2016 Rubik s Brand Ltd 1974 Rubik s Used under license Rubik s Brand Ltd. All rights reserved.

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2 INTRODUCTION: ANCIENT GAMES AND PUZZLES AROUND THE WORLD Vocabulary Word Definition/ Notes Games Puzzles Archaeology Archaeological record History Native American Lacrosse Part 1: Rubik s Cube History 1. Take turns reading The History of the Rubik s Cube. What is the importance of this mind-bending puzzle? _ 2. Using the timeline of the history of the Rubik s Cube website as a starting point, work with your classmates to build a large timeline to hang up in classroom. To do this, separate into small groups. Each group will take a different section of the timeline and illustrate it on a page. 2

3 Use the space provided to illustrate your group s section of the history of the Rubik s Cube timeline. Work with your classmates to build a large timeline to hang up in the classroom. 3

4 Part 2: The History of Games 1. Why do you play games? Why else may people play games? 2. How old do you think games are? Use the archaeological evidence you ve reviewed to discuss the ancient history of games around the world. 3. Use the table below to relate popular modern games to their ancient histories. For example, playing cards were invented in Ancient China. Popular Modern games Their Ancient Histories Example: Playing Cards Playing cards were invented in Ancient China. 4. Why is it important for archaeologists to consider the games people played? 4

5 What are some ancient items or structures they ve found that might have been games? Part 3: Ancient Egyptian and Mesopotamian Games 1. Play Senet and the Game of Ur (known in its ancient form as the Game of Twenty Squares). 2. Identify the games origins on the world map provided by your teacher, or on page 8 of this book. 3. After playing the games, who might have played the games and why? Based on the games, what do you think these ancient peoples might have believed? 4. Use the internet or other resources to explore Egyptian and Mesopotamian archaeology. Write 3 important points based on your research _ 3. _ 5

6 Part 4: Ancient American Games 1. Read excerpts from Native American Games and Stories. List 3 5 important points from the reading. Notes: 2. Recreate Native American games using the supplies you have available. 3. What do you think about what these ancient peoples might have believed? Who might have played the games and why? 4. List some things you learned that were surprising or unusual about American archaeology. 6

7 Number the subjects below based on the order of your own interests. For example, number 1 would be the subject you are most interested in. Animals and Biology: How Animals Learn Through Play Architecture and Design: Building Blocks Educational Games: a Classroom Study Engineering and Construction: Solving Real-World Problems Materials Science: How Things Are Made Physics: May the Force Be With You The Science of Memory and Learning: Brain Games Technology and Communication: Build Your Own Game! 7

8 WORLD MAP

9 ANIMALS AND BIOLOGY: HOW ANIMALS LEARN THROUGH PLAY Vocabulary Word Definition/ Notes Biology Organism Plant Animal Human and nonhuman animal Intelligence Development (physical and psychological) Invertebrate Vertebrate DNA Genome Octopus Cephalopod 9

10 Part 1: Rubik s for Animals Can animals solve the Rubik s Cube? Read Ursula the Octopus has Surprising Knack for SolvingPuzzles. Octopi can solve simpler puzzles, but they enjoy the Rubik s Cube as a toy, and they can move its parts. Research how scientists used the Rubik s Cube to study whether octopi demonstrate handedness that is, if they favor certain limbs for playing with toys and exploring objects. What do you think the findings are? Next, watch videos such as Pull or Push? Octopuses Solve a Puzzle Problem and Crafty Octopus opens container to find food. 1. Come up with a list of animals that could possibly handle a Rubik s Cube. Think about animals with hands or limbs, and excellent vision. 10

11 2. Write down some ideas for how you could use use the Rubik s Cube to explore something about an animal, such as handedness. Part 2: Animal Intelligence 1. Go outside and spend ten minutes observing organisms. Which organisms are plants? Which ones are animals? Identify the differences between the organisms you observe/think of and yourselves. Identify and record the differences in the table below. Name of Organism Plant or Animal Similarities Differences Plant Plant Plant Plant Plant Plant Plant Plant Plant Plant Animal Animal Animal Animal Animal Animal Animal Animal Animal Animal 2. Are you are a plant or an animal? How do you know? 11

12 3. How do plants think and feel? How do animals think and feel? What are the differences between the two? 4. Discuss types of intelligence. Watch the videos and explore how animals are tested with puzzles to identify animal intelligence. Read the octopus articles as a class, and learn Why the Octopus Brain is So Extraordinary. Notes: _ 12

13 5. Watch the Octopus Intelligence video. Discuss vocabulary used in the video such as genome and DNA. Notes: 6. Why do people test animals with puzzles? 7. How do young animals learn? 13

14 8. Do human children play? Yes No What about infant non-human animals? Yes No Why is play important? Why do you like to play? What is the motivation? What does regular play help you to learn that will be beneficial later in life? 14

15 9. Why are games rewarding? Why do you want to keep playing them? Identify specific rewards built into games. 10. Watch the Animal Planet videos of baby animals playing. Notes: 15

16 DNA MODEL 16

17 ARCHITECTURE AND DESIGN: BUILDING BLOCKS Vocabulary Word Definition/ Notes Shape Cube Square Rectangle Circle Sphere Ovoid Two-dimensional Three-dimensional Architecture Construction Design Planning Project management Physics Mathematics Aesthetics Length Width Height 17

18 Vocabulary Word Definition/ Notes Symmetry Perimeter Area Surface area Volume Proportions Ratio Part 1: The Geometry and Design of the Rubik s Cube 1. Read Mummy Math: an Adventure in Geometry. Notes: _ 2. Identify the shape cube. What makes it a cube? Define two- and three-dimensional objects and give an example of each. _ 18

19 3. Why is the Rubik s Cube a cube? How is the shape related to how we solve the puzzle? 4. Identify and list other 2D and 3D shapes in the room. 5. All buildings are made from a combination of shapes. What shapes make up your school building? 6. What are the properties of a cube? Stack Rubik s Cubes. Explore other shapes as well, so you get a hands-on feel for different shapes and how they take up space. What happens if you try to stack marbles? Is there a way to make the marbles more stable? If so how? How many marbles can you fit inside a square frame? What about a triangular frame with the same area? 19

20 RUBIK S CUBE MATH WORKSHEET 1. Measure the length and width of each side of the Rubik s Cube. Be sure to label the units for each answer. Length Width Side 1 Side 2 Side 3 Side 4 Side 5 Side 6 2. What is area, in your own words? 3. Calculate the area of each face. 4. Is the Rubik s Cube symmetrical? Yes No How do you know? 5. If the Rubik s Cube were hollow, how much water could you pour into it (volume)? 6. Calculate the volume of a six-sided di. 7. How does the volume of a Rubik s Cube compare with the volume of a six-sided di? 8. Compare the relationship between the Rubik s Cube and the six-sided di using a fraction(s). 9. How many six-sided dice would fit inside a Rubik s Cube? 20

21 Part 2: Live in A Rubik s Cube! Homework As homework, perform the same measurements you used to build the Rubik s Cube house on a room of your choice (a room at home, the classroom, etc). Use this opportunity to learn how to deal with asymmetrical shapes. How many Rubik s Cubes would it take to fill this room? Use the space below and draw a picture to help you solve the problem. 21

22 EDUCATIONAL GAMES: A CLASSROOM STUDY Vocabulary Word Definition/ Notes Research Research design Scientific method Comparative study Quantitative Qualitative Hypothesis Research question Methodology Experiment Data Results Analysis Significance 22

23 Part 1: What Do Games Teach Us? 1. Make a list of things you can learn from the You CAN Do the Rubik s Cube Solution Guide. STAGE 1: _ STAGE 2: _ STAGE 3: _ STAGE 4: STAGE 5: _ STAGE 6: 23

24 2. There are different categories of games. Can you think of examples of each category? Record examples next to the listed categories below. Categories Øphysical/outdoor games Øboard games Øsolitary puzzles Øvideo games 4. Brainstorm with the class different skills that players might learn in each category. Do we learn more from some games than others? What should we expect to learn from a game in a specific category? Create an inventory of what games you already play and what skills you already have. INVENTORY GAME SKILLS 24

25 Part 2: Set-up and Teams 2. Studies are designed differently. What is a comparative study? When scientists conduct experiments, what tasks should they do? Part 3: Gathering and Presenting Data! 1. Each team will play their chosen game. Record the following: How you learned the game: What you learned while playing the game: Skills used: 25

26 ENGINEERING AND CONSTRUCTION: SOLVING REAL-WORLD PROBLEMS Vocabulary Word Definition/ Notes Shape Cube Square Rectangle Triangle Circle Sphere Ovoid Two-dimensional Three-dimensional Angles Net Engineering Civil engineering Mechanical engineering Chemical engineering Electrical engineering Design Construction 26

27 Vocabulary Word Definition/ Notes Public works Public/community benefits Configuration problem Part 1: What is Engineering? 1. Read the selected chapter from Mistakes That Worked. Notes: 2. What is engineering? What is the purpose of engineering? While some people have accidentally stumbled on great ideas, others set about trying to solve real-world problems. Bridges, for example, help people to travel across canyons and over water. They reduce the distance between two places and improve access. However, what do we have to consider when building bridges? 27

28 INVENTION PROBLEM SOLVED 3. Define the main branches of engineering: electrical, mechanical, chemical, and civil. Look at the diagram on the board. Work with the class to come up with examples of things each type of engineer might build. Electrical Mechanical Chemical Engineering Civil 4. All games incorporate some elements of engineering. Why do people engineer games? 28

29 Part 2: Make a Paper Rubik s Cube 1. Circle and label the shapes and angles that were used in the creation of the paper Rubik s Cubes. 29

30 CUBE TEMPLATE Cut out entire black shape. Fold on dotted white lines and secure with clear tape. 30

31 MATERIALS SCIENCE: HOW THINGS ARE MADE Vocabulary Word Definition/ Notes Natural resources Raw materials Artificial or synthetic materials Materials Science Manufacturing process Plastic Polyurethane Molding Injection molding Parts Assembly Labeling Packaging Quality control Model 31

32 Part 1: The Study of Materials Go over the article, How Rubik s Cube is Made and watch Rubik s Speed Cube Taking the Cube Apart. Notes: Polyurethane, and other types of plastic are frequently used to make toys. Read one of the optional books with the class. Then, watch the videos How Plastic is Made, the videos about LEGO bricks, and The Story of Bottled Water. Discuss environmental drawbacks associated with plastics. Notes: Are there ways to keep making plastic for fun items like Rubik s Cubes, and still take better care of our planet? Please give examples. 32

33 Part 2: Make a Model of the Rubik s Cube 1. How is the modern Rubik s Cube an improvement over older versions? Part 3: Assembly Line and Manufacture 1. Use the space provided below to write instructions that will be used with the Rubik s Cube model and come up with ideas for fun (and/or environmentally friendly!) packaging. STEP 1: STEP 2: STEP 3: STEP 4: STEP 5: STEP 6: STEP 7: STEP 8: STEP 9: STEP 10: 33

34 BROCHURE TEMPLATE 2016 Rubik s Used under license 2016 Rubik s Brand Ltd. Ltd and 1974 Rubik s Used under Developed by STEM.org license All rights Rubik s reserved. Brand Ltd. All rights reserved. 34

35 PHYSICS: MAY THE FORCE BE WITH YOU Vocabulary Word Definition/ Notes Newton s laws Gravity Center of mass Velocity Motion Speed Direction Horizontal Force Vertical Force Push and pull Lubricant Static Friction Dynamic Friction Energy Transfer of energy Thermodynamics Universe Astronomy 35

36 Part 1: Rubik s Physics 1. List examples of physics and mathematics found in games that are the same laws that govern the universe and everyday life Newton s Cradle 2. What laws of physics apply to solving a Rubik s Cube? While simple, physics laws do apply. What kind of force do you have to apply to the Rubik s Cube to solve it? How is friction involved? What is important about the engineering of the Rubik s Cube and the materials used to make it? 36

37 3. Set up a test comparing a lubricated Rubik s Cube with a Speed Cube. Please note: DO NOT apply lubricant to the Rubik s Cubes if they are borrowed from the You CAN Do the Rubik s Cube Lending Library Program. First, you will watch How to Lube the Cube, then follow the instructions or watch your teacher model the process. Type of Cube Test 1 Time (sec) Test 2 Time (sec) Test 3 Time (sec) Lubricated Rubik s Cube Speed Cube 4. What makes the Speed Cube faster? What is the function of lubricant? Compare static and dynamic friction by completing the Venn Diagram below. Static Friction Dynamic/ Kinetic Friction Both 37

38 THE SCIENCE OF MEMORY AND LEARNING: BRAIN GAMES Vocabulary Word Definition/ Notes Psychology Neuroscience Brain Neurons Cognition Learning Memory Nutrition Part 1: Rubik s Rap 1. Song/Rap lyrics or Poem: 38

39 Part 2: How the Brain Works 1. Games like the Rubik s Cube can help to improve cognitive function, including memory. Use the chapters and activities from National Geographic s Brain Games to explore these facts. BRAIN DIAGRAM 2. Use paper and markers or the brain diagram below, and what you ve learned to draw your own educational maps or mazes of the human brain. 39

40 Use the word bank to label the parts of the brain diagrams. Some words will be used more than once. Word Bank Cerebrum Cerebellum Brain Stem Frontal Lobe Parietal Lobe Occipital Lobe Temporal Lobe 40

41 Part 3: Improving Memory 1. What are some ways to improve memory? _ Nutrition is very important for proper brain function and development. Read Eat Lots of Colors. Notes: 41

42 TECHNOLOGY AND COMMUNICATION: BUILD YOUR OWN GAME! Vocabulary Word Definition/ Notes Computer Formal logic Logic programming Data/information Input Output Programming language Code Loops Conditionals Branching Iterative repetition Video Games Platform 42

43 Part 1: Solving Rubik s Cubes Online 1. How was the interactive online game made? _ Part 2: Create Your Own Game! 2. After you become familiar with basic programming concepts, design and create your own very simple games in pairs or small groups. Sketch your game design in the space provided below. 43

44 3. Design and draw a 2D object in the space provided below. If your group masters this, your group can move on to developing a 3D cube. 44

45 Lesson 1: Introduction: Ancient Games and Puzzles Around the World Lesson 2: Animals and Biology: How Animals Learn Through Play Lesson 3: Architecture and Design: Building Blocks Lesson 4: Educational Games: a Classroom Study Lesson 5: Engineering and Construction: Solving Real-World Problems Lesson 6: Materials Science: How Things Are Made Lesson 7: Physics: May the Force Be With You Lesson 8: The Science of Memory and Learning: Brain Games Lesson 9: Technology and Communication: Build Your Own Game! 2016 Rubik s Brand Ltd Rubik s 2016 Rubik s Brand Used Brand Ltd under Ltd / Rubik s Developed Used by: STEM.org under license Rubik s Brand Ltd. license All rights Rubik s reserved. Brand Ltd. All rights reserved. 45