how to be a genius b

A
lot of math involves fi
g
urin
g
out
p
atterns and relationshi
p
s between
different numbers. Try out these
clever m
i
nd-bend
i
ng math tr
i
cks on
your friends and family and find out
h
ow math can be much more
f
un
than you th
i
nk
.
98
THE

MAGIC

OF
Domino divining
g
D
m
n
i
i
i
g
Use basic subtraction skills to discover the
U
s
b
a
o
s
o
i
o
r
total on a domino hidden in your friend’s hand.
t
n
d
m
o
i

e
o
e
h
d
Step 1
Step 1
S
e
Give your friend a set of dominoes and ask him or her to
y
G
r
e
e
m
a
a
h
h
choose one without letting you know what it is.
c
o
o
w
y
k
w
h
t

Step 2
Step 2
S
e
Ask him or her to pick one of the numbers on the domino
p
A
h
h
c
o
e
u
e
o
h
o
n
and to do the following problems with it—it’s okay to use
a
t
o
e
p
s
’
k
s
a calculator:
ll

a
l
a
ǩ0XOWLSO\E\
ǩ 0XOWLSO\ E\ 
ǩ
X
O
\
ǩ$GG
ǩ
G
ǩ0XOWLSO\E\
ǩ
X
O
\
ǩ$GGWKHRWKHUQXPEHU
$GG WK WK E
ǩ
G
H
K
Q
P
shown on the domino
shown on the domino
s
w
n

e
o
Step 3
St 3
S
e
Ask him or her to tell you the
Ask him or her to tell you the
A
h
h
o
l
answer. If you then subtract
answer. If you then subtract
a
w
I
s
r
14 from this, you will be left
1
o
t
,
u
with a two-digit number,
w
w
n

m
r,
which will correspond to
which will correspond to
w
i
o
s
n
o
the very same numbers
y
v
m
u
b
on your friend’s domino.
o
o
f
n
d
m
.
The answer is “9”
T
e
a
s
e

s
“
”
This is an easy trick to start off
T
s
a
e
sy
r
k
s
r
f
with, because you are letting math
w
h
e
u
e
u
r
e
n
m
t
do all the work for you. Ask your
d
a
h

w
r
o
yo
k
o
friend to exactly follow the steps
fr
n
to
x
ct
f
o
t
e
e
of the trick and the answer
of the trick and the answ
o
h
r
k
n
h
a
sw
r
will always be the same: 9.
will always be the same: 9

w
w
s
e
e
a
e
9.
Step 1
Step 1
S
e
Before you start the trick, write the number 9 on
B
r
o
t
t
t
k
r
t
n
m
n
a piece of paper, fold it, and hand it to your friend,
a piece of paper, fold it, and hand it to your frie d
a
c
of

p
d
a
h
d
to
ou
r
d
but tell him or her not to look at it.
but tell him or her not to look at it
b
e
h
o
e
o
o
k
Step 2
Step 2
S
e
Hand your friend a calculator and ask him or her
Hand your friend a calculator and ask him or her
H
d
u
ri
d

a
l
r
d
s
m
r
r
to do the following:
to do the following:
o
o
e
lo
n
ǩ7\SHLQKLVRUKHUDJH
ǩ
S
Q
K
D
ǩ$GGWKHQXPEHURIWKHLUKRXVH
ǩ
G
H
P
H
I
L
R

H
ǩ$GGWKHODVWIRXUGLJLWVRIWKHLUSKRQHQXPEHU
ǩ$GGWKHODVWIRXUGLJLWVRIWKHLUSKRQHQXPEHU
ǩ
G
H
V
X
L
V
WK
U
R
Q
P
ǩ$GGWKHQXPEHURISHWVWKH\KDYH
$GGWKHQXPEHURISHWVWKH\KDYH
ǩ
G
H
P
H
I
V
H
D
ǩ$GGWKHQXPEHURIEURWKHUVDQGVLVWHUVWKH\KDYH
ǩ
G
H

P
H
I
W
UV
Q
LV
UV
HUVWKH\KDYH
UV
H
KD
ǩ0XOWLSO\E\
ǩ0XOWLSO\ E\ 
ǩ
XO
O\
\
ǩ$GGWKHGLJLWVRIWKHDQVZHUWRJHWK
$GGWKHGLJLWVRIWKHDQVZHUWRJHWK
ǩ
G
H
J
R
KH
Q
H
RJ
K

KHU,IWKH
KHU,IWKH
K
,
H
answer is more than one digit, ask h
a
w
s
o
t
n
e
gi
s
him or her
h
o
e
to add those digits together, and to
o
dd
ho
t
o
h
a
gether, and to keep adding
k
d

them together until there is only d
them together until there is only d
h
m
g
e
n
o
y
ntil there is only digit left.
il there is only digit left
t
re
o
i
f
Step 3
S
e
Show your frie
Show your f i
S
w
u
ri
end the piece of paper
end the piece of pap
d
e
c

of
p
with the answ
with the answer w
w
t
a
w
wer written on it.
wer written on it
w
tt
o
t
MATH

B
RAIN G
A
MES
(c) 2011 Dorling Kindersley. All Rights Reserved.
99
All in a row
A
l
i
o
This is not just a great trick, it’s also a
T
s

t
s

e
t
c
t
a
o
good way of practicing your multiplication
ood way of practicing your multiplication
g
d
w
o
p
c
i
u
m
t
i
t

skills. Once again, the number 9 is
skills Once again, the number 9 is
s
l
O
c

a
n
h
n
m
e
9
helping with the magic.
helping with the magic.
h
p
g
i
t
a
c
Step 1
S
e
Hand your friend a calculator, a pen, and a
H
d
u
r
d
c
u
o
d
piece of paper. Ask him or her to write down

piece of paper. Ask him or her to write down
p
e
p
e
A
h
o
e
o
r
d
n
these eight digits: 12345679.
these eight digits: 12345
h
e
g
d
s
2
5
9
Step 2
Step 2
S
e
Ask him or her to choose one of the digits.
Ask him or her to choose one of the digits.
A

h
h
o
h
e
n
f
e
i
Step 3
S
e
Whichever one your friend chooses, you must
W
c
e
n
y
n
c
s
,
u
u
quickly multiply it by 9 in your head. So, for example,
quickly multiply it by 9 in your head. So, for example,
q
k
m
i

y
n
u
e
.
,
m
e
if he or she picks 1, 1 x 9 = 9; if he or she picks 2,
if he or she picks 1, 1 x 9 = 9; if he or she picks 2,
f
s
p
s
1
9
9
h
r
e
c
2
2 x 9 = 18; if he or she picks 3, 3 x 9 = 27, and so on.
2

8
o
h
i
3

7
n
o
.
Step 4
Step 4
S
e
Now ask your friend to use the calculator to multiply
Now ask your friend to use the calculator to m p y
N
k
u
i

u
t
c
u
o
o
u
l
the eight-digit figure by the number you have just
h
e
t
g
g
e

t
m
r
u
v
u
worked out. If your friend picked 1 in Step 3, the
rked out If your friend picked 1 in Step 3, the
w
k
o
o
r
n
c
d
n
e
3
e
answer will be 111,111,111; if he or she picked 2,
answer will be 111,111,111; if he or she picked 2,
a
w
w
b
1
1
e
e

k
2
the answer will be 222,222,222; if he or she picked
h
a
w
w
b
2
2
2
e

k
3, the answer will be 333,333,333, and so on.
3
e
n
e
i
e
3
3
3
n
s
n
Math genius Karl Gauss
M
a

th
th
g
en
en
i
u
s
Ka
Ka
rl
rl
G
a
u
s
s
(1777–1855) once added the
(
1
7
7
7
–
1
8
5
5
)
o

n
c
e
a
d
d
ed
ed
d
th
th
e
numbers from 1 to 100 in seconds.
n
u
m
b
er
ers
er
rs
rs
fr
fro
fr
ro
m
1
to
to

to
1
0
0
i
n
s
ec
eco
c
co
n
ds
ds.
s.
He saw that if you add the rst and
H
e
s
a
w
th
th
a
t
i
f
y
o
u

a
d
d
th
th
e
r
rs
r
rs
rs
t
a
n
d
last numbers (1 + 100), you get 101.
l
as
as
t
n
u
m
b
er
ers
er
rs
rs
(

1
+
1
0
0
)
,
y
o
u
g
et
et
1
0
1
.
Adding the second and second-to-last
A
d
d
i
ng
ng
th
th
e
s
ec
eco

c
co
n
d
a
n
d
s
ec
eco
c
co
n
d
-
to
to
to
-
l
as
as
t
numbers (2 + 99) also gives you 101,
n
u
m
b
er
ers

er
rs
rs
(2
(2
+
9
9
)
a
ls
ls
o
g
i
ve
ves
es
es
y
o
u
1
0
1
,
and so on. So all you need to do is
a
n
d

s
o
o
n
.
So
So
a
l
l
y
o
u
n
ee
eed
ed
d
to
to
to
do
do
i
is
y
101 x 50, which is 5,050.
101 x 50, which is 5,050.
1
0

1
x
5
0
,
wh
wh
i
ch
h
is
is
5
,
0
5
0
.
0
1 2
3
4 5 6 7 8 9
1
0
1
1 12 13 14 1
5
16
1
7 18

1
9 20
Super adder
S
p
r
a
d
r
Perform this trick well and you will
P
f
m
h
t
c
w
d
o
w
convince your friends that you are the
i f i d th t th
c
v
c
y
r
d
h
u

r
h
world’s fastest adder. In fact, the only
world s fastest adder In fact the only
w
s
s
s
d
e
n
a
e
skill you need to master is how to
skill you need to master is how to
s
l
e
d
a
e
s
o
multiply by 11.
multiply by 11.
m
l
l
y
1

Step 1
S
e
Hand your friend a pencil, a piece of paper, and
Hand o r friend a pencil a piece of paper and
H
d
u
r
d
p
c
f
p
a
a calculator, and ask him or her to do the following:
a calculator, and ask him or her to do the following:
a
c
a
k
m
d
h
w
:
ǩ:ULWHGRZQWZRQXPEHUVEHWZHHQDQG
ǩ
G
Q

R
X
H
E
Z
Q

one beneath the other.
o
b
e

e
ǩ$GGWKHWZRQXPEHUVWRJHWKHUDQGZULWHWKDW
ǩ $GG WKH WZR QXPEHUV WRJHWKHU DQG ZULWH WKDW
ǩ
G
H
Z
X
H
W
H
U
G
U
W
third new number beneath the other two.
third new number benea

w
e
e
a
t
o
r
o
ǩ$GGWKHVHFRQGDQGWKLUGQXPEHUVWRJHWKHU
ǩ
G
H
F
G
Q
V
J
and write a fourth new number below them.
bbl h
a
w
e
f
t
e
n
b
o
h
ǩ0DNHDȌIWKQHZQXPEHUE\DGGLQJWRJHWKHUWKH

ǩ 0DNH D ȌIWK QHZ QXPEHU E\ DGGLQJ WRJHWKHU WKH
ǩ
D
D
H
E
E
G
K
W
third and fourth numbers and write it below them.

d
u
m
r
n
w
e
w
e
ǩ.HHSJRLQJLQWKHVDPHIDVKLRQXQWLOWKHUHLV
ǩ
H
J
J
W
V
V
R

Q
W
H
a column of ten numbers.
lft b
a
l
n
t
m
r
Step 2
S
e
Ask your friend to show you the list of numbers.
A
y
r
e
t
h
b
s
Tell him or her that you can add the numbers
Tell him or her that you can add the numbers
T
h
h
y

m
r
together quicker using a pen and paper than
together quicker using a pen and paper than
t
r
c
r
i
a
n
n
a
r
he or she can using a calculator.
h
r
e
s
a
l
r
Step 3
t
p
When your friend accepts the challenge, don’t
When your friend accepts the challenge don’t
e
o

f
n
c
p
h
c
le
e
o
add the numbers together. Instead, simply
add the numbers together. Instead, simply
m
r
o
h
te
,
m
multiply the seventh number by 11—this will
lt
y
e
v
h
u
e
y
—
h
w

give you the sum total of all ten numbers much
e
u
e
m
ot
o
ll
n
m
e
m
h
more quickly than your friend can figure it out
more quickly than your friend can figure it out
r
u
l
ha
y
r
en
c
fi
r
o
with a calculator.
with a calculator.
h
ca

u
o
For instance, if the ten numbers your friend
ta
e
t
t
n
m
rs
o
fr
d
wrote down were 7, 12, 19, 31, 50, 81, 131,
wrote down were 7, 12, 19, 31, 50, 81, 131
ot
o
n
r
,
3
5
8
1
212, 343, 555, all you have to do is multiply the
12, 343, 555, all you have to do is multiply the
,
3
5
al

o
a
t
o
m
t
y
e
seventh number, 131, by 11 to get 1,441, the
e
h
m
er
3
by
1
g
1
1
he
sum total of all the numbers. Don’t forget
sum total of all the numbers. Don’t forg t
m
ta
f
m
r
D
t
rg

you can use a pen and paper for this trick.
you can use a pen and paper for this trick
n
e
pe
a
p
e
o
i
ri
+
-
×
7
8
9
4
5
6
1
2
3
AC
0
C
222222222222
=
.
%

÷
(c) 2011 Dorling Kindersley. All Rights Reserved.
Y
Y
o
u
u
rr

aa
bb
ii
ll
ii
t
t
y
y

t
t
o
o

t
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d
i
i
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e
n
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o
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oo
u
u
i
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s

c
c
a
a
l
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ee
d
d

s
s
pp
aa
t
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i
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a

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a
a
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e
e
n
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nn
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o
o
f
f

dd
i
r
r
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e
c
c
t
t
io
n
n
,
,

hh
ee
l
l
p
p
s
s

y
y
oo
uu
s
s
.
.
r
r
e
a
d
d

m
m
a
a
p
s
s
,
,

a
n
d
d

i
i
s
s

u
u
s
e
e
ff
uu
l
l

i
i
n
n

m
m
a
a
n
n
y
y

ss
p
p
o
o
r
r
tt
ss
1
00
Ma
p
read
i
n
g
A map
i
s l
i
ke an aer
i
al v
i
ew
of the ground, but with all the
f
eatures represented by symbols.
Map reading is a very good test

of spatial awareness. Here, a boy
finds his way blocked and needs to
find a new route by readin
g
a map
and relating it to the real world
.
T
hinkin
g
in
p
icture
s
If you have to pack a lot of items
i
nto the trunk of a car, you use s
p
atial
skills to mentally rearrange them
a
nd decide how to make them fit
best. You also use spatial skills
when ima
g
inin
g
how somethin
g
mi

g
ht
look, such as a different furniture
a
rrangement in your bedroom
.
(c) 2011 Dorling Kindersley. All Rights Reserved.
W
e usually think of spatial awareness in terms
o
f 3-D activities—playing sports, for example.
B
ut spatial skills can also help us with
2
-D
problems, such as making sense of patterns
o
n a pa
g
e. Use these skills to fi
g
ure out how
t
he 2-D objects in these puzzles interact with
o
ne another. Check your answers on page 188.
1
02
2

−
D
SEEING

IN

U
p and down
I
magine the man turning the top-right co
g
g

clockwise. What will happen to the two
baskets of bricks? Will basket A move u
p

or down? Will basket B move up or down
?

You will have to solve this problem stage
by sta
g
e, fi
g
urin
g
out how the turnin
g
of each cog, wheel, and pulley affects

how
th
e next one will move.
You use 2-
D
D, and
Yo
,
2
,
D
D
You u
s
and
uu
n
You use 2-
D
D, and
uu
d
e2-
d
Yo
Yo
u
u
s
e

2
-
D
D
D
D
,
a
n
d
sometimes 3-
D
D, spatial
D
D
3
s
s
e
s
l
o
atia
metim
t
etim
e
s
i
o

i
-
D
D, spatia
etimes 3-
i
i
s
o
m
et
e
t
i
m
es
es
es
3
-
D
D
D
D
,
s
p
a
t
i

a
l
skills when y
o
ou play

y
p
s
k
s
l
l
l
y
y
o
ou
w
u pla
ills when y
o
ou pla
k
s
w
e
i
s
k

i
l
ls
l
s
wh
wh
e
n
y
o
o
o
o
u
p
l
a
y
computer
g
games.
p
uter
g
g
e
s
.
omputer

am
mput
es
computer g
a
u
t
e
e
e
er
c
o
m
p
u
t
er
e
r
g
g
g
a
m
es
e
s
es
.

BB
AA
B
RAIN G
A
M
ES
(c) 2011 Dorling Kindersley. All Rights Reserved.(c) 2011 Dorling Kindersley. All Rights Reserved.
1
03
s
ide-down triangl
e
U
p
s
y
ou figure out a way to turn theCan
y
e on the le
f
t into the triangle
t
riangl
r
ight by moving only three tires?
o
n the
r
h

elp if you use ten equal-size
I
I
t might
h
m
ake your own triangle and
co
o
ins to
m
oins around to find a solution.
o
ve the c
o
m
o
ol
ut
i
Five into fou
ur
Here you can see five squares ma
ade
out of 16 shovels. Can you figure
out
a way to move only two shovels
s to
turn the five squares into fo
ur?

No shovels can be taken aw
way.
E
q
ual division
The

workers
,
wheelbarrows
,
The workers wheelbarrows
a
nd piles o
f
bricks at this
construct
i
on s
i
te look randoml
y
y
a
rranged. However, see if you can
a
dd four lines to divide the site
into five areas, each containing
into

five

areas
,
each

c
containin
w
, one wor
k
er, one w
h
e
e
elb
arro
w
a
nd one pile of brick
s
s
.
vealed that the
Scans have rev
h
e
t
h
Scans have r

aled tha
ans ha
t
t
d that
n
h
h
h
h
h
e
e
eale
cans have rev
d
ans ha
aled that t
ve rev
d that the
e
e
ere
ealed that the
e
e
ve re
ve
rev
S

c
a
n
s
h
a
ve
ve
re
re
ve
v
vea
ea
l
ed
ed
t
h
a
t
t
t
h
h
h
e
e
ain associated
area of the bra

ss
rea of the bra
o
o
ain associa
area of the bra
t
t
n associated
h
e
ea of the
in associ
b
o
of the b
ain associated
area
a
t
ted
ea of the
e
rea of the br
ii
f
a
re
rea
ea

o
f
t
h
e
b
a
ra
a
ra
a
a
i
n
a
s
s
o
c
i
a
t
ed
ed
gation, the
with navi
g
g
g
on,

w
a
a
tion, t
t
n
with n
h
h
e
ith nav
i
vi
gatio
avig
ation, t
with v
e
with navi
ith i
i
w
i
t
h
n
a
vi
v
i

g
g
ig
g
g
a
t
i
o
n
,
t
h
e
s, is enlarged
h
i
p
p
o
c
a
m
p
u
s
hi
p
p
ocam

p
us
p
p
p
p
p
p
s, is enlarg
s
s
larg
o
o
u
a
a
a
m
m
d
u
u
n
h
h
enlarge
c
c
i

i
i
o
o
p
p
p
p
p
p
ged
a
a
a
u
u
u
enlarged
i
i
h
h
i
i
i
p
p
p
p
p

p
p
p
o
o
o
o
c
c
a
a
a
a
m
m
p
p
p
p
u
u
s
s
s
s,
i
s
e
n
l

a
rg
rg
ed
ed
taxi drivers
i
n
L
o
n
d
o
n
t
taxi drivers.
in London
t
a
.
s
rs
L
L
rs
r
r
r
o
o

o
o
a
a
x
x
t
t
t
d
d
d
d
n
n
n
n
n
n
e
r
v
v
i
i
i
r
i
i
i

o
o
o
o
d
d
d
d
a
a
t
t
driv
d
e
e
e
e
ve
v
er
er
r
r
i
i
i
i
i
i

n
n
L
L
o
o
o
o
n
n
d
d
o
o
o
o
n
n
t
t
t
t
a
a
a
a
x
x
i
i

i
dr
d
dri
dr
i
ri
i
ve
v
e
ver
ers
er
rs
rs
.
(c) 2011 Dorling Kindersley. All Rights Reserved.
Many of the things you do
each day depend on spatial
awareness skills—walking
along the street, or us
i
ng the
phone, for example. You perform
these actions so often that they
feel natural, so you barely give
them a thought. You’ll need to
p
ay a bit more attention to solv

e
e

these
3
-D
p
roblems. Turn to
page 1
88
to find the answer
s
s
.
1
04
Four tri
an
n
g
gl
e
s
Arrange six equa
l-
l-
size pencils
so that they m
ak
k

e four equilateral
triangles. If
yo
o
u
u
get stuck, remember
that this is a
3
3
-D puzzle.
Di
f
ff
erent angl
es
es
A
l
th
th
ough these nine
3
-D
sh
h
a
ap
es
al

l
l
l
look very di
ff
erent, t
wo
o
t
hem are
i
id
entical—they’re just b
e
ei
ng shown from
contrastin
g
angles.
Se
e
e
e
if you can find
the two matching s
ha
a
pes. You will need
to visualize each
sh

h
ap
e at different angles
.
Vi
ew from
th
th
e top
The side view abov
e
e
shows four
3
-D sha
pe
pe
s positioned on a bo
ar
r
d
d
(
clockwise from
to
o
p
left: a cube, a cyli
nd
d

er, a
p
yramid, and an
icosahedron).
Ca
a
n you fi
g
ure out wh
ic
c
h
h
of the six overhead vi
e
ew
s
below matche
s
s
the
p
ositions of the
3
3
-D sha
p
es in the side
vi
vi

ew?
B
RA
I
N GAMES
A
A
A
A
B
B
C
D
D
E
E
F
F
A
A
B
B
C
D
D
E
E
F
G
G

H
I
I
I
(c) 2011 Dorling Kindersley. All Rights Reserved.(c) 2011 Dorling Kindersley. All Rights Reserved.
People regularly come up with new ideas that
People re
make life easier and that may even change the
and
the
world. Turning such inventions into practical
inventions into practi
racti
technology takes hard work, but the original
he
idea is often the product of inspired genius.
re
1
06
INVENT
NVEN
I
I
ON
O
Bright ideas
Br
Inventive people are often very
observant, with a talent for linking what

o
hey see to other ideas. In 1948, Swiss
th
ventor George de Mestral noticed a
inve
of prickly plant seedpods clinging
lot of
prickly plant seedpods clinging
s clothes. He discovered that they
to his c
t they
quipped with microscopic hooks
were eq
roscopic
ng to the fabric, and he used his
that clung
e fabric,
to invent the Velcro fastener.
discovery to
to inv
ery t
Problem solving
In 1993, British inventor
Trevor Baylis was watching a TV
show about the spread of AIDS in
DS in
Africa. He realized that people
t pe
were dying because they could
se th

not pick up vital information
p vita
broadcast over the radio, simply
t over
because they had no electricity.
cause
He solved the problem by
inventing a wind-up radio,
powered by a clockwork
motor linked to a small
electrical generator.
M
ak
i
ng connect
i
on
s
Some inventions involve luck, together
with the knowledge to appreciate it.
h the know
In 1928, Alexander Fleming had been
nd
trying to find ways of fighting bacterial
find w
infections when he noticed that
infectio
a
mold grow
i

ng on an unwashed
bacterial culture plate had killed the
bacter
i
a around
i
t—
j
ust l
i
ke the wh
i
te
mold on the culture plate above.
H
e realized he had discovered the
first antibiotic dru
g
, penicillin.
el Prize was established
The Nobel
Prize was esta
T
s establis
T
Pr
N
l Prize was establ
l
Priz

o
was established
h
e was establishe
e Nobe
ize was establi
ob
b
b
was established
e
e was establishe
e
e
e
establishe
e
Prize was establi
Th
Th
e
N
o
b
el
l
el
Pr
Pri
Pr

riz
iz
e
w
wa
s
es
es
es
t
a
b
l
i
s
h
ed
ed
chemist Alfred Nobel,
by Swedish ch
Alfred Nobel,
S
s
s
lfred Nobel
y
o
w
mist Alfred
wed

h
hch
emist Alfred Nobe
e
c
c
i
i
b
b
ob
b
d
d
t
wed
ed
e
emist Alfred Nobe
e
Alfred Nobe
w
Alfr
i
i
f
b
y
S
w

ed
ed
i
s
h
c
c
h
h
e
m
i
s
t
A
l
fr
fre
fr
red
ed
N
o
b
el
el
,
s fortune when he
who made his f
e

fo
s f
fort
o
une w
who ma
rt
d
une when
w
hen h
ho made h
e
e
e whe
ehi
fo
o mad
tu
w
w
w
w
w
w
w
w
who mad
e when he
e

e when he
who made
w
w
rtune w
i
f
wh
wh
o
m
a
d
e
h
i
s
fo
f
fo
rt
rt
rt
u
n
e
wh
wh
e
n

h
e
e
amite in 1867.
invented dynamit
ite in 1867
y
867.
8
6
yna
m
m
t
ted d
n1
n
nvented dyn
e
vente
i
i
i
i
8
d dyna
t
t
7
vented d

7
e
e
ente
e
ve
1
1
8
8
7
it i
i
i
n
ve
ve
n
t
ed
ed
d
y
n
a
m
m
i
t
e

i
i
i
n
n
1
1
8
8
8
6
6
7
.
Known as burs, seedpods like this one have
Known as burs, seedpods like this one have
hooks that cling to animal fur, carrying the
seed away from the parent plant.
Stiff Velcro hooks (red in this magnified view) mimic
Stiff Velcro hooks (red in this magnified view) mimic
the hooks on a plant bur, and catch in the soft loops
of a woven pad.
(c) 2011 Dorling Kindersley. All Rights Reserved.(c) 2011 Dorling Kindersley. All Rights Reserved.
Wernher von Braun was a visionary inventor: a man who
s
aw the future and made it happen. He was the scientist
be
hin
d

th
e

Saturn V
rocket that carried men to the Moon,
V
and he masterminded the development of the smaller
r
ockets that preceded it. He also had ambitious plans
for an orbiting space station and manned flights to
M
ars. But all this was based on his early ex
p
erience
developing the deadly V-2 missile for Nazi Germany.
W
ern
h
er
von
B
rau
n
1
08
Liftof
f
B
orn in 1912, von Braun developed a
passion for astronomy when he was a child.

I
nspired by the rocket-powered vehicles of
F
ritz von Opel and the work of rocket
p
ioneer Hermann Oberth, he became
obsessed by space travel and
j
oined the
S
pacefli
g
ht Society at the University of
B
erlin to assist
O
berth in rocket research
.
Wron
g
tar
g
e
t
I
n the late 1930s
,
the German Nazi authorities
p
ersuaded von Braun to develo

p
the V-2 rocket as
a wea
p
on. Yet von Braun always sa
i
d that he was
really only interested in space travel.
O
n hearing
the news that the first o
p
erational V-2 had hit
L
ondon, En
g
land, he said, “The rocket worked
perfectly except for landing on the wrong planet.”
At the age of 12, von Braun was
A
t
t
h
e
ag
ag
e
o
f
1

2
,
vo
vo
n
B
ra
ra
u
n
w
wa
s
arrested for attaching rockets to a cart
a
rr
rre
rr
res
es
es
t
ed
ed
fo
fo
r
a
tt
tt

tt
a
c
h
i
n
g
ro
ro
c
k
et
ets
ts
to
to
a
c
a
rt
rt
rt
and setting re to them in the
a
n
d
s
et
ett
tt

tt
i
n
g
r
re
r
re
to
to
t
h
e
m
i
n
t
h
e
crowded streets of Berlin.
cr
cro
ro
wd
wd
ed
ed
s
tr
tre

re
et
ets
ts
o
f
B
er
erl
rl
i
n
.
An astonishing total of 3,225 V-2s were
A
n
a
s
to
to
n
i
s
h
i
n
g
to
to
t

a
l
o
f
3
,
2
2
5
V-
V-
2
s
w
er
ere
re
launched against Allied targets toward the
aunched against Allied targets toward the
l
a
u
n
c
h
ed
ed
ag
ag
a

i
n
s
t
A
l
l
i
ed
ed
t
a
rg
rg
et
ets
ts
to
to
w
wa
rd
rd
t
h
e
end of World War II—up to ten per day.
e
n
d

o
f
Wo
Wo
rl
rl
d
Wa
Wa
r
I
I
—
u
p
to
to
t
e
n
p
er
er
d
a
y
.
A rocket-propelled Fritz Opel hurtles down
the AVUS racetrack in Berlin in 1928.
A captured V-2 rocket is launched by

British scientists in October 1945, soon
after the war ended.
R
e
l
aunc
h
I
n 1
9
45, von Braun surrendered to the
A
merican
f
orces, who took him to the
U
.
S
. Eventually, he was joined by a team
o
f 127 technicians who had worked on
the V-
2
rocket program. Their task was
t
o develop the V-2 into a nuclear missile.
H
owever, in 1
9
5

8
, one of von Braun’s
rockets was used to launch the first
U.
S
. satellite, Explorer 1
.
This marked
the beginning of the space race
between Russia and the U.S. that
was to lead to the Moon landings
.
(c) 2011 Dorling Kindersley. All Rights Reserved.(c) 2011 Dorling Kindersley. All Rights Reserved.
1
09
Lunar landing
Von Braun’s big success was the colossal
Saturn V
“superbooster” that carried the
V
Moon missions of the late 1960s. Much
bigger than any previous rocket, it had the
power to carry a heavy load into Earth orbit
and beyond. Von Braun’s dream became
a reality in 1969 when his rocket launched
Apollo 11
on its pioneer mission to land
men on the Moon. Altogether there were
six Moon landings—all using the
Saturn V

.
Rocket science
While he was workin
g
on the first American
rockets, von Braun came up with some
ambitious plans
f
or space exploration.
H
e dev
i
sed a hu
g
e manned orb
i
t
i
n
g
space
station and
fig
ured out ways o
f
mountin
g

exped
i

t
i
ons to the Moon and even Mars.
He
l
a
t
e
r w
o
rk
ed

as

a
n
ad
vi
se
r t
o
W
a
lt
Di
sney, who was mak
i
n
g

TV shows
about s
p
ace travel.
Ground
ed
Eventually it became clear that von Braun’
s
Saturn
rocket was going to be replaced b
y
the space shuttle, which is not suitable for
missions beyond Earth orbit. Von Braun’s
hopes for more expeditions to the Moon and

planets were shattered, and in 1972, he stopped
working for the American space program. Soon

after this he became ill, dying in 1977. Yet he
had achieved his main ambition of sending
astronauts into space—and to the Moon.
(c) 2011 Dorling Kindersley. All Rights Reserved.
Coming?
O
ka
y
?
L
e
t’

s go
H
i
(c) 2011 Dorling Kindersley. All Rights Reserved.
Ok
a
y
G
rea
t
H
e
llo
Y
e
s
(c) 2011 Dorling Kindersley. All Rights Reserved.
Noam Chomsky
Born in 1928, Noam Chomsky is one
of the key figures in linguistics (the
study of language). He is famous for his
theory that children have an instinctive
ability to understand and learn how to
put sentences together—even though
different languages work in different
ways. He believes that these skills are
an inherited part of our nature.
11
3

LEA
R
NI
N
G TO
S
PEAK
W
or
d
s an
d
sen
t
ences
Babies are ver
y
sensitive to words and
speec
h
patterns, an
d

b
y two years o
ld

they know around
3
00 words. They start

linkin
g
them to
g
ether until, at the a
g
e
o
f

f
our, most children can say simple
sentences. By age five or six they can
put toget
h
er more comp
l
ex sentences.
S
econ
d

l
an
g
ua
g
e
Learn
i

n
g
another lan
g
ua
g
e
i
s easy when we are
very youn
g
, because at th
i
s a
g
e our bra
i
ns respond
t
o every new stimulus. Some children even
p
ick u
p
two
lan
g
ua
g
es at once. But
i

t becomes harder w
i
th a
g
e, and
many adults find it is almost im
p
ossible
(
unless they live
f
or a while in a country where the lan
g
ua
g
e is spoken
)
.
S
ome
p
eo
p
le do better than others,
p
ossibly because
the lan
g
ua
g

e-processin
g
areas of their brains are bi
gg
er.
O
ur complex language is one of the features that makes humans
d
ifferent from other animals. A parrot may be able to talk, but it
cannot use lan
g
ua
g
e to explain what it is thinkin
g
. Speakin
g
is
n
ot just about makin
g
the ri
g
ht sounds—it is about usin
g
sounds
t
o communicate. We learn this when we are very young, but we
k
eep adding to our verbal skills throughout our lives.

P
arrot fashion
Y
ou can teac
h
a parrot to
s
p
eak, but you can’t teach it
t
o
h
a
v
e

a
r
ea
l
co
nv
e
r
sa
ti
o
n.
The parrot
j

ust learns to
repeat t
h
e soun
d
s, an
d
ma
y
un
d
erstan
d
w
h
en to
say
p
articular
p
hrases, but
i
t cannot put to
g
ether
i
ts
o
wn
se

nt
e
n
ces
. Th
is

s
k
i
ll
is

un
i
quely human.
ca
t
I
w
a
nt
so
m
e

c
h
oco
l

a
t
e
!
I
f
I am very good and eat
my ca
bb
age, can
I

h
ave
some ice cream
?
Prett
y
Poll
y!
ba
g

more
(c) 2011 Dorling Kindersley. All Rights Reserved.
11
4
HAVING A
WORD
Bl

u
e
Green
O
rang
e
W
h
i
t
e
P
ink
Orang
e
R
ed
Gree
n
R
ed
B
l
ue
G
r
ee
n
Orang
e

Pin
k
Red
Whit
e
Blu
e
R
ed
W
hit
e
Gree
n
O
rang
e
Pin
k
Orang
e
Blu
e
G
reen
W
hit
e
Green
R

ed
P
in
k
O
rang
e
R
ed
1
.
S
ail
,
cone
,
mast
,
cat
,
deck
2
.
Sta
p
ler,
p
encil, ruler,
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en, crayon

3.
Moon, Earth, Mars,
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un, Ne
p
tune
4.
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5
.
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fl
ower, sky, laugh
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t
In each o
f
the
f
ollowing lists o
f
words,
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f
the
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ve are related in some wa
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.
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ee if you can guess which two are the
o
dd
ones out an
d
w
h
y.
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i
ck compar
i
son
s
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gur
i
ng out the relat
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onsh
i
ps between
words is the
fi
rst step to correctly using
t
hem.
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hoose the right word to complete
t

h
e

se
nt
e
n
ces

be
l
o
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smell, aroma, taste, touch, hear
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two, four, unicycle, five, one
W
hen
y
ou talk or write,
y
our brain searches
through your vocabulary to pick out the words
you need to express yoursel
f
. The
f
ollowing
g
ames test your understanding of the
relationships between words and also show
how easily your brain can become con
f
used
when you read words in a strange context.

C
heck your answers on page 189.
M
ixed messa
g
e
s
T
he circumstances in which you see
w
ords influence the way you read.
S
tep
1
T
ime yourself as you read out the color of
t
he writin
g
, not the word itself. Look at the
1
5 words in the to
p

p
anel.
S
tep
2
N

ext, time yourself as you try to do the
s
ame with the panel below.
B
RAIN G
A
M
E
S
It is ver
y
difficult to e
q
ual or beat
y
our
time from Ste
p
1. For
p
eo
p
le who are
p
ro
fi
cient at reading, it is di
ffi
cult not to
automatically read the word. I

f
the color o
f
the word and the word itself are not the
r
d

it
se
lf
ar
e
n
ot

t
he
same, we sa
y
the
w
w
ord much
q
uicker
t
h
an we can n
a
a

me t
h
e co
l
or
.
(c) 2011 Dorling Kindersley. All Rights Reserved.
Like and unlike
Like and unlike
This game tests your knowledge of how words
relate to one another. In the top game, pick two
pg ,p
words
f
rom each line—one
f
rom the le
f
t side and
one from the right—that are closest in meaning.
gg
Now do the same for the
g
ame below, but this
time pick the two words that are opposites.
ppp
Like
n
i
ce, hungry, wor

k
s
tarv
i
ng, cat, stron
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t
i
red, cut,
i
nclud
e
apple, sleepy, worse
pp py
scary, tras
h
,
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arty
t
o
p
,
fi
sh, s
p
ook
y
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y

catch, grow, foolish
g
U
nlik
e
h
i
de, d
i
stant,
p
ra
i
se
s
corn, bl
i
nk, l
i
sten
sharp, chew, edge
p, , g
bite, center, strange
,,g
twist, rational,
p
uzzle untidy, illo
g
ical, test
crawl, leave, start

crawl leave start
return, walk, travel
return walk travel
R
abb
i
t
Go
a
t
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Dog
H
ors
e
P
i
g
S
hee
p
C
a
t
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ger
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ir
d
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ep
hant
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ep
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nt
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a
bbi
t
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ger
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e
p
h
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t
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rs
e
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i
g
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og
Go
a

t
C
a
t
Bi
rd
S
hee
p
Colored creatures
Colored creatures
Time yourself as you say out loud the color
yyy
and the animal pictured behind the word for
the group of animals on the left. For example,
the group of animals on the left For example
t
he first one is a blue rabbit. Then do the
same for the group of animals on the right
and compare the two times.
and compare the two times
As in the mixed-messages
g
s
g
ame, it is harder to ignore th
e
e
word. We have to stop the
word.Wehavetostopthe

automatic reading response
in order to perform the task,
in order to perform the task
and this slows us down.
(c) 2011 Dorling Kindersley. All Rights Reserved.
1
1
6
So
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to
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h
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im
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.
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u
ne
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ed
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l
l
l
an
gu

gu
gu
ag
ag
g
e
e
to
to
l
ea
e
e
rn
rn
n
.
Can I have
t
wo tickets
for the movie
,

please? Can
we sit where
w
e want?
Wh
a
t i

s
h
e
doing
?
We
h
ad

a
t
e
rrifi
c

t
ime skiing in the
A
lps last year.
When did you
go there?
W
e
w
e
nt in M
a
r
c
h. I think

that’s the best time t
o
g
o
b
ecause t
h
ere was
a
lot of snow.
W
e w
i
ll do
th
e same.
The children
will l
o
v
e
it!
hink he will
Do you think
me?
ever forgive me?
ANGUAGE
USIN
G
Maybe you should

e
xplain to him why
you did that and
see what he says
.
(c) 2011 Dorling Kindersley. All Rights Reserved.


4
D3;@93?7E
11
8
Fill in the blanks
This game tests how good you are at
understanding words in context. Where
do these words fit into the story below?
Two of the words don’t belong, so choose
wisely! Check the answers on page 189.
ǩVKRFN
ǩ JULSSHG
ǩ
JU
LS
SH
G
ǩJOLPSV
H
ǩIULHQG
O\

ǩKLGHRXV
ǩEORRGFXUGOLQJ
VXUSULVH
ǩVXUS
UL
VH
ǩFKDQ
FH
ǩȍHZ
ǩWDOO
ǩVHFRQG
ǩ
FR
Z
This game is a
fun way to check
how good your
vocabulary is as
well as testing
the ability of your
brain to think
quickly and create
connections
between objects
be
tw
een
ob
je
ct

s.

Coming up with
10–15 connected
words in the time
limit shows a good
level of word skill.
You will need:
ǩ7ZRSOD\HUV
ǩ6WRSZDWFK
ǩ3HQDQGSDSHU
S
S
X
-ray almost
f
roze when he saw the shape.
L
ooking up at the ________ birdlike animal,
p
erched at the top o
f
a ________ building,
X
-ray knew this could be a fight to the death
.
W
hen the beast spied X-ray below, it let out
a
________ shriek and, without waiting

a
nother ________, swooped down with
t
errifying speed. It ________ X-ray in its
t
alons and carried him away before he had
a________ to think. After the initial ________,
X
-ray turned in the animal’s grip so that he
g
ot a brie
f
________ o
f
its
f
ace, and he sent
a
laser beam stra
i
ght
i
nto the beast’s beady
e
yes. The creature shrieked in ________ and
l
et go of the hero, who ________ to safety,
r
eady for his next challenge.
S

tep
1
6
WDUWWKHVWRSZDWFKDV\RXDVN\RXUIULHQG
to name as many animals as he or she can
i
n 30 seconds.
S
tep
2
F
or every animal named, mark a checkmark
on a piece of paper. If there are any words you
don’t know, check with an adult.
S
tep
3
T
his time get your friend to ask you how many
f
ruit you can name in
3
0 seconds. Next time,
use your own ideas
f
or subjects.
Talk about it
(c) 2011 Dorling Kindersley. All Rights Reserved.
Step
3

Next it is the turn
of player 2 to start to
speak on a new subject.
After three turns each,
you could
i
ncrease the
time to a minute for
each speech
.
S
tep
1
The two players take
turns to talk on a topic
for 30 seconds, without
repeating words or
pausing for too long.
The topics are decided
by the quizmaster, who
also keeps t
i
me.
p

1
St
e
p
n adult to write 12 words A

s
k a
n
s and adjectives) on separate (nou
n
c
es o
f
paper. Fold each piece
p
ie
c
p
put them inside the box.and
Step
St
2
The
fi
rst player chooses a
piece o
f
p
a
a
per and reads out
t
h
e wor
d

, a
n
nd
t
h
e secon
d

p
layer has to
s
s
ay a similar
word. If the noun is
“
y
acht,”
y
he or she could say
“
ship” or if the
a
a
djective
is “cold,” he or she could suggest “
f
f
reezing.
”
St

ep
3
The game cont
i
nues w
i
th the rema
i
n
i
ng
words until the player pauses
f
or m
o
o
re
than five seconds or is unable to thi
n
nk
nk

of a suitable word. Ask an adult to time
the answers w
i
th the stopwatch.
S
tep
2
A

t the word “go,” player 1
starts to talk. Challen
g
es
c
an be made at any po
i
nt
if player 2 feels a rule
h
as

bee
n
b
r
o
k
e
n—th
e
q
uizmaster’s decision is
fi
nal. I
f
the challenger is
c
orrect, he or she continues
the talk. The

p
layer who is
speakin
g
when the time
i
s up w
i
ns the po
i
nt
.
K
ee
p
talkin
g
Now
i
t’s t
i
me to
t
hink on
y
our
f
eet
—
a

n
d

h
ope t
h
ose
words keep coming.
You
w
i
ll n
eed
:
ǩ

7
ZRS
O
D\HUV
ǩ

4
XL]PDVWHU
ǩ
6WRSZDWF
K
Every picture tells a story
Here’s a game to test your storytelling skills.
Choose five objects from the grid opposite to

create a brief story. Choose your objects from
either a straight or a diagonal line. You must
bring all five objects into your story and use
proper sentences. Try to be as imaginative as
you can, whether your story is set in a fantasy
world or is just about a day at school!
Close relatives
Y
our brain has an
a
a
mazing capacity to
remember words, often by linking them
with visual ima
g
e
s
s
. These
g
ames help you
p
ractice your wor
d
d
skills to im
p
rove your
vocabular
y

and co
n
n
fidence so that
y
ou
w
o
n’t
e
v
e
r
be
l
os
t
f
f
o
r w
o
r
ds
.
It’s not always easy
finding the word you
need. This game
tests your skill at
thinking up words

with related
meanings.
You will need:
ǩ7ZRSOD\HUVDQGDQ
adult to help out with
the game
ǩ3HQDQGSDSHU
ǩ%R[ZLWKDKROHRQWRS
ǩ6WRSZDWFK
11
9
(c) 2011 Dorling Kindersley. All Rights Reserved.
1
21
As lnog as you wrti
e

A
s
s
l
n
o
g
g
a
s
y
o

u
wr
wrt
rti
rt
i
e
the frsit and lsat lttres
t
h
h
e
fr
f
rs
fr
rs
i
it
a
n
d
l
ls
a
a
t
l
ltt
t

tr
tt
tre
re
s
es
es
of a wrod, you can
o
f
a
wr
wro
r
o
d
,
y
o
u
c
a
n
sitll raed it.
s
itll raed it.
s
i
itl
tl

l
ra
ra
ed
ed
i
it
t.
W
or
d
s as ar
t
Some forms of writing are so
beautiful that they are treated
a
s an art form. In the past, many
people in the West learned graceful
f
orms o
f
handwriting—an art known
a
s calligraphy that is still enjoyed by
s
ome today. In Chinese, every new
word requires a different character,
a
nd this gives calligraphy a practical
f

unction because the writer can invent
a
n entirely new character to express
a
particular idea. Such characters
a
re works of art in their own ri
g
ht.
Pictures and words
Comic books have always been
popular with children, and many
adults read graphic novels that are
based on the same idea. These
do have words, but most of the
meaning is in the pictures. Pictorial
representations of words are also
used in other ways such as road
signs. Known as pictograms,
these have the advantage of being
universally understood—regardless
of the language you speak and
whether you can read it.
Speaking and writing
Although most of us learn how to write,
few people do it well. We can tell a
story, but somehow we lose the plot
when it comes to writing it down.
We often use unclear language when
we write, which is why so many official

forms and documents are difficult to
understand. Learning to express
yourself in simple terms when you
are writing is an important skill.
(c) 2011 Dorling Kindersley. All Rights Reserved.