems. Accordingly, the following points should be borne in mind. More particularly, when the game apparatus is used by children, it is expected to be worthwhile to spend some time explaining to the children how they should tackle the problems presented. It is suggested that most problems can be best solved by a ive-step sys~em, the five steps being:
(l) Describe the problem situation;
(2) Deine the problent;
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, '
Within the octagonal outer periphery of the board l, the~e is a playing zone, designated by the reference 3. This playing zone 3 has a dodecagonal outer periphery. In the centre, there is an hexagonal space 7. The playing zone 3 around the hexagonal space 7 is divided by 24 uniformly spaced radial lines into separate spaces 8. Further, each of these playing spaces 8 is divided into a token space lO, and an outer space 12, which can provide an indication of a player's progress around the game board l, as detailed below. There are thus twenty four token spaces lO and corresponding outer spaces 12. Two of the spaces 8 form a start space 5 and a finish space 6. Also, the outer spaces l~ are numbered to indicate players progFession around the board.
As indicated, the token and outer spaces lO, 12 can be alternately coloured, to provide for easier identification.
Here, the central, hexagonal space 7 comprises an outer peripheral strip 14 of uniform thickness, and an inner, smaller hexagon 16. As shown, the inner, smaller bexagon 16 can be provided with a number of ques~ion mark signs arran~ed radially. The outer peripheral strip 14, again as shownr can be provided with an identifying trade mark or the liker ~or example "T~IUMBS UP". ~:Lso, the outer peripheral space 14 can be marked with the slo~an "there are no simple solutions, only intelligent choices". (Not shown in the drawings).
, '~
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- 6 ~ ii3~
The game board shown in Figure 2 i5 generally similar to that shown in Figure l, and like parts are given the same reference numeral. Here, the game board is designated by the reference 20. The game board 20 also has an octagonal outer periphery. Inside it, a playing zone 24 has a dodecagonal outer periphery, but here it is not a regular dodecagonal periphery, as in the Figure 1 embodiment. Instead, the sides of the periphery of the playing ~one 24 are alternatively long and short. The playing zone 24 is here divided into 30 separate playing spaces 28, which are not divided into separate token and outer spaces. Against each side of the hexagonal space 6, there are five playing spaces 28. As shown, each long side of the playing zone 24 abuts three of the playing æones 2~, whilst each short side contacts two o~ the playing zones 28. Further, instead of simply colourin~ the playing zones, the playing zones 28 are each provided with a decorative symbol such as a picture of an automobile, a house or tWQ people walking along, as shownfor some spaces 28 only.
For use with the game board l or 20, there are provided a number o~ cards bearing problems to be solved. Two such cards are shown in Figures 3a and 3b. In Figure 3a, there is shown a card 30, which can be a rectangular card, formed from card material commonly employed for game board cards. As shown, the card 30 can be provided with an inner border 31, and within this border 31 is the question. Card 32 is similar to card 30, and includes the border: 31. Card 32 shows an alternative question.
It will be appreciated that many dirferent si2es and .
~3~
shapes of cards could be used. Thus, for example, the cards need not be four-sided, and they need not have square corners.
By way of example, in Figure 4, there is shown an alternative shape of card, similar to that of Figures 3a and 3b, but having the corners cut at an angle. This card 34, shown in Figure 4, again is provided with a ~uestion. Also, as shown, it can include, as a background, a question mark sign 35.
Figure3c shows the reverse of the card of Figure 3a or 3b. The reverse side of the card is indicated at 36. It can be left blank, or marked in a desired way. However, as shown, it is marked with a symbol, the same as that used in the centre oE the game koard 1, and optionally with a trade mark.
Referring to Figure 5, there is shown a tray, designated by the reference 40, for holding the cards 30, 32 or 34. The tray 40 i6 divided into six compartments 41-46, for holding the cards. Here, each compartment 41-46 is rectangular corresponding to the cards 30, 32, although it will be appreciated that that these compartments can be shaped according to the shape of the cards. As shown, the sidewalls of the compartments 41-46 slope from front to back, and the bottom of each compartment can be correspondingly sloped, so as to present the cards better. As indicated at 47, the compartments 41-46 can be provided with a marking to identify each o~ the individual compartments 41-46. Thus, as shown, the marklng 47 can comprise the numbers 1-6.
Alternativelyr each of the compartments 41-46 can be assigned a colour at the location 47.
.
With reference to Figure 6a and 6b, there are shown two tokens suitable for use in the game. These two tokens are designated by the references 50, 52. Corresponding to the question mark signs used on the game board 1 and the cards 30, 32, _he first token 50 is in the shape o~ a question mark.
To identifv the individual tokens, in known manner, they can each be moulded in a differently coloured plastic. Also, any suitable shape of token can be used. For one variant of t~e game, described below, tokens of the shape shown in Figure 6b and designated by 52 can be used. These tokens 52 are adapted to receive rinys, for scoring purposes. As shown, the token 52 is provided with a shoulder 54, and extending up from the shoulder 54, the ~oken 52 is of generally uniform diameker A ring 56 is shown mounted on the token 52.
Referring to Figures 7a, b, there are shown voting chips for use in voting as described below. Figure 7a shows a solid chip 70. As shown, it is generally rectangular and of uniform thickness. I has dimensions o~, approximately, 1-1/2" long, 1-1-8" wide and 1/4" thick. Its edges are rounded as are the corners, to provide a smooth chip that is comfortable to handle. Figure 7b shows a similar voting chip 72. This second chip 72 is generally similar in exterior dimensions to the first chip 70. However, the second chip 72 is provided with a hole 74.
The chips 70, 72 are intended to symbolize a player's respanse to a proposed solution. Thus, the solid chip 70 indicates that one thinks a proposed solution is solid or good. The chip 72 with the hole 74 is used to ~,~
, '.: ~ ~ , indlcate that one thinks the proposed solution is incomplete or missing something, i.e~ one disapproves of it. Thus, the chips 70, 72 comprise a means enabling the players, except the one providing a solution, to provide an evaluation of the s solution proposed by that one player.
The chips 70, 72 can be made from any suitable material, such as a plastic, for example a semi-transparent plastic.
Additionally, the game apparatus can include at least one die. This can be a conventional, nuntbered six-faced die.
Alternatively, or as well, there can be in included a die with faces of six different colours.
Having described the various components of the game apparatus, the method of play will now be described.
As detailed below, thPre are a number of different techniques or rules that can be applied to the basic apparatus.
Before describing the method of play in detail, it should be appreciated that the game apparatus is intended to assist people in solviny everyday problems. Accordingly, the following points should be borne in mind. More particularly, when the game apparatus is used by children, it is expected to be worthwhile to spend some time explaining to the children how they should tackle the problems presented. It is suggested that most problems can be best solved by a ive-step sys~em, the five steps being:
(l) Describe the problem situation;
(2) Deine the problent;
~ `
, '
(3) Choose a solution to the problem;
(4) Apply the solution;
(5) Evaluate the result of the solution By using such a system, it is expected that the best solution to any particular problem, irrespective of the actual problem, will be arrived at. Further, the instrucions for the same can include tips or hints to assist in solving problems, for example:
(a) The five-step system makes problem solving simpler;
(b) All solutions are imperfect;
(c) There is more than one correct solution to most problems;
(d) It is wise to have several solutions in case ~he first solution fails and needs to be changed slightly;
(e) It is important to think of the long ~erm good as well as the short term results, (f) The ability to communicate effectively makes problem solving simpler;
(g) We can learn something about problem solving from any problem we solve.
Depending on the type o person to which the particular game is directed, the above notes on problem solving and hints or advice to apply can be modified accordingly.
A description will now be given of a basic method of play. The game board 1 or 20 i5 put in posikion, and the cards 30 are shuffled and placed in a stack in the centre of the game board 1.
(The hexa~on 16 can de~ine an area for this purpose)~ The cards 30 are placed face down, so that the queRtions cannot ~ .
.
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be read. One player is chosen to start the game. The player can be chosen by mutual agreement, or in known manner bv rolliny dice. Each player, in turn, takes a problem card 30 from the top of the stack in the middle of the game board 1. He reads the problem on the reverse of the card to the whole group. The player is then allowed a set time to determine possible solutions to the problem, choose a solution, and present it to the group. Once the player has described his solution, all the other players will simultaneously, on a given signal, indicate whether they approve or disapprove of the proposed solution to the problem. A simple techni~ue for indicating whether each player approves or thinks the solution is effective is to give a manual indication. For example, each player would give a thumbs up sign to indicate that he approves of the solution, or a thumbs down sign to indicate that the solution is unsatisfactory. The negative votes against the solution are then subtracted from the positive votes for the solution, to determine the total score for that player. That playerls token is then moved from the start zone 5 clockwise around the board by an amDunt equal to the net score. Each player's token is thus advan~
around the board in dependence upon the score recorded everytime that player proposes a solution to a problem. If a negative score is recorded, that is the majority of the group disapprove of a proposed solution, then his token will be moved bac~wards a cor~esponding amount, as far as the start or zero position 5.
; After voting on a solution to a problem, the player who proposed the solution may, if he wishes, challenge any other player who voted against his solution. He will challenge ~3L2~3~
that other player to provide an explanation as to why he disapproves of his solution~ The challenger will then be required to provide a better solution, which the remainder of the group, excepting the first player and the challenged player, will vote on. The challenged player's token can then be moved, as before, in dependence upon the scoring from the group for his proposed solution. Alternatively, different rules can apply to the moving of a challenged player's token.
For example, it can be provided that the challenged player's token can never be moved forward, but can be moved backwards if a negative score is recorded. The intention of such rules is to prevent players from unthinkingly voting against other player's solution, to hinder their progress around the board.
With these challenye provisions, a player will not vote against a proposed solution, unless he is confident that he justify his position and, at least on average, come out of any challenge satisfactorily.
In known manner, play passes from player to player in a clockwise manner around the board. The winner is the first player to advance his or her token 50 to the finish position 6. It is also provided that each player should be allowed an equal number of turns. Thus, if one player reaches the finish position 6 halfway through a round, then the remaining players are allowed to have their turns as usual.
If any other player then reaches the finish position 6, either a draw can be declared or the actual winner can be determined by who advances furthest past the finish position 6.
The game played according to the basic instructions . ; '~', ~
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- 1~
outlined above can be played by 4-10 players, or teams of players. That is each token can be representative of a team of two or more players~ Playing in teams has the advantage of permitting a greater number of people to play and of promoting discussion. Thus, instead of the players individually working out solutions and choosing the best solution, this will be done in the teams. Together, the members of a team will propose various solutions and dPcide amongst themselves which one they should put forward for evaluation by the remaining teams. In turn, the remaining teams will need to discuss the proposed solution, before deciding how to vote. Whilst this will make the game slower, it will promote discussion, and assist all the players in better communicating their ideas.
A description will now be given of a second, alternative method of play, which is more sophisticated, and includes a number of options. In this case, the tray 40 is used. The problem cards are shuffled and distributed equally into the six compartments 41-46 of the tray. Also, here a die is used to determine who starts.
After each player has rolled the die to determine who starts in known manner/ the first player rolls the die to determine from which compartment 41-46 a card should be picked. Either a conventional numbered die can be used, and the compartments 41 46 are correspondingly numbered, or a dye having colouxed faces can be used with the compartmen~s 41-4~ having corresponding coloured maxkings. Having picked a card, the player again reads the problem aloud to the group. The player must then orally present his or her best .: . ' ' 63~;2 Ei possible solution to the problem for evaluation hy the remainder of the group. No one else should speak, whilst the player presents his solution. After giving the remainder of the player's time to consider the proposed solution, at a given signal, all the other players will vote on the effectiveness of the solution proposed by the player.
A number of different voting methods can be used.
As before, a simple thumbs up or thumbs down indication can be given by the other players, to indicate respectively approval or disapproval of the solution suggested by the first player.
This has the advantage of not requiring any additional equipment. Alternatively, the voting chips 70, 72 can be used. I a player approves of the proposed solution, then he hold~ up the solid chip 70, to indicate that yes he approves of the proposed solution. If a player disapproves of the proposed solution, then he will hold up the voting chip 72 with a hole/ to indicate that no he does not approve of the solution. Instead of the voting chips 70, 72, coloured chips can be used above. In this case, a player would hold up a green chip to indicate approval, or a red chip to indicate disapproval. The use of voting chips, such as 70, 72 has the advantage that it is easier to ensure that all the voting players vote simultaneously, and that no player changes his mind or is influenced by the other players. Thus, each player can be re~uired to present a closed fist with the chosen voting chip, then all the players reveal their voting chips simultaneously.
Having voted, the positive and negative votes are counted, and the negative votes subtracted from the positive votes, to give a net score. Again, with the players tokens 50 starting at the start position 5, they are moved around the board in accordance with the voting results. Thus, if there are six voting players, and four approve of a proposed solution and two disapprove, one has a net score of two. The corresponding player's token 50 is then moved two spaces forward.
Alternative scoring techni~ues can be used, instead of just moving a players token in direct correspondence to the results of the voting. E'or example, if there is a positive outcome, ie. more players approve than disapprove of the proposed solution/ the first player can roll the die to determine how far he advances on the board. This introduces an additional element of chance which may be desirable. If there is a negative outcome, theplayercould simply leave his token where it is, or roll the die to deten~ne how far back he moves.
After voting has taken place, and the player's token has been moved, again, the first player, who solved the problem, may now challenge an~ one other player, who voted against his or her proposed solution. The challenged player must provide an explanation for voting against the first player.
Once a challenge has been made, no score may be altered after a vote has been taken. For scoring the vote on the challenger's option, the following rules are applied:
(i) If a positive vote results, then the challenger rolls the die and advances the corresponding number of spaces;
(ii) If there is a tie vote, then the challenger leaves his or her token, where it is, and the die is notrolled;
1~ .i . , , ~3~
(iii) If a negative vote resultsr then the challenger rolls the die and moves backward the corresponcling number of spaces, provided that the challenger is not moved back beyond the start.
After the challenger's score has been recorded, then, if desired, the problem can be thrown open for a group discussion~ to enable a full discussion of all the possible options thought up by the group. Such a discussion should enable the players to see different facets or angles of a particular problem, and to appreciate that they might not always think of all possiblQ solutions. It further enables each player to see the different arguments for different solutions, and to improve their own skills in presenting arguments for a particular solution.
The winner is determined by the first person to advance his or her token to the finish position 6, within any round. Thus, again, if one player reache~ the finish position
(a) The five-step system makes problem solving simpler;
(b) All solutions are imperfect;
(c) There is more than one correct solution to most problems;
(d) It is wise to have several solutions in case ~he first solution fails and needs to be changed slightly;
(e) It is important to think of the long ~erm good as well as the short term results, (f) The ability to communicate effectively makes problem solving simpler;
(g) We can learn something about problem solving from any problem we solve.
Depending on the type o person to which the particular game is directed, the above notes on problem solving and hints or advice to apply can be modified accordingly.
A description will now be given of a basic method of play. The game board 1 or 20 i5 put in posikion, and the cards 30 are shuffled and placed in a stack in the centre of the game board 1.
(The hexa~on 16 can de~ine an area for this purpose)~ The cards 30 are placed face down, so that the queRtions cannot ~ .
.
æ~
be read. One player is chosen to start the game. The player can be chosen by mutual agreement, or in known manner bv rolliny dice. Each player, in turn, takes a problem card 30 from the top of the stack in the middle of the game board 1. He reads the problem on the reverse of the card to the whole group. The player is then allowed a set time to determine possible solutions to the problem, choose a solution, and present it to the group. Once the player has described his solution, all the other players will simultaneously, on a given signal, indicate whether they approve or disapprove of the proposed solution to the problem. A simple techni~ue for indicating whether each player approves or thinks the solution is effective is to give a manual indication. For example, each player would give a thumbs up sign to indicate that he approves of the solution, or a thumbs down sign to indicate that the solution is unsatisfactory. The negative votes against the solution are then subtracted from the positive votes for the solution, to determine the total score for that player. That playerls token is then moved from the start zone 5 clockwise around the board by an amDunt equal to the net score. Each player's token is thus advan~
around the board in dependence upon the score recorded everytime that player proposes a solution to a problem. If a negative score is recorded, that is the majority of the group disapprove of a proposed solution, then his token will be moved bac~wards a cor~esponding amount, as far as the start or zero position 5.
; After voting on a solution to a problem, the player who proposed the solution may, if he wishes, challenge any other player who voted against his solution. He will challenge ~3L2~3~
that other player to provide an explanation as to why he disapproves of his solution~ The challenger will then be required to provide a better solution, which the remainder of the group, excepting the first player and the challenged player, will vote on. The challenged player's token can then be moved, as before, in dependence upon the scoring from the group for his proposed solution. Alternatively, different rules can apply to the moving of a challenged player's token.
For example, it can be provided that the challenged player's token can never be moved forward, but can be moved backwards if a negative score is recorded. The intention of such rules is to prevent players from unthinkingly voting against other player's solution, to hinder their progress around the board.
With these challenye provisions, a player will not vote against a proposed solution, unless he is confident that he justify his position and, at least on average, come out of any challenge satisfactorily.
In known manner, play passes from player to player in a clockwise manner around the board. The winner is the first player to advance his or her token 50 to the finish position 6. It is also provided that each player should be allowed an equal number of turns. Thus, if one player reaches the finish position 6 halfway through a round, then the remaining players are allowed to have their turns as usual.
If any other player then reaches the finish position 6, either a draw can be declared or the actual winner can be determined by who advances furthest past the finish position 6.
The game played according to the basic instructions . ; '~', ~
ii3~
- 1~
outlined above can be played by 4-10 players, or teams of players. That is each token can be representative of a team of two or more players~ Playing in teams has the advantage of permitting a greater number of people to play and of promoting discussion. Thus, instead of the players individually working out solutions and choosing the best solution, this will be done in the teams. Together, the members of a team will propose various solutions and dPcide amongst themselves which one they should put forward for evaluation by the remaining teams. In turn, the remaining teams will need to discuss the proposed solution, before deciding how to vote. Whilst this will make the game slower, it will promote discussion, and assist all the players in better communicating their ideas.
A description will now be given of a second, alternative method of play, which is more sophisticated, and includes a number of options. In this case, the tray 40 is used. The problem cards are shuffled and distributed equally into the six compartments 41-46 of the tray. Also, here a die is used to determine who starts.
After each player has rolled the die to determine who starts in known manner/ the first player rolls the die to determine from which compartment 41-46 a card should be picked. Either a conventional numbered die can be used, and the compartments 41 46 are correspondingly numbered, or a dye having colouxed faces can be used with the compartmen~s 41-4~ having corresponding coloured maxkings. Having picked a card, the player again reads the problem aloud to the group. The player must then orally present his or her best .: . ' ' 63~;2 Ei possible solution to the problem for evaluation hy the remainder of the group. No one else should speak, whilst the player presents his solution. After giving the remainder of the player's time to consider the proposed solution, at a given signal, all the other players will vote on the effectiveness of the solution proposed by the player.
A number of different voting methods can be used.
As before, a simple thumbs up or thumbs down indication can be given by the other players, to indicate respectively approval or disapproval of the solution suggested by the first player.
This has the advantage of not requiring any additional equipment. Alternatively, the voting chips 70, 72 can be used. I a player approves of the proposed solution, then he hold~ up the solid chip 70, to indicate that yes he approves of the proposed solution. If a player disapproves of the proposed solution, then he will hold up the voting chip 72 with a hole/ to indicate that no he does not approve of the solution. Instead of the voting chips 70, 72, coloured chips can be used above. In this case, a player would hold up a green chip to indicate approval, or a red chip to indicate disapproval. The use of voting chips, such as 70, 72 has the advantage that it is easier to ensure that all the voting players vote simultaneously, and that no player changes his mind or is influenced by the other players. Thus, each player can be re~uired to present a closed fist with the chosen voting chip, then all the players reveal their voting chips simultaneously.
Having voted, the positive and negative votes are counted, and the negative votes subtracted from the positive votes, to give a net score. Again, with the players tokens 50 starting at the start position 5, they are moved around the board in accordance with the voting results. Thus, if there are six voting players, and four approve of a proposed solution and two disapprove, one has a net score of two. The corresponding player's token 50 is then moved two spaces forward.
Alternative scoring techni~ues can be used, instead of just moving a players token in direct correspondence to the results of the voting. E'or example, if there is a positive outcome, ie. more players approve than disapprove of the proposed solution/ the first player can roll the die to determine how far he advances on the board. This introduces an additional element of chance which may be desirable. If there is a negative outcome, theplayercould simply leave his token where it is, or roll the die to deten~ne how far back he moves.
After voting has taken place, and the player's token has been moved, again, the first player, who solved the problem, may now challenge an~ one other player, who voted against his or her proposed solution. The challenged player must provide an explanation for voting against the first player.
Once a challenge has been made, no score may be altered after a vote has been taken. For scoring the vote on the challenger's option, the following rules are applied:
(i) If a positive vote results, then the challenger rolls the die and advances the corresponding number of spaces;
(ii) If there is a tie vote, then the challenger leaves his or her token, where it is, and the die is notrolled;
1~ .i . , , ~3~
(iii) If a negative vote resultsr then the challenger rolls the die and moves backward the corresponcling number of spaces, provided that the challenger is not moved back beyond the start.
After the challenger's score has been recorded, then, if desired, the problem can be thrown open for a group discussion~ to enable a full discussion of all the possible options thought up by the group. Such a discussion should enable the players to see different facets or angles of a particular problem, and to appreciate that they might not always think of all possiblQ solutions. It further enables each player to see the different arguments for different solutions, and to improve their own skills in presenting arguments for a particular solution.
The winner is determined by the first person to advance his or her token to the finish position 6, within any round. Thus, again, if one player reache~ the finish position
6, part way through around, then the other players are allowed to complete the round. If another pla~er also reaches the finish during that round, then the winner is the person who has tæ~velled~arthest past the finish. Aiternative rules can be applied, to determine the winner. Thus, one could set a time limit fox the game, and the winner is the pers~n who has traveIled furthest in that time limit, allowing everybody to have an e~ual number o turns. Alternatively, each ~ime a circuit of the game board is completed a player will receive a ring 56. In this version, the tokens 52 would be used, and the rin~s would be accumulated on each player's token 52. The ~263~2~F;
winner would be the person who first completes a certain number o~ circuits of the board.
It is expected that the game apparatus of the present invention will be particularly suited for use with children in a classroom, to teach them to handle problems.
In this case, it may be desirable to make small variations.
Firstly, the five problem solving steps outlined above may need lnitially to be outlined in greater detail. Thus, when describing a problem, the children should be lnstructed to answer such questions as who? when? where? ho~? what? and why?
When defining a problem, it is frequently necessary to break the problem down into smaller parts and then collect or reorganize the facts, to better define the problem. Experience suggests that students or children often fail to see the key elements o~ a problem, and often only begin to solve parts of the problem. To choose a solution, one needs to brainstorm several solutions, predicting the results of each solution and then selecting the best solution or best sequence of problem solving steps. Experience suggests that students will often offer the first solution that comes to mind, instead of generating several solutions and evaluating them to determine the best solution. Applying a solution requires that the solution be carried out in the most tactful wa~ possible. To evaluate the result of a proposed solution, one needs to compare the actual result with that predicted when the solution was chosen.
Instead of using a prepared set of questions, one can ask the students or children to put forward a certain number of Il ... .
0, ~; ` .
--~L~63~2~
, . ~
g~estions each. These can then be reviewed by the teacher or supervisor, for gr ~ atical and spelling errors etc, and then printed on cards etc. For simplicity, and to keep the game ordered/ all the questions can be put into an envelope or jar.
Where there are a large number of students, the~
can be split into groups of 8 or 12, with each group being given a complete game apparatus, including an envelope with the questions. The game proceeds and is scored gene~ally as outlined above.
Experience suggests that initially it will be necessary for the teacher to survey each group and to constantly remind the groups about listening carefully to the answers of the others. ~owever, after a short periodl it is found that students take the game and competition quite seriously.
At the end of a game, pla~ed by a group of students, each participant can be evaluated. This evaluation could be carried out by the student himself, by a fellow group member r by the instructor or teacher, or by someone else. The evaluation could comment on or give some sort of marking for such skills as: describing a situation; collecting facts;
imagining; encouraging; questioning; interpreting; expressing yourself; staying calm; giving ~eedback; analyzing; confronting;
listenin~; brainstorming; giving information; being honest;
and using a system.
It i9 to be appreciated that there are a number of possibilit.ies and variations ~or the game apparatus. Thus, instead o~ the use of dice, a spinner can be incorporated into .
.
12~3~L~6 the centre of the game board 1, to provide means for randomly determining a number. Where voting chips 70, 72 are used, these could be moulded in acrylic, or another plastic. For the tray 40, the individual compartments 41, 46 should be capable of holding 25-50 cards, giving a total of 150-300 for the tray 40. The cards themselves could be provided in different categories. Such categories could be money management; health and safety; home and automobile; relationships; crime;
parenting skills. Where the tray 40 is used, each compartment could be provided with a different category. It will thus be appreciated that, with the basic game board 1, one can use a number of different sets of cards, and in particular differen~
sets of cards with different problems can be chosen for a particular group. Thus, for children, one would use different questions than for adults. It is expected that custom cards~
with a minimum of 50 questions, could be supplied on any particular topic. The game board 1 itself could be formed by silk screening on acrylic, by printing on cardboard, or from wood in the form of a puzzle, Finally, by way of example, there are set out below some typical problem questions tha~ could be incorporated. It is to be appreciated that these ~uestions are only by way of example and that any particular questions can be chosen. These questions are:
1. You have been called for jury duty. On the one hand you don'~ feel you can afford to be tied up for weeks and you have a loophole that will let you off jury duty. On the other hand, you know that the justice system is important. What will ~ou do?
,
winner would be the person who first completes a certain number o~ circuits of the board.
It is expected that the game apparatus of the present invention will be particularly suited for use with children in a classroom, to teach them to handle problems.
In this case, it may be desirable to make small variations.
Firstly, the five problem solving steps outlined above may need lnitially to be outlined in greater detail. Thus, when describing a problem, the children should be lnstructed to answer such questions as who? when? where? ho~? what? and why?
When defining a problem, it is frequently necessary to break the problem down into smaller parts and then collect or reorganize the facts, to better define the problem. Experience suggests that students or children often fail to see the key elements o~ a problem, and often only begin to solve parts of the problem. To choose a solution, one needs to brainstorm several solutions, predicting the results of each solution and then selecting the best solution or best sequence of problem solving steps. Experience suggests that students will often offer the first solution that comes to mind, instead of generating several solutions and evaluating them to determine the best solution. Applying a solution requires that the solution be carried out in the most tactful wa~ possible. To evaluate the result of a proposed solution, one needs to compare the actual result with that predicted when the solution was chosen.
Instead of using a prepared set of questions, one can ask the students or children to put forward a certain number of Il ... .
0, ~; ` .
--~L~63~2~
, . ~
g~estions each. These can then be reviewed by the teacher or supervisor, for gr ~ atical and spelling errors etc, and then printed on cards etc. For simplicity, and to keep the game ordered/ all the questions can be put into an envelope or jar.
Where there are a large number of students, the~
can be split into groups of 8 or 12, with each group being given a complete game apparatus, including an envelope with the questions. The game proceeds and is scored gene~ally as outlined above.
Experience suggests that initially it will be necessary for the teacher to survey each group and to constantly remind the groups about listening carefully to the answers of the others. ~owever, after a short periodl it is found that students take the game and competition quite seriously.
At the end of a game, pla~ed by a group of students, each participant can be evaluated. This evaluation could be carried out by the student himself, by a fellow group member r by the instructor or teacher, or by someone else. The evaluation could comment on or give some sort of marking for such skills as: describing a situation; collecting facts;
imagining; encouraging; questioning; interpreting; expressing yourself; staying calm; giving ~eedback; analyzing; confronting;
listenin~; brainstorming; giving information; being honest;
and using a system.
It i9 to be appreciated that there are a number of possibilit.ies and variations ~or the game apparatus. Thus, instead o~ the use of dice, a spinner can be incorporated into .
.
12~3~L~6 the centre of the game board 1, to provide means for randomly determining a number. Where voting chips 70, 72 are used, these could be moulded in acrylic, or another plastic. For the tray 40, the individual compartments 41, 46 should be capable of holding 25-50 cards, giving a total of 150-300 for the tray 40. The cards themselves could be provided in different categories. Such categories could be money management; health and safety; home and automobile; relationships; crime;
parenting skills. Where the tray 40 is used, each compartment could be provided with a different category. It will thus be appreciated that, with the basic game board 1, one can use a number of different sets of cards, and in particular differen~
sets of cards with different problems can be chosen for a particular group. Thus, for children, one would use different questions than for adults. It is expected that custom cards~
with a minimum of 50 questions, could be supplied on any particular topic. The game board 1 itself could be formed by silk screening on acrylic, by printing on cardboard, or from wood in the form of a puzzle, Finally, by way of example, there are set out below some typical problem questions tha~ could be incorporated. It is to be appreciated that these ~uestions are only by way of example and that any particular questions can be chosen. These questions are:
1. You have been called for jury duty. On the one hand you don'~ feel you can afford to be tied up for weeks and you have a loophole that will let you off jury duty. On the other hand, you know that the justice system is important. What will ~ou do?
,
Claims (24)
OR PRIVILEGE IS CLAIMED ARE DEFINED AS FOLLOWS:
1. A game apparatus, for a plurality of players, the game comprising: a game board; a set of cards bearing open-ended questions defining problems for solution by the players, requiring each player to devise a solution to a problem and present that solution to the other players for evaluation; and a plurality of tokens representative of the players, for movement around the board, to measure the progress of the players in dependence upon the ability of the players to provide solutions to the problems on the cards.
2. A game apparatus as claimed in claim 1, wherein the game board includes a path along which the player's tokens progress, which path includes a plurality of individual spaces.
3. A game apparatus as claimed in claim 2, wherein said path is arranged as a continuous circuit around the game board.
4. A game apparatus as claimed in claim 3, wherein the individual spaces of the path are separated along radial lines.
5. A game apparatus as claimed in claim 2, 3 or 4, wherein the game board is a regular octagon.
6. A game apparatus as claimed in claim 2, 3 or 4, wherein the path and the spaces are arranged in a playing zone having a dodecagonal outer periphery.
7. A game apparatus as claimed in claim 2, 3 or 4, wherein each of the spaces along the path is divided into a token space on which the tokens are intended to rest and an indicia space indicative of the progress of the player's tokens along the path.
8. A game apparatus as claimed in claim 2, 3 or 4, wherein the spaces are arranged in a playing zone, which has an inner periphery defining a central, free space, which includes an area for receiving a stack of the cards.
9. A game apparatus as claimed in claim 3 or 4, wherein the circuit formed from the spaces defines a central space, which is divided into a plurality of areas of different value, and wherein a spinner is rotatably mounted on said central space, to provide chance means for randomly determining a number to be used in determining each players progress.
10. A game apparatus as claimed in claim 1, which additionally includes a tray having a plurality of compartments for receiving the game cards.
11. A game apparatus as claimed in claim 10, wherein the compartments of the tray are each provided with individual indicia, to identify the compartments.
12. A game apparatus as claimed in claim 11, wherein the indicia comprise numbers.
13. A game apparatus as claimed in claim 11, wherein the indicia comprise coloured portions corresponding to the compartments of the tray.
14. A game apparatus as claimed in claim 1, which includes evaluation means for enabling the players except one player to provide an evaluation of a solution to a question presented by said one player.
15. A game apparatus as claimed in claim 14, wherein the evaluation means includes a plurality of pairs of voting chips, whereby, in use, each player is provided with a pair of voting chips, with each pair of voting chips comprising a yes chip and a no chip, to enable each player to indicate his approval or disapproval of a proposed solution, by selection of the appropriate voting chip from his pair.
16. A game apparatus as claimed in claim 15, wherein each pair of voting chips comprises two correspondingly dimensioned chips of different colours, the colours of the chips being assigned to the voting intentions yes and no.
17. A game apparatus as claimed in claim 15, wherein each pair of voting chips includes a solid chip as a yes chips, and a voting chip including a hole as a no chip.
18. A game apparatus as claimed in claim 15, 16 or 17, wherein each voting chip is generally rectangular and of uniform thickness, with rounded corners.
19. A game apparatus as claimed in claim 1, 2 or 3, wherein the set of cards is sub-divided into groups of cards, each group of cards containing questions in a predetermined category.
20. A game apparatus as claimed in claim 11, 12 or 13, wherein the set of cards is sub-divided into groups of cards, each of which groups comprises questions in a predetermined category and is located in a corresponding compartment of the tray.
21. A game apparatus as claimed in claim 1, which additionally includes chance means, for randomly determining a number, which with proposed solutions to the problems, determines the players progress around the board.
22. A game apparatus as claimed in claim 21, wherein the chance means comprises at least one die.
23. A game apparatus as claimed in claim 21, wherein the chance means comprises a spinner device, for randomly generating an integral number.
24. A game apparatus as claimed in claim 11, 12 or 13, which includes chance means, for randomly selecting one of a set of indicia, which indicia correspond to the indicia marked on the compartments of the tray.
Priority Applications (1)
| Application Number | Priority Date | Filing Date | Title |
|---|---|---|---|
| CA000467083A CA1263126A (en) | 1984-11-05 | 1984-11-05 | Game apparatus |
Applications Claiming Priority (1)
| Application Number | Priority Date | Filing Date | Title |
|---|---|---|---|
| CA000467083A CA1263126A (en) | 1984-11-05 | 1984-11-05 | Game apparatus |
Publications (1)
| Publication Number | Publication Date |
|---|---|
| CA1263126A true CA1263126A (en) | 1989-11-21 |
Family
ID=4129080
Family Applications (1)
| Application Number | Title | Priority Date | Filing Date |
|---|---|---|---|
| CA000467083A Expired CA1263126A (en) | 1984-11-05 | 1984-11-05 | Game apparatus |
Country Status (1)
| Country | Link |
|---|---|
| CA (1) | CA1263126A (en) |
Cited By (3)
| Publication number | Priority date | Publication date | Assignee | Title |
|---|---|---|---|---|
| US5230517A (en) * | 1992-03-16 | 1993-07-27 | Peacock Marlin L | Method of playing a game for fostering personal relationships |
| US5826877A (en) * | 1997-06-23 | 1998-10-27 | Glassman; Lauren B. | Method of playing a safety first board game |
| US5882008A (en) * | 1997-01-17 | 1999-03-16 | Siegesmund; Kenneth A. | Board game apparatus and method involving answering objective and subjective questions |
-
1984
- 1984-11-05 CA CA000467083A patent/CA1263126A/en not_active Expired
Cited By (3)
| Publication number | Priority date | Publication date | Assignee | Title |
|---|---|---|---|---|
| US5230517A (en) * | 1992-03-16 | 1993-07-27 | Peacock Marlin L | Method of playing a game for fostering personal relationships |
| US5882008A (en) * | 1997-01-17 | 1999-03-16 | Siegesmund; Kenneth A. | Board game apparatus and method involving answering objective and subjective questions |
| US5826877A (en) * | 1997-06-23 | 1998-10-27 | Glassman; Lauren B. | Method of playing a safety first board game |
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| MKLA | Lapsed |