Interlocking Building Panels

This is a continuation patent application which claims priority under 35 U.S.C. § 120 to Int'l App. No. PCT/US2023/085368, filed Dec. 21, 2023, which is hereby incorporated by reference in its entirety, including without limitation, the specification, claims, and abstract, as well as any figures, tables, appendices, or drawings thereof.

This application claims priority under 35 U.S.C. § 119(e) to provisional patent application U.S. Ser. No. 63/476,700, filed Dec. 22, 2022. The provisional patent application is hereby incorporated by reference in its entirety herein, including without limitation: the specification, claims, and abstract, as well as any figures, tables, appendices, or drawings thereof.

The present disclosure relates generally to building panels adapted to be connected together by means of ridges and slots extending from the faces of the panels. Assembled panels allow for two- and three-dimensional constructions, some of which are specially configured so as not to expose connectors protruding from the construction's most outer boundaries.

The background description provided herein gives context for the present disclosure. Work of the presently named inventors, as well as aspects of the description that may not otherwise qualify as prior art at the time of filing, are neither expressly nor impliedly admitted as prior art.

A jigsaw puzzle is a tiling puzzle that requires the assembly of often irregularly shaped interlocking and mosaiced pieces, each of which typically has a portion of a picture. When assembled, the puzzle pieces produce a complete picture. Early jigsaw puzzles took on the shape of the world map, with cutouts of individual nations. This allowed for disassembly of the world map and for later reassembly. The reassembly process aided students as a geographical teaching aid.

Modern jigsaw puzzles primarily consist of interlocking cardboard pieces and incorporate a variety of images & designs. Such jigsaw puzzles are often only designed to guide the assembler to a single solution. Some view this as a particularly beautiful process, as there exist puzzles where no two pieces in thousands are identical in shape.

However, one limitation of traditional jigsaw puzzles is that, for the assembler to make new artistic constructions, new kit(s) for assembling said constructions must be purchased. The creativity and skill of the assembler are thus limited: the assembler's creativity is limited in that there are a closed, finite number of solutions, and the assembler's skill is limited because it is loosely tied to the assembler's means for acquiring and/or practicing with new, distinct jigsaw puzzles.

Jigsaw puzzles also suffer from relatively unstable constructions. The interlocking components of each of the pieces all connect to one another within the same plane. In instances where the interlocking of the pieces is substantially tighter toward the top of the pieces than the bottom, this can cause large constructions to “wobble”. Wobbling can cause rectangles to look like parallelograms where the interlocking of the pieces is substantially tighter toward the top of the pieces than the bottom, and in extreme circumstances this can delay the construction process and/or make it impossible to construct the design.

To address some of these deficiencies, some companies had recognized a need for systems that would allow for creative play, more open-style builds, and more stable constructions. For example, Lego® (Billund, DK), was an early adopter of one such system. Lego® allowed children to craft toy bricks into a seemingly limitless number of constructions, including three-dimensional constructions. Yet, this near limitless freedom to construct takes a considerable amount of (i) time, (ii) skill, and (iii) imagination. Some kids are not able to adapt as easily as others, and therefore never develop the ability to make truly meaningful constructions out of Lego®'s base kits. Likewise, small bricks are choking hazards, are not easily cleaned, and the small pieces create a practical limitation on the size of objects that can be built without spending excessive amounts of time.

It does not appear as though kids today are avoiding open-build experiences: in fact, it appears to be quite the opposite. Video games such as Minecraft®, which is a 3D sandbox game developed by Mojang Studios where players interact with a fully modifiable three-dimensional environment made of blocks and entities, are widely popular with kids in the newest generation. Their diverse gameplay lets players choose the way they play, allowing for countless possibilities, and the time it takes for kids to acquire the skills to play the games seems to be less than mastering how to build with Legos from scratch.

As a result, companies such as Lego® also sell kits with very specific instructions that guide the user to a very specific solution, though the kit may also allow for other builds. While such instructions lower the required time and skill it takes for kids to create complex builds, it can stifle their imagination.

Therefore, some balancing must occur. The assembler should be allowed to build things of interest to them without needing to pay for new kits. Moreover, it would be ideal if the skill and time required for assembly match a child's attention span so that the child is not deterred from gaining more skill so that they can assemble more complex builds.

LEGO®'s Art World Map set is one such attempt at this balancing act and includes instructions to build 1 of 3 unique combinations of a world map. This kit appears to have come full circle with respect to the industry's early motivation to build map themed puzzles: However, even this noble attempt has its flaws. The kit is rated for adult use only (18+), consists of 11,695 pieces, each of which presents a choking hazard to children, the kit includes 40 canvas wall decor plates, a brick-built frame, 2 unique hanging elements, and a tile tool, the use of which is basically required unless the user wants to sacrifice the ability to rebuild.

Thus, there exists a need in the art for apparatuses which provide a fully customizable, open-build experience while still allowing for a quick and simple construction that can be carried out by children and adults alike.

The following objects, features, advantages, aspects, and/or embodiments, are not exhaustive and do not limit the overall disclosure. No single embodiment need provide each and every object, feature, or advantage. Any of the objects, features, advantages, aspects, and/or embodiments disclosed herein can be integrated with one another, either in full or in part.

It is a primary object, feature, and/or advantage of the present disclosure to improve on or overcome the deficiencies in the art.

It is a further object, feature, and/or advantage of the present disclosure to utilize interlocking panels that have a flat surface and connect at four edges. The flat upper surface can thus allow for substantially two-dimensional constructions. Some of these two-dimensional constructions can therefore appear quite uniform.

It is still yet a further object, feature, and/or advantage of the present disclosure to utilize panels composed of plastic that can be injection molded. Furthermore, the interlocking panels can be constructed from dishwasher safe materials so that they can be cleaned using a dishwasher. For example, the interlocking panels can be constructed from polypropylene (preferably 100% recycled polypropylene sourced from a nearby location). Preferably, the interlocking panels are able to meet certifications that allow for their sale and use with children in under any local regulations. For example, the interlocking panels could be certified in accordance with United State's Consumer Product Safety Improvement Act (CPSIA) and 1986 California Proposition 65 (CA Prop 65) for total lead and phthalates, and American Society for Testing and Materials (“ASTM”) F693-17 for (1) total heavy metals and (2) physical and mechanical testing.

It is still yet a further object, feature, and/or advantage of the present disclosure to connect the interlocking panels to make flat patterns, pixel art, and designs. The assembled designs can, but is not required to, range in dimensions up to tens (or even hundreds) of feet in either direction.

It is a further object, feature, and/or advantage of the present disclosure to provide friction fit components that do not rely on the use of adhesives, magnets, and/or other such complex fasteners for proper securement. The builds are designed to stay together for prolonged display.

It is a further object, feature, and/or advantage of the present disclosure to provide some large-scale building toys that require a child's whole hand—all five fingers—to manipulate, thereby allowing the children who play with said large-scale building toys to improve dexterity in their hands.

The interlocking panels disclosed herein can be used in a wide variety of applications. Both two-and three-dimensional constructions are made possible. The interlocking panels can be used as toys, decorative wall coverings, backsplashes, reconfigurable signs, etc. Additionally, the interlocking panels can be hung from walls by hooks, nails, screws, adhesives, or magnets.

It is preferred the apparatus be safe, cost effective, and durable. For example, panels should be strong enough such that panels that they can be used to cover walls or floors, and that can be walked on, run over with a bicycle, and driven on. The panels can also be adapted to resist excessive heat, static buildup, corrosion, and/or mechanical failures (e.g. cracking, crumbling, shearing, creeping) due to excessive impacts and/or prolonged exposure to tensile and/or compressive forces acting on the panels. The materials are preferably non-toxic and can be sized so that they can be given to children aged as 3 or younger without risk of choking. For example, tiles can comprise a length and width of two and three quarters inches (2.75 in.) so as to form a square. One hundred of these tiles can be used to make a larger ten by ten square that is approximately 28 inches (28 in.) in length and height.

At least one embodiment disclosed herein comprises a distinct aesthetic appearance. Ornamental aspects included in such an embodiment can help capture a consumer's attention and/or identify a source of origin of a product being sold. Said ornamental aspects will not impede functionality of interlocking panels. Example builds can include but are not limited to animals, automobiles such as planes, and video game characters. The interlocking squares can also come in a plethora of solid colors, and some individual squares could be customized pieces that include a plurality of colors. In some embodiments, kits with at least six colors of the rainbow are provided. This helps support critical thinking in children so that they learn while playing.

Use of the interlocking panels can be considered a science, technology, engineering, and mathematics (STEM) activity and can therefore be used in educational environments. Students can enhance their sense of creativity, open-ended problem solving, and/or design build with more rigorous mathematical dimensional analysis.

Methods can be practiced which facilitate use, manufacture, assembly, maintenance, and repair of the interlocking panels which accomplish some or all of the previously stated objectives. For example, a thumb piece that attaches to the back of two panels to lock the panels together can be provided so as to case the assembly and/or maintenance of large constructions built using the interlocking panels. More particularly, the purpose of the thumb piece is to strengthen large designs so that the large designs can be lifted off of a flat surface without falling apart.

The interlocking panels can be incorporated into kits which accomplish some or all of the previously stated objectives. Some kits can further include instructions with suggestions for initial builds. These instructions can include designs that suggest further play. For example, the build could emulate the pattern of numbered triangles or rectangles that allow for play of the popular playground game hopscotch, in which players toss a small object, called a lagger, into said numbered triangles or a pattern of rectangles outlined on the ground and then hop or jump through the spaces and retrieve the object. In some embodiments, the builds can be sized and designed so as moved during play. This could, for example, help facilitate playground games such as the Floor-is-Lava.

These and/or other objects, features, advantages, aspects, and/or embodiments will become apparent to those skilled in the art after reviewing the following brief and detailed descriptions of the drawings. The present disclosure encompasses (a) combinations of disclosed aspects and/or embodiments and/or (b) reasonable modifications not shown or described.

An artisan of ordinary skill in the art need not view, within isolated figure(s), the near infinite distinct combinations of features described in the following detailed description to facilitate an understanding of the present disclosure.

The present disclosure is not to be limited to that described herein. Mechanical, electrical, chemical, procedural, and/or other changes can be made without departing from the spirit and scope of the present disclosure. No features shown or described are essential to permit basic operation of the present disclosure unless otherwise indicated.

Referring now to the Figures,show a front perspective view of a central toy building panel.views the central toy building panelat a forwardmost plane of the device, and various cross-sections are taken along slightly more rearward planes as the figures progress from. Conversely,show a rear elevation view of a central toy building panel.views the central toy building panelat a rearmost plane of the device, and various cross-sections are taken along slightly more forward planes as the figures progress from.

The central toy building panelcomprises two major layers: the forward layerand the rear layer. The central toy building panelwhich can be laid on top of a floor and/or against a wall. The smooth, are designed to interlock with one another at their edges. While the central toy building panelsare designed to be placed horizontally adjacent one another, their interlocking components allow for some components to be secured to one another in a vertical direction, to establish more robust securement.

As shown in, the forward layerincludes a front face, which is preferably smooth and flat. The front faceextends from a top edgeA of the forward layerto a bottom edgeB of the forward layerand from a left-side edgeA of the forward layerto the right-side edgeB of the forward layer.

The forward layerand the rear layerare attached by way of hollow pillars (columns) which traverse an entire thickness of the forward layerand the rear layer. The columns are hollowed out so as to allow for objects (e.g., other interlocking panels, blocks (e.g., alternating block, repeating block, continuous edge, discrete cavity edge connection, discrete protrusion edge connection), accessories, etc.) to attach via friction fit to an underside of same. In some intended builds, the columns that are hollowed out are all intended to be filled with a corresponding object having a similarly sized protrusion. In yet other intended builds, more than one object can comprise a protrusion sized to fit in only a portion of the column, while yet another object with a protrusion sized to fit the remaining portion of the column and to fully accomplish the friction fit. For better securement, most attaching objects will comprise multiple protrusions to facilitate several points of contact. This can help prevent “wobbling” amongst like components laid out on a floor or wall.

In the particular configuration shown in, there is a rectangular area toward the center of the forward layerand the rear layerthat is shared among the two that houses each of the major pillars. The shared, major pillars comprise four central pillarsA-D arranged in a smaller rectangle encompassed by the larger rectangular area. The major pillars also comprise four L-shaped pillarsA-D located at corners of a rectangular boundary defined by the larger rectangular area, four T-shaped pillarsA-D located at edges of the rectangular boundary, and a cruciform shaped pillarcentrally located with respect to the rectangular boundary. Small channels of space exist between each of the major pillars. The four rectangular pillarsA-D are located within the rectangular boundary between the four L-shaped pillarsA-D and the cruciform shaped pillar. And, in even greater particularity, the center of the four rectangular pillarsA-D is exactly at the midpoint of each of the four diagonal lines that run from the center of the cruciform shaped pillarto each corner of the rectangular boundary, i.e. the outermost vertex of the “L” in each of the four L-shaped pillarsA-D.

Also shown inare a plurality of inner ridgesA-D that extend rearwardly from the front faceof the forward layer. Two of the inner ridgesA-B are peripherally positioned near the top edgeA, i.e. lie within the first 20% of the overall height of the forward layeras measured from said top edgeA, of the forward layer. Likewise, the other two inner ridgesC-D are peripherally positioned near the right-side edgeB, i.e. lie within the first 20% of the width of the forward layeras measured from said right-side edgeB, of the forward layer.

As shown in, outer ridgesE-H concentrically surround, and therefore encompass, the inner ridgesA-D. The outer ridgesE-H extend rearwardly from edges shared with inner boundaries of theA-D,A-B,A-D,A-B. The inner ridges and outer ridgesA-H are received by a plurality of holesA-D that span the entire thickness of the rear layer.

Furthermore, as shown in, a plurality of spacers are included to help to stabilize positions of each of the inner ridgesA-D with respect to the forward layer. L-shaped pillarsA-D,A-D can surround each ridge of the inner ridgesA-D. For example, if the L-shaped pillarsA-D,A-D are located near the corners of the inner ridgesA-D, this can provide further rigidity to the front layer. The L-shaped pillars therefore work to dissipate loads placed on each of the inner ridgesA-D when the inner ridgesA-D are placed in interlocking arrangements and/or objects are placed upon the front surfaceof the forward layer. Substantially rectangular pillarsA-B,A-B, horizontally and vertically oriented, respectively, can help keep distance between the inner ridgesA-D and the top edgeA, the right-side edgeB and the shared pillarsA-D,A-D,A-D,. Square-shaped pillarscan be located between the first upper inner ridgeA and the second upper inner ridgeB and/or organized in a rectangle in an upper right corner of the forward layer.

As shown in, and similar to the front layer, the rear layercan also include spacers to stabilize positions of the plurality of holesA-D, with respect to the rear layer. For example, an upper horizontal elongated pillar () can keep distance between a first lateral holeA and a top edgeA of the rear layer,,. An upper lateral vertical elongated pillarcan keeps distance between the first and second lateral holesA-B and a left-side edgeA of the rear layer. A first set of rectangular pillarsare also shown placed between the first lateral holeA and the second lateral holeB. An additional set of rectangular pillarsare organized in an L-shape in a lower left corner of the rear layer. Two lower horizontal elongated pillarsare shown to keep distance between the first and second lower holesC-D and a bottom edgeB of the rear layer, though it is to be appreciated there will exist some embodiments where one longer elongated pillar could be used in lieu thereof. Yet another set of rectangular pillarsis shown positioned between a first lower holeC,C and a second lower hole. And finally, a lower lateral vertical elongated pillaris shown to keep distance between a second lower holeD of the plurality of holesA-D and a right-side edgeB of the rear layer.

show the same features described inbut from a rear vantage point instead of a front vantage point.also show the same features described inin the different standard orthogonal views used for engineering-type figures (front elevation, left-and right-side elevations, top and bottom plan views, etc.).

show additional, highly specialized corner and edge panels that allow for the concealment of connecting components near the edges of a construction (such as the exposed connectors that appear in the substantially six-color and two-color 2D constructions,of).

These panels,include like components to the central toy building panel, but the front surfaces,extend all the way through to cover the most outwardly located corners and/or edges of the builds, respectively. Optional holesA-D andA-B can be further included to allow for the construction of three-dimensional builds.

For example, there is a rectangular area toward the center of the forward layerand the rear layerthat is shared among the two. There are two ridgesA,B that extend downwardly from the upper layer near a periphery of the corner panelthat is internal to the overall build. There are holesA-B associated with only the rear layer, a pair of optional holesA-B associated with the forward layerand the rearward layer,, and a pair of optional holes associated with only the forward layer. The holesA-D are optional because, if omitted, the upper surface of the forward layeris flush and creates a smooth surface near the corner and the most upper surface of the overall build. These corner pieces may or may not comprise central pillars, L-shaped pillars, T-shaped pillars, cruciform shaped pillar, and/or other pillars (not shown) similar to the four central pillarsA-D, the L-shaped pillarsA-D, and the T-shaped pillarsA-D, cruciform shaped pillar, described above. Small channels of space can thus similarly exist between each of the major pillars.

For example, there is a rectangular area toward the center of the forward layerand the rear layerthat is shared among the two. There are two ridgesA,B that extend downwardly from the upper layer near a periphery of the edge panelthat is internal to the overall build. There are holesA-B associated with only the rear layer, a pair of optional holesC-D associated with the forward layerand the rearward layer,, and a pair of optional holes associated with only the forward layer. The holesA-D are optional because, if omitted, the upper surface of the forward layeris flush and creates a smooth surface near the corner and the most upper surface of the overall build. These corner pieces may or may not comprise central pillars, L-shaped pillars, T-shaped pillars, cruciform shaped pillar, and/or other pillars (not shown) similar to the four central pillarsA-D, the L-shaped pillarsA-D, and the T-shaped pillarsA-D, cruciform shaped pillar, described above. Small channels of space can thus similarly exist between each of the major pillars.

The construction of three-dimensional builds can be further enhanced through the use of one or more of the wall field cap (WFC) toy building panelof, the first wall corner cap (WCAC) toy building panelof, the second wall corner cap (WCBC) toy building panelof, the first wall corner floor (WCAF) toy building panelof, the second wall corner floor (WCBF) toy building panelof, and/or the wall field floor (WFF) toy building panelof. The guides,for three-dimensional construction explain one example of how to begin arranging such three-dimensional constructions, using one or more of the corner panelof, the edge panelof, the wall field cap (WFC) toy building panelof, the first wall corner cap (WCAC) toy building panelof, the second wall corner cap (WCBC) toy building panelof, the first wall corner floor (WCAF) toy building panelof, the second wall corner floor (WCBF) toy building panelof, and/or the wall field floor (WFF) toy building panelof.

With specific references to the wall field cap (WFC) toy building panelof, the WFC toy building panelcomprises a rectangular front faceand side edgesof WFC toy building panel. First and second rear ridgesA,B extend downwardly from the front facenear a periphery of the WFC toy building panel. At the upper edge where the ridgesA,B, the WFC toy building panelis approximately half as thick as the overall thickness of the side edgesat the center portion of the WFC toy building paneland an upper surface of this half-thickness portion serves as the upper half of the WFC toy building panel(i.e., flush with the rest of the upper surface of the WFC toy building panel). At an opposite edge of the WFC toy building panel, the WFC toy building panelis approximately half as thick as the overall thickness of the side edgesat the center portion of the WFC toy building paneland a lower surface of this half-thickness portion serves as the lower half of the WFC toy building panel(i.e., flush with the rest of the lower surface of the WFC toy building panel). First and second holesA,B that extend through the half thickness portion near the periphery and lower edge of the WFC toy building panel. There are also two side ridgesA-B that extend outwardly from a first side of the WFC toy building panel.

With specific references to first wall corner cap (WCAC) toy building panelof, the WCAC toy building panelcomprises a rectangular front faceand side edgesof WCAC toy building panel. First and second rear ridgesA,B extend downwardly from the front facenear a periphery of the WCAC toy building panel. At the upper edge where the ridgesA,B, the WCAC toy building panelis approximately half as thick as the overall thickness of the side edgesat the center portion of the WCAC toy building paneland an upper surface of this half-thickness portion serves as the upper half of the WCAC toy building panel(i.e., flush with the rest of the upper surface of the WCAC toy building panel). At an opposite edge of the WCAC toy building panel, the WCAC toy building panelis approximately half as thick as the overall thickness of the side edgesat the center portion of the WCAC toy building paneland a lower surface of this half-thickness portion serves as the lower half of the WCAC toy building panel(i.e., flush with the rest of the lower surface of the WCAC toy building panel). First, second, and third lower ridgesA-C extend upwardly from the lower half-thickness portion until they are flush with the upper surface of the WCAC toy building panelfor approximately. There are also two side ridgesA-B that extend outwardly from a first side of the WCAC toy building panel.

With specific references to second wall corner cap (WCBC) toy building panelof, the WCBC toy building panelcomprises a rectangular front faceand side edgesof WCBC toy building panel. First and second rear ridgesA,B extend downwardly from the front facenear a periphery of the WCBC toy building panel. At the upper edge where the ridgesA,B, the WCBC toy building panelis approximately half as thick as the overall thickness of the side edgesat the center portion of the WCBC toy building paneland an upper surface of this half-thickness portion serves as the upper half of the WCBC toy building panel(i.e., flush with the rest of the upper surface of the WCBC toy building panel). At an opposite edge of the WCBC toy building panel, the WCBC toy building panelis approximately half as thick as the overall thickness of the side edgesat the center portion of the WCBC toy building paneland a lower surface of this half-thickness portion serves as the lower half of the WCBC toy building panel(i.e., flush with the rest of the lower surface of the WCBC toy building panel). First, second, and third slotsA-C extend through the middle of the lower edge near the lower periphery of the WCBC toy building panelfor a distance substantially equivalent to the height of the first, second, and third lower ridgesA-C. There are also two side ridgesA-B that extend outwardly from a first side of the WCBC toy building panel.

With specific references to first wall corner floor (WCAF) toy building panelof, the WCAF toy building panelcomprises a rectangular front faceand side edgesof WCAF toy building panel. First and second rear ridgesA,B extend downwardly from the front facenear a periphery of the WCAF toy building panel. At the upper edge where the ridgesA,B, the WCAF toy building panelis approximately half as thick as the overall thickness of the side edgesat the center portion of the WCAF toy building paneland an upper surface of this half-thickness portion serves as the upper half of the WCAF toy building panel(i.e., flush with the rest of the upper surface of the WCAF toy building panel). At an opposite edge of the WCAF toy building panel, the WCAF toy building panelis approximately half as thick as the overall thickness of the side edgesat the center portion of the WCAF toy building paneland a lower surface of this half-thickness portion serves as the lower half of the WCAF toy building panel(i.e., flush with the rest of the lower surface of the WCAF toy building panel). First, second, and third lower ridgesA-C extend upwardly from the lower half-thickness portion until they are flush with the upper surface of the WCAF toy building panelfor approximately. There are also two side ridgesA-B that extend outwardly from a first side of the WCAF toy building paneland two side slotsA-B that extend inwardly (for a distance substantially equivalent to the length of the two side ridgesA-B) from a first side of the WCAF toy building panel.

With specific references to first wall corner floor (WCAF) toy building panelof, the WCAF toy building panelcomprises a rectangular front faceand side edgesof WCAF toy building panel. First and second rear ridgesA,B extend downwardly from the front facenear a periphery of the WCAF toy building panel. At the upper edge where the ridgesA,B, the WCAF toy building panelis approximately half as thick as the overall thickness of the side edgesat the center portion of the WCAF toy building paneland an upper surface of this half-thickness portion serves as the upper half of the WCAF toy building panel(i.e., flush with the rest of the upper surface of the WCAF toy building panel). At an opposite edge of the WCAF toy building panel, the WCAF toy building panelis approximately half as thick as the overall thickness of the side edgesat the center portion of the WCAF toy building paneland a lower surface of this half-thickness portion serves as the lower half of the WCAF toy building panel(i.e., flush with the rest of the lower surface of the WCAF toy building panel). First, second, and third slotsA-C extend through the middle of the lower edge near the lower periphery of the WCAF toy building panelfor a distance substantially equivalent to the height of the first, second, and third lower ridgesA-C. There are also two side ridgesA-B that extend outwardly from a first side of the WCAF toy building paneland two side slotsA-B that extend inwardly (for a distance substantially equivalent to the length of the two side ridgesA-B) from a first side of the WCAF toy building panel.