TRUE SCIENCE STORIES · B2 · 50 min

The Cube That Wasn't a Toy

A teacher in Budapest builds a wooden model to help his students think in three dimensions. Then he twists it, and can't put it back. The puzzle he couldn't solve became the best-selling puzzle in history.

Today: you'll follow Ernő Rubik from a classroom in 1970s Budapest to the toy shops of the world, and find out how a teaching tool became a craze. By the end, you'll be able to say why something was made and what happened as a result.
Before we start. Let's see what comes to mind. There are no wrong answers here.
Discuss:
  • Have you ever tried a Rubik's Cube? Did you solve it? If not, why not?
  • What's the most frustrating puzzle, game or problem you've ever worked on? Why did you keep going, or why did you stop?
  • Some famous inventions were made for a serious reason and became something else. Can you think of one?

The vocabulary of this story

Ten words. Work through the four activities. Say your answer out loud before you reveal it.

A · What do they mean here? Work it out from the context

1. A crossword, a jigsaw and a Sudoku are all kinds of puzzle. You spend time on them for fun, and there's a good feeling when you finish.
a puzzle (n) — a game or problem that tests how well you can think. To solve / do / work on a puzzle.
2. Before he sold a single toy, the designer made a rough first version out of wood and paper to test his idea. It was only a prototype.
a prototype (n) — the first model of something, made to test it before the final version.
3. Inside a mechanical watch there is a mechanism: a set of small parts that work together and make the hands move.
a mechanism (n) — the system of parts inside a machine or object. A locking mechanism; a clever mechanism.

B · Which word means…?

Three words: patent · craze · algorithm. Say the right one, then reveal.

1. Which word means an official document that gives you the only right to make and sell your invention for a number of years?
a patent (n, also a verb) — to take out a patent; to patent an idea.
2. Which word means a very popular fashion or activity that doesn't last long?
a craze (n) — the latest craze; a dance craze; a fitness craze.
3. Which word means a set of steps you follow, in order, to solve a problem?
an algorithm (n) — a recipe is a kind of algorithm. Computers run on them.

C · Choose the meaning — a / b / c

1. Before you can solve the cube, someone has to scramble it. Scramble means…
  (a) to mix the pieces up into a random order   (b) to clean it   (c) to hide the pieces
(a) — to scramble (v). Opposite idea: to unscramble. Also: scrambled eggs.
2. A padlock with four numbers has ten thousand possible combinations. Combination means…
  (a) a kind of lock   (b) a particular arrangement of things   (c) a way of counting quickly
(b) — a combination (n), to combine (v). A winning combination; a combination of colours.

D · Word building & collocation

1. You know the verb obsess. Build the family: the noun: an ___ · a person who can't stop thinking about something: ___ with it · describing a habit you can't control: ___.
an obsession · obsessed (with) · obsessive. She's obsessed with chess.
2. One word completes all three: to break a world ___ · a personal ___ time · to keep a ___ of your progress.
record (n). Also a verb, with a different stress: a REcord (noun), to reCORD (verb).

Now use them — out loud

Before we read:
  • Using prototype, mechanism and craze, guess how a classroom model could turn into a worldwide craze.
  • Why would anyone take out a patent? What could go wrong if they didn't?

The story, in three parts

Read each part. After it, there's a quick check (answer from memory first), then one question to discuss.

Part 1 — A teacher with a problem

Budapest, 1974. Hungary is a communist country, and toys, like almost everything else, are simple and not very exciting. Ernő Rubik is 29. He is not a toy maker. He is a professor of architecture and design, and he has a problem in his classroom.

His students have to think about objects in three dimensions. They must imagine a shape turning, moving and fitting together with other shapes. It is one of the hardest skills to teach with a blackboard. Rubik wants something students can hold in their hands.

So he builds a model from small wooden blocks. His first idea is a cube made of smaller cubes, held together with rubber bands. It falls apart almost at once. The real challenge is this: how can every layer turn freely, in every direction, without the whole cube collapsing? After weeks of work he finds a solution. Inside the cube there is a mechanism that locks the pieces together, so that each side can still rotate. He sticks coloured paper on the faces, so that he can see the movement.

Then, almost by accident, he twists the cube a few times to see it move. When he stops, the colours are completely mixed up. And he discovers a problem that he has not planned for: he has no idea how to put it back.

Quick check — from memory, then reveal:

1. What was Rubik's job, and why did he build the cube?

2. What was the technical challenge, and what was the discovery he hadn't planned for?

1. He was a professor of architecture and design. He built it to help his students understand three-dimensional movement, by holding it in their hands.

2. The pieces had to turn freely without the cube falling apart, so he needed an internal mechanism. Then, after twisting it, he found he couldn't solve his own puzzle.

Discuss:
  • Before you read on: what would you do if you had just made a puzzle that you couldn't solve yourself?

Part 2 — From Budapest to the world

Rubik has often said it took him about a month to solve his own cube. Along the way he worked out a method, layer by layer, and he realised that he had made something more interesting than a teaching aid. In 1975 he applied for a patent in Hungary. In 1977 the first cubes, called the Magic Cube, went on sale in Budapest toy shops.

They sold well in Hungary. But there was a problem. In those years it was very difficult for a Hungarian product to reach the West. There were no international toy companies with offices in Budapest, and the state controlled foreign trade.

The breakthrough came in 1979. A Hungarian businessman, Tibor Laczi, took a few cubes to the Nuremberg Toy Fair, the biggest toy fair in Europe. There he met Tom Kremer, a toy entrepreneur based in Britain who worked with the American company Ideal Toy. Kremer saw at once that people would be fascinated. Ideal agreed to sell it worldwide, and the toy got a new name: Rubik's Cube.

In 1980, it arrived in shops around the world, and it became a craze. Adults on trains, children in playgrounds and students in libraries were all twisting the same coloured cube. Books explaining how to solve it became bestsellers. Hundreds of millions of cubes have been sold since, making it the best-selling puzzle of all time.

Quick check — from memory, then reveal:

1. Why was it hard for the cube to leave Hungary at first?

2. Who were Tibor Laczi and Tom Kremer, and what did they do?

1. The state controlled foreign trade, and no international toy companies had offices in Budapest, so it was hard to reach Western buyers.

2. Laczi, a Hungarian businessman, took cubes to the 1979 Nuremberg Toy Fair. Kremer, a toy entrepreneur working with Ideal Toy, saw its potential and arranged for it to be sold worldwide as Rubik's Cube.

Discuss:
  • Why do you think a cube from one small classroom conquered the whole world, when so many clever toys are forgotten within a year?

Part 3 — 43 quintillion ways to be wrong

The cube is small, but the numbers are enormous. A standard cube can be arranged in about 43 quintillion different ways: a 43 followed by eighteen zeros. If you tried one arrangement every second, it would take you about a hundred times the age of the universe. And only one of them is the solved cube.

Yet every scramble can be solved, and in 2010 a team of mathematicians and computer scientists proved something remarkable. However the cube is scrambled, it can always be solved in twenty moves or fewer. The number 20 is known as "God's number".

Meanwhile, people were solving it faster and faster. The first World Championship took place in Budapest in 1982, and the winner solved the cube in about 23 seconds. Today's record holders solve it in just over three seconds. They use algorithms, sequences of moves that they have memorised, and they often plan the next moves while their hands are still finishing the last ones.

Rubik himself did not become a toy tycoon. He continued to work as a designer and a teacher, and he set up a studio in Budapest to develop new puzzles and games. He is still a professor, and he is still interested in the same things: how people learn, and how they think in space.

Five ideas from the story. Read each idea. Can you think of an example from real life? Say it, then reveal one.

1
Build to think
Make something you can hold, to understand something you can't see.A model can teach what words can't.
An architect makes a small paper model of a building to check how the rooms connect.
2
Solve your own problem
The hardest problem is often inside your own invention.Making the cube turn was harder than the idea itself.
A cook has a great idea for a dish, but finds it takes a month to make the recipe work.
3
Get stuck, then find a method
Being lost is part of the process.Rubik needed a month, and then a method.
Learning a language: months of confusion, then a system for verbs that finally clicks.
4
Let it travel
A good idea needs someone who can carry it across a border.Laczi and Kremer did that for the cube.
A local band's song goes worldwide because a DJ abroad plays it.
5
Layer by layer
Huge problems fall to small, repeated steps.That's what an algorithm is.
Writing a book, or building a house: one page, or one brick, at a time.
Quick check — from memory, then reveal:

1. How big is the number of possible cube arrangements, and what is "God's number"?

2. How did Rubik's own life change after the craze?

1. About 43 quintillion arrangements. God's number is 20: any scramble can be solved in twenty moves or fewer.

2. Not much. He carried on as a designer and teacher, and set up a studio in Budapest to develop new puzzles.

Discuss:
  • The cube has 43 quintillion wrong answers and one right one. What does this teach us about patience, method and luck?

Grammar — purpose & result

Two questions run through the whole story. Why did he build it? And what happened as a result? English has different structures for each.

Purpose: why do it?
• to / in order to / so as to + verb (same person does both): "He built the model to teach his students." · "…in order to teach…"
• Negative: so as not to / in order not to: "He held it carefully so as not to break it." (Not to not.)
• so that + clause (often another subject, with can / could / will / would): "The mechanism holds the pieces so that every side can turn."
Result: what happened?
• so + adjective / adverb + that: "The puzzle was so hard that it took a month."
• such + (a/an) + adjective + noun + that: "It was such a clever design that everyone wanted one."
• Remember: so goes with an adjective alone, such goes with a noun.
Watch out: never say for to + verb (for to teach is wrong). And never mix two structures: so that not to is wrong.

1. Which one fits?

Choose a, b or c. Say the whole sentence aloud, then reveal.

1. Rubik built the cube ___ teach his students about movement in three dimensions.
  (a) so that   (b) in order to   (c) such that
(b) in order to — followed directly by a verb. So that needs a whole clause after it.
2. He designed a mechanism ___ the pieces could turn without falling apart.
  (a) so that   (b) so as to   (c) in order to
(a) so that — a new subject (the pieces) follows, so we need so that + clause.
3. The puzzle was ___ difficult that he needed a month to solve it.
  (a) such   (b) too   (c) so
(c) so — so + adjective + that. There's no noun after difficult.
4. It was ___ a clever design that everyone wanted one.
  (a) such   (b) so   (c) too
(a) such — such a + adjective + noun (a clever design).
5. The cubes were made of strong plastic ___ they wouldn't break.
  (a) in order to   (b) so as to   (c) so that
(c) so that — they wouldn't break is a clause with its own subject.
6. Players hold the cube carefully ___ drop it.
  (a) in order that   (b) so as not to   (c) so that not
(b) so as not to — the negative of so as to, with the same subject.

2. Find and fix the mistake

Each sentence has one mistake. Say the correct sentence, then reveal.

1. He built the model for to teach his students.
He built the model to teach his students. or in order to teach…
2. The cube was so a good idea that everybody copied it.
The cube was such a good idea that everybody copied it. or …so good an idea… (the second is more formal.)
3. She covered the cube so that not to lose the stickers.
She covered the cube so as not to lose the stickers. or …so that she wouldn't lose…
4. The puzzle was such difficult that nobody finished it.
The puzzle was so difficult that… or It was such a difficult puzzle that…
5. He wrote the address on the box in order that arrive on time.
…in order to arrive on time. or …in order that it would arrive on time.

3. Say it your way

Finish each sentence out loud with your own idea. There is no single right answer.

1. People buy puzzles in order to …

2. I keep a notebook so that …

3. The problem was so difficult that …

4. It was such a surprising ending that …

5. Inventors take out patents so as to …

Take these structures into the Speak tab. You'll explain the purpose and the result of things.

Going deeper

A cube after a few twists

This is what Rubik saw after a few careless turns. Every face is a random mix of colours. Look at it. How would you begin to put it back?

True or false?

Decide, then reveal. Say why before you look.

1. Rubik invented the cube as a toy for children.
False. He made it as a teaching tool for his architecture students. The toy came afterwards.
2. As soon as he had made it, he could solve it.
False. It took him about a month to solve his own invention.
3. The first cubes were sold in shops in Budapest, before the toy reached the West.
True. The Magic Cube went on sale in Hungary in 1977. It reached the rest of the world in 1980.
4. A cube can be arranged in about 43 million ways.
False. About 43 quintillion: 43 followed by eighteen zeros. A million is tiny by comparison.
5. The world's fastest solvers can solve it in about three seconds.
True. The record is just over three seconds.
6. Any scrambled cube can be solved in twenty moves or fewer.
True. This was proved in 2010 with a huge computer search. Twenty is called "God's number".
What the story teaches. First, a tool built for one purpose can find a much bigger one. Rubik wanted to teach a classroom to think in space. He ended up giving the world a shared language of frustration and delight.

Second, an idea needs both a maker and a messenger. The cube might have stayed a local curiosity without Laczi, Kremer and a toy fair in Nuremberg.

Third, the story has a footnote. A Japanese inventor, Terutoshi Ishige, patented a similar cube mechanism in 1976, independently of Rubik. Ideas often arrive in more than one place at once. Some people argue that the cube's success owes as much to timing and marketing as to design. Others reply that thousands of puzzles have had marketing and disappeared, and only this one is still selling after almost fifty years.

The story also belongs to a pattern. Budapest is a city with a remarkable record of inventors. László Bíró designed the modern ballpoint pen, Albert Szent-Györgyi isolated vitamin C from paprika, and Dénes Gábor invented holography. Two other Hungarians appear in this series: Ignaz Semmelweis and Katalin Karikó.
Talk it through:
  • Is it better to be given a puzzle with instructions or one with none? Which teaches you more?
  • Explain how the cube works, and why it was hard to invent, in one minute, as if to a 12-year-old.
  • Series thread: Fleming found penicillin because of a dirty dish. Rubik found his puzzle because he twisted a model. What do luck and curiosity have in common?
  • Series thread: like Semmelweis and Karikó, Rubik came from a small country and had to find a way for his idea to travel. What helps an idea cross a border? What stops it?

Speak

All of it out loud, against the clock. Use the key words, the five ideas, and the language of purpose and result.

Useful language: in order to… · so that… · so as not to… · it was so… that… · such a… that… · it turned out to be… · as a result… · it took him a month to… · I got stuck when…
Time remaining: 4:00
Task A · The inventor on TV (4 minutes)

Tell the story: the classroom problem → the mechanism → the cube he couldn't solve → the patent → the toy fair → the craze → 43 quintillion.

Then be Ernő Rubik, being interviewed on television in 1980. The presenter asks: "Why did you make it, and did you expect it to be so popular?" Answer using at least five key words (puzzle, prototype, mechanism, patent, craze, algorithm, scramble, combination, obsessed, record).

Task B · Why was it made? (4 minutes)

Choose four of these objects. For each one, say why someone invented it (to, in order to, so that, so as not to) and what happened as a result (so… that, such… that).

  • a map
  • an umbrella
  • a padlock
  • a calendar
  • a smartphone
  • a passport
Task C · Invent a teaching toy (4 minutes)

Design a toy, a game or a model that would teach something hard to understand: fractions, grammar, time zones, how a bill becomes a law. What does it look like? How does it work? How would you test the prototype, and how will you know it works?

Prefer something different? Take one of these:

  • You've made a puzzle so difficult that even you can't solve it. Do you sell it or throw it away?
  • Pitch a new puzzle to a toy company at a fair, in sixty seconds.
  • Explain how to solve any problem "layer by layer" using an example from everyday life.

To finish — the harder questions

  1. Rubik didn't set out to make a global product, and yet his classroom model became one. Does it matter what the inventor's purpose was? Should it?
  2. Some people love a puzzle that takes a month. Others give up after five minutes. Is patience a talent, or a habit that can be learned?
  3. Would the cube have succeeded if it had been invented today, in a world of apps and video games? Why, or why not?
  4. Before you go — from memory: say why Rubik made the cube, what the challenge was, and three of the five ideas. Then make two sentences: one with so that and one with such a… that.
  5. What helped you remember the story best today: the numbers, the timeline, or explaining it aloud?

I can… tell the story of the cube, and explain why things are made and what results from them using purpose and result structures.